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Direct linkOlmos-Vega, Francisco M.; Dolmans, Diana H. J. M.; Guzmán-Quintero, Carlos; Echeverri-Rodriguez, Camila; Teunnissen, Pim W.; Stalmeijer, Renée E. – Advances in Health Sciences Education, 2019
Maximising the potential of the workplace as a learning environment entails understanding the complexity of its members' interactions. Although some articles have explored how residents engage with supervisors, nurses and pharmacists individually, there is little research on how residents enter into and engage with the broader community of…
Descriptors: Workplace Learning, Foreign Countries, Communities of Practice, Health Personnel
Singaram, Veena S.; van der Vleuten, Cees P. M.; Stevens, Fred; Dolmans, Diana H. J. M. – Advances in Health Sciences Education, 2011
Collaborative approaches such as Problem Based Learning (PBL) may provide the opportunity to bring together diverse students but their efficacy in practice and the complications that arise due to the mixed ethnicity needs further investigation. This study explores the key advantages and problems of heterogeneous PBL groups from the students' and…
Descriptors: Medical Students, Focus Groups, Problem Based Learning, Heterogeneous Grouping
Cognitive Apprenticeship in Clinical Practice: Can It Stimulate Learning in the Opinion of Students?
Stalmeijer, Renee E.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Scherpbier, Albert J. J. A. – Advances in Health Sciences Education, 2009
Learning in clinical practice can be characterised as situated learning because students learn by performing tasks and solving problems in an environment that reflects the multiple ways in which their knowledge will be put to use in their future professional practice. Collins et al. introduced cognitive apprenticeship as an instructional model for…
Descriptors: Medical Students, Clinical Teaching (Health Professions), Educational Environment, Student Experience
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
Visschers-Pleijers, Astrid J. S. F.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Van der. Vleuten, Cees P. M. – Advances in Health Sciences Education, 2005
Introduction: In group learning settings like problem-based learning (PBL), the quality of interaction is closely related to group success. However, research and practice have shown that the interaction in tutorial groups is not optimal. In the present study, a questionnaire was used to measure students' perceptions of occurrence and desirability…
Descriptors: Medical Students, Student Attitudes, Problem Based Learning, Questionnaires
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
Examined the extent to which tutor ratings remained stable in the long term by evaluating 291 ratings of 140 tutors at Maastricht University in the Netherlands between 1992 and 1995. The results indicated that, if the aggregated score and overall judgement are used to interpret the precision of individual scores, four and two occasions,…
Descriptors: Faculty Evaluation, Foreign Countries, Generalizability Theory, Higher Education
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.; 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
Dolmans, Diana H. J. M.; And Others – 1992
A method was developed for assessing the extent to which a test reflects the topics addressed in the problems presented in a problem-based learning environment (curriculum validity). The intended curriculum for a unit from the second year of medical school at the University of Limburg in Maastricht (Netherlands) was analyzed, and an 132-item topic…
Descriptors: Achievement Tests, College Curriculum, Content Analysis, Educational Objectives
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
Dolmans, Diana H. J. M.; And Others – 1991
In problem-based learning, an instrument is needed to measure students' actual learning activities. Mapping the domain of learning activities undertaken by students and improving problems is especially important in a problem-based curriculum because students choose their own learning objectives. Such an instrument, the Topic Evaluation…
Descriptors: Course Content, Course Evaluation, Curriculum Development, Curriculum Evaluation
