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Direct linkTigelaar, Dineke E. H.; Dolmans, Diana H. J. M.; Meijer, Paulien C.; de Grave, Willem S.; van der Vleuten, Cees P. M. – Advances in Health Sciences Education, 2008
Teachers' reflections are often narrowly focused on technical questions ("how to") and less on the underlying moral, political and emotional aspects of their functioning. However, for a better understanding of teaching practice it is important to uncover beliefs and values that usually remain implicit. Meeting with others is considered crucial for…
Descriptors: Teacher Educators, Teaching Methods, Medical Education, Medical School Faculty
Diemers, Agnes D.; Dolmans, Diana H. J. M.; Verwijnen, Maarten G. M.; Heineman, Erik; Scherpbier, Albert J. J. A. – Advances in Health Sciences Education, 2008
Several reasons have been given why students should have contacts with real patients early in the undergraduate medical curriculum, i.e., in the preclinical phase. However, it is not clear exactly what effects early patient contacts have with regard to knowledge construction and the development of clinical reasoning skills. We sought students'…
Descriptors: Medical Education, Focus Groups, Educational Benefits, Experiential Learning
Peer reviewedDolmans, Diana H. J. M.; Gijselaers, Wim H.; Moust, Jos H. C.; de Grave, Willem S.; Wolfhagen, Ineke H. A. P.; van der Vleuten, Cees P. M. – Medical Teacher, 2002
Reports on major trends in studies investigating the tutor during the past 10 years. Describes three major trends: studies on the differential influence of content expert and non-content expert tutors on student achievement, studies on process variables, and studies on the relationship between tutor characteristics and differential contextual…
Descriptors: Academic Achievement, Higher Education, Medical Education, Problem Based Learning
The Relationship between Student-Generated Learning Issues and Self-Study in Problem-Based Learning.
Peer reviewedDolmans, Diana H. J. M.; And Others – Instructional Science, 1994
Describes a study of medical school students in The Netherlands that tested the assumption of problem-based learning that learning issues, generated by students while discussing a problem, are used as guides for self-directed learning activities. Faculty objectives and student-generated learning issues are compared. (LRW)
Descriptors: Comparative Analysis, Foreign Countries, Higher Education, Independent Study
Peer reviewedDolmans, Diana H. J. M. – Academic Medicine, 1993
A University of Limburg (Netherlands) medical school study investigated the relationship between student-generated learning issues and faculty instructional objectives (i.e., the effectiveness of the problems posed) in a problem-centered obstetrics and child development curriculum. Subjects were 120 students and 12 faculty. Results indicated…
Descriptors: Child Development, Educational Objectives, Foreign Countries, Higher Education
Peer reviewedvan den Hurk, Marianne M.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; van der Vleuten, Cees P. M. – Medical Teacher, 2001
Focuses on problem-based curriculum students' generation of learning issues that are guidelines for their individual study. Investigates how many learning issues can be classified as being of good quality and presents examples of well and poorly formulated ones. (DDR)
Descriptors: Clinical Experience, College Curriculum, Concept Formation, Educational Strategies
Download full textvan den Hurk, Marianne M.; Wolfhagen, Ineke H. A. P.; Dolmans, Diana H. J. M.; Vleuten, Cees P. M. van der – 1998
This study conducted in the Netherlands examines the role of student-generated learning issues in a problem-based curriculum. The first questions was in which way students make use of the learning issues generated (as strict guidelines or as global guidelines) and does this differ between years of training? The second questions was what the…
Descriptors: Academic Achievement, Foreign Countries, Higher Education, Instructional Program Divisions
Dolmans, Diana H. J. M.; And Others – 1992
A method is presented for collecting information about the match between students' learning issues in problem-based learning and teachers' objectives. Subjects were 82 second-year medical students at the University of Limburg in Maastricht (Netherlands) in a problem-based curriculum. During a unit on pregnancy, childbirth, and child development,…
Descriptors: Educational Objectives, Evaluators, Foreign Countries, Higher Education
Peer reviewedDolmans, Diana H. J. M.; And Others – Academic Medicine, 1996
A University of Limburg (Denmark) study investigated the effects of tutor expertise on medical student performance using curricular materials that have high or low levels of structure and that are poorly or well matched to students' levels of prior knowledge. The study found neither expert nor nonexpert tutors compensated for lack of curricular…
Descriptors: Academic Achievement, Competence, Curriculum Design, Foreign Countries
van den Hurk, Marianne M.; Wolfhagen, Ineke H. A. P.; Dolmans, Diana H. J. M.; Vleuten, Cees P. M. van der – 1999
The aim of this study was to identify the relationship between elements that are important for the tutorial group process and the individual learning process in a problem-based curriculum. The variables under investigation were: (1) student-generated learning issues; (2) individual learning process; (3) reporting in the tutorial group; and (4)…
Descriptors: Academic Achievement, Causal Models, Foreign Countries, Higher Education
Peer reviewedDolmans, Diana H. J. M.; Snellen-Balendong, Hetty; Wolfhagen, Ineke H. A. P.; van der Vleuten, Cees P. M. – Medical Teacher, 1997
Lends support to the idea that the quality of the cases used in problem-based learning affects the nature of student learning in this context. Outlines seven principles adapted from research on learning and cognition that can help guide case design. Contains 22 references. (DDR)
Descriptors: Cognitive Psychology, Cognitive Structures, Higher Education, Knowledge Representation
Peer reviewedDolmans, Diana H. J. M.; And Others – Medical Teacher, 1994
Demonstrates how tutors within a problem-based curriculum can be evaluated and provided with adequate feedback about their performance to improve their behavior. Focuses on plans for action that could be undertaken with regard to aspects of a faculty development program. (LZ)
Descriptors: Educational Research, Faculty Development, Higher Education, Medical Education
Peer reviewedDolmans, Diana H. J. M.; And Others – Evaluation and the Health Professions, 1993
A procedure, the Topic Checklist, is described that is used to assess student learning through student ratings. Results with 142 medical students suggest that the Topic Checklist is a reliable and fairly valid procedure to evaluate course content coverage and detect problems in course content coverage. (SLD)
Descriptors: Course Content, Course Evaluation, Educational Quality, Foreign Countries
Peer reviewedVan den Hurk, Marianne M.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; van der Vleuten, Cees P. M. – Medical Teacher, 1998
In a problem-based curriculum, students generate learning issues that are the guidelines for individual study. This study investigates the essential characteristics of learning issues and the importance they have in each year of training. Findings indicate that a useful learning issue contains a keyword that demarcates the content of a topic to be…
Descriptors: Active Learning, Foreign Countries, Higher Education, Independent Study
