Learn More
BACKGROUND Feedback to aid teachers in improving their teaching requires validated evaluation instruments. When implementing an evaluation instrument in a different context, it is important to collect validity evidence from multiple sources. AIM We examined the validity and reliability of the Maastricht Clinical Teaching Questionnaire (MCTQ) as an(More)
OBJECTIVES This study set out to examine how much time students and teachers devote to different learning-oriented interactions during seminar sessions and students' and teachers' perceptions about the occurrence and desirability of these interactions. METHODS Students and teachers participating in eight seminar group sessions in Year 4 of an(More)
BACKGROUND Many medical and veterinary schools have curricula in which they use seminars of approximately 25 students to achieve their learning goals. There is not much research on seminar learning. AIM To explore students' views regarding aspects that affect seminar learning. METHODS Twenty-four second-year students of a 3-year bachelor curriculum(More)
CONTEXT Why and how do students seek feedback on their performance in the clinical workplace and which factors influence this? These questions have remained largely unanswered in research into workplace learning during clinical clerkships. Research on feedback has focused mainly on feedback providers. Whether and how feedback recipients actively seek(More)
BACKGROUND In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment.(More)
Changing demands from society and the veterinary profession call for veterinary medical curricula that can deliver veterinarians who are able to integrate specific and generic competencies in their professional practice. This requires educational innovation directed by an integrative veterinary competency framework to guide curriculum development. Given the(More)
With the aim to assess levels of burnout and work engagement in junior veterinarians and identify predictors of burnout and work engagement in male and female veterinarians, 1760 veterinarians who had graduated in The Netherlands between 1999 and 2009, received an electronic questionnaire. Veterinarians numbering 860 (73 per cent females) participated.(More)
The cognitive level of short essay questions taken from assessments of two veterinary courses at the Faculty of Veterinary Medicine of Utrecht University (FVMU) was evaluated using a simplified classification tool based on the taxonomy of Bloom. Classifications were made by teaching staff members (subject matter experts, or SME) and by faculty members not(More)
BACKGROUND The quality of teachers in higher education is subject of increasing attention, as exemplified by the development and implementation of guidelines for teacher qualifications at Universities in The Netherlands. AIM Because medical education takes a special position in higher education the Council of Deans of Medical Schools in The Netherlands(More)
CONTEXT Small-group learning is advocated for enhancing higher-order thinking and the development of skills and attitudes. Teacher performance, group interaction and the quality of assignments have been shown to affect small-group learning in hybrid and problem-based curricula. OBJECTIVES This study aimed to examine the perceptions of student groups as to(More)