The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education.

Unlabelled: In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students' self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ).

Professionals' adaptive expertise and adaptive performance in educational and workplace settings: an overview of reviews.

Professionals will increasingly be confronted with new insights and changes. This raises questions as to what kind of expertise professionals need, and how development of this expertise can be influenced within the contexts of both education and work. The terms adaptive expertise and adaptive performance are well-known concepts in the domains of education and Human Resource Development respectively.

Correction: Krause et al. Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons. 2022, , 11-27.

In the original publication [...

Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons.

Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exams have a clear focus on the use of thinking strategies.

Where the rubber meets the road - An integrative review of programmatic assessment in health care professions education.

Introduction: Programmatic assessment was introduced as an approach to design assessment programmes with the aim to simultaneously optimize the decision-making and learning function of assessment. An integrative review was conducted to review and synthesize results from studies investigating programmatic assessment in health care professions education in practice.

Methods: The authors systematically searched PubMed, Web of Science, and ERIC to identify studies published since 2005 that reported empirical data on programmatic assessment.

Clinician-Scientists in-and-between Research and Practice: How Social Identity Shapes Brokerage.

Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between position between these socio-culturally distinct worlds. To better understand and support CSs' training and career development, this study aims to gain insight into CSs' social identity and brokerage.

Test- or judgement-based school track recommendations: Equal opportunities for students with different socio-economic backgrounds?

Background: There are concerns that school track recommendations that are mostly based on teachers' judgements of students' performance ('judgement-based recommendations') are more biased by students' SES than school track recommendations that are mostly based on standardized test results ('test-based recommendations'). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students' SES on these two types of track recommendations.

Aims: The aim of this study was to examine the differences between test-based and judgement-based recommendations regarding the direct and indirect effect of students' SES at student level and school level.

Between trust and control: Teachers' assessment conceptualisations within programmatic assessment.

Objectives: Programmatic assessment attempts to facilitate learning through individual assessments designed to be of low-stakes and used only for high-stake decisions when aggregated. In practice, low-stake assessments have yet to reach their potential as catalysts for learning. We explored how teachers conceptualise assessments within programmatic assessment and how they engage with learners in assessment relationships.

Understanding the influence of teacher-learner relationships on learners' assessment perception.

Low-stakes assessments are theorised to stimulate and support self-regulated learning. They are feedback-, not decision-oriented, and should hold little consequences to a learner based on their performance. The use of low-stakes assessment as a learning opportunity requires an environment in which continuous improvement is encouraged.

Stakes in the eye of the beholder: an international study of learners' perceptions within programmatic assessment.

Objectives: Within programmatic assessment, the ambition is to simultaneously optimise the feedback and the decision-making function of assessment. In this approach, individual assessments are intended to be low stakes. In practice, however, learners often perceive assessments designed to be low stakes as high stakes.

Professional identity in clinician-scientists: brokers between care and science.

Context: Despite increasing numbers of publications, science often fails to significantly improve patient care. Clinician-scientists, professionals who combine care and research activities, play an important role in helping to solve this problem. However, despite the ascribed advantages of connecting scientific knowledge and inquiry with health care, clinician-scientists are scarce, especially amongst non-physicians.

Students generate items for an online formative assessment: Is it motivating?

Background: A reported problem with e-learning is sustaining students' motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students' perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness.

The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups.

To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts.

Integration of clinical and basic sciences in concept maps: a mixed-method study on teacher learning.

Background: The explication of relations between clinical and basic sciences can help vertical integration in medical curricula. Concept mapping might be a useful technique for this explication. Little is known about teachers' ability regarding the articulation of integration.

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship.

Background: Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship.

Aims: The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students.

The use of programmatic assessment in the clinical workplace: a Maastricht case report.

The differences of learning experiences in the workplace put challenges on the assessment: the assessment programme should be aligned with the general competency framework of the curriculum and also fit to the differences in learning contexts of the workplace. We used van der Vleuten's programmatic assessment model to develop a workplace-based assessment programme for final year clerkships. We aimed to design a programme that stimulates learning, supports assessment decision, is feasible and non-bureaucratic.

Portfolios for assessment and learning: AMEE Guide no. 45.

In 1990, Miller wrote that no tools were available for assessment of what a learner does when functioning independently at the clinical workplace (Miller 1990 ). Since then portfolios have filled this gap and found their way into medical education, not only as tools for assessment of performance in the workplace, but also as tools to stimulate learning from experience. We give an overview of the content and structure of various types of portfolios, describe the potential of electronic portfolios, present techniques and strategies for using portfolios as tools for stimulating learning and for assessment, and discuss factors that influence the success of the introduction.

The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds.

Background: The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students.

Aims: This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes.

The self critical doctor: helping students become more reflective.

Reflection underpins learning from experience, so how do you foster reflection in your students? This article explores the best ways to do this

Portfolios in medical education: why do they meet with mixed success? A systematic review.

Context: The move towards competence-based medical education has created a need for instruments that support and assess competence development. Portfolios seem suitable but mixed reports of their success are emerging.

Methods: To examine the effectiveness of portfolios, we searched PubMed and EMBASE using the keyword 'portfol*', PsychInfo and ERIC using the keywords 'portfol*' and 'medical education' and references of retrieved papers for empirical studies on portfolios in all phases of medical education.

Web- or paper-based portfolios: is there a difference?

Objective: To determine the differential effects of a paper-based versus a web-based portfolio in terms of portfolio quality, user-friendliness and student motivation.

Methods: An experimental design was used to compare Year 1 medical students' reflective portfolios. The portfolios differed in presentation medium only (i.

Validity of portfolio assessment: which qualities determine ratings?

The portfolio is becoming increasingly accepted as a valuable tool for learning and assessment. The validity of portfolio assessment, however, may suffer from bias due to irrelevant qualities, such as lay-out and writing style. We examined the possible effects of such qualities in a portfolio programme aimed at stimulating Year 1 medical students to reflect on their professional and personal development.

Conditions for successful reflective use of portfolios in undergraduate medical education.

Aim: Portfolios are often used as an instrument with which to stimulate students to reflect on their experiences. Research has shown that working with portfolios does not automatically stimulate reflection. In this study we addressed the question: What are the conditions for successful reflective use of portfolios in undergraduate medical education? METHODOLOGY/RESEARCH DESIGN: We designed a portfolio that was aimed at stimulating reflection in early undergraduate medical education, using experiences described in the medical education literature and elsewhere.

Use of portfolios in early undergraduate medical training.

The ability to reflect on one's own action is seen as an important skill for a doctor. A thorough introduction of the portfolio planned in the early stages of their studies seems to be the way to train medical students in reflection. This article describes the use of portfolios in early undergraduate medical training.