Research Network (LEARN)
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Introduction
The Lifelong Learning, Education & Assessment Research Network,
commonly known as LEARN, is a research programme that participates in the
research Institute School of HeAlth REsearch (SHARE) and the Graduate
School of Medical Sciences (GSMS) of the University Medical Center
Groningen (UMCG). LEARN was founded in June 2016 as a result of the
initiative of Professor Debbie Jaarsma.
Debbie Jaarsma was appointed in the UMCG as a (full) professor in
Innovation and Research in Medical Education in April 2014. The Dean, prof.
Kuipers, gave her the assignment to connect all researchers with an interest in
and experience with healthcare education research with the purpose of
becoming one collaborative research group. Under her leadership, LEARN is
currently an established group with 2 program leaders (academic directors), 8
Principal Investigators, 19 (cross-appointed) senior researchers, 38 PhD-
students who will graduate their doctoral program at the University of
Groningen and >13 PhD-students who will graduate at different universities
and are co-supervised by LEARN PI’s or senior researchers.
LEARN established an extensive network of collaborating and visiting
researchers at an institutional, national and international level.
Some PI’s and senior researchers have their primary research appointment
within LEARN and combine their research responsibilities with important
educational, administrative or clinical responsibilities. Others have their
primary appointment within the broader UMCG/University of Groningen.
LEARN is supported by an information specialist.
Historical perspective 2014–2015: relationships were build, exploration of existing expertise in
research, getting to know the organisation
2015–2016: contours of LEARN were formed; first drafts of mission and
vision were written, research programmes were explored, PI’s and researchers
identified, PhD students attracted, collaborations intensified. Started with
educational rounds to connect to teachers, educators.
June 2016: official foundation of LEARN
2016-2017: organization of LEARN better established, administrative support,
deepening of mission and vision with PI’s and senior researchers, outreach to
new members and PhD-students/master students, LEARN annual conferences,
LEARN research meetings.
The mission of LEARN
The first mission of LEARN was drafted in the beginning of 2016 as
follows:
LEARN is to contribute to excellent and safe healthcare by improving and
advancing health professions education across the continuum of education and
practice from first-year (medical) students to experienced healthcare
professionals in the final stage of their careers. Central to this mission is high
quality multidisciplinary research and teaching within the broad domain of
health professions education, ranging from undergraduate programmes in
medicine, dentistry, pharmacy and nursing through PhD programmes, to
workplace-based learning for all kinds of health professionals.
Since LEARN is strongly linked to both undergraduate and postgraduate
activities, it serves as a resource to support best practice in educational
programme design and delivery including assessment, within the UMCG and its
affiliated teaching hospitals. The LEARN programme nourishes the concept of
lifelong learning. LEARN views the concept of lifelong learning as being
integrated in a learning culture or learning organization, serving as a basis for
continuously improving quality and safety in health care.
LEARN will help shape theories, learning activities and learning culture in the
domain of health professions education by (1) creating new knowledge through
research and informed innovation; (2) building scholarly capacity through
faculty development and mentorship activities; and (3) fostering a culture of
collaboration and scholarly thinking in health professions education.
Continuous educational innovation is a core component of the missions of the
Research Institute SHARE, the University Medical Center Groningen and the
University of Groningen. Educational research is essential for finding new and
better ways to educate health professionals and prepare them to fulfill the
UMCG Healthy Ageing mission. The relevance of the LEARN research
programme and its members’ expertise for Healthy Ageing is threefold. By
educating health professionals in the best possible way, supported by the best
available scientific evidence, we strive to prepare (future) health professionals
who are able to work and learn in alignment with the UMCG Healthy Ageing
mission. It is becoming increasingly clear that medical care for elderly people
should focus on person-centred instead of disease-centred care, medical-
technical care. This insight not only requires a paradigm shift in the training of
healthcare students and the house staff of a hospital, but also indicates a need
for the existing faculty to engage in lifelong learning activities in order to
accommodate both patients and learners with new needs.
The second mission of LEARN was established and shortened in the
beginning of 2017 after deliberations among the PI’s and senior
researchers:
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The mission of LEARN is to contribute to excellent healthcare by advancing
the broad domain health professions education through high quality
multidisciplinary research.
LEARN will help shape theories, learning activities and learning culture in the
domain of health professions education by (1) creating new knowledge
through research and informed innovation; (2) building scholarly capacity
through faculty development and mentorship activities; and (3) fostering a
culture of collaboration and scholarly thinking.
The LEARN programme nourishes the concept of lifelong learning, which is
viewed as being integrated in a learning culture or learning organization,
serving as a basis for continuously improving quality and safety in health care.
Since LEARN is strongly linked to both undergraduate and postgraduate
activities, it serves as an inspiration to support best practices in education,
within the UMCG, the affiliated (teaching) hospitals and beyond.
In the beginning of 2018 a new mission and vision was drafted as input for
the strategic plans for LEARN for the next three years 2018-2020:
Vision of LEARN (Lifelong Learning, Education & Assessment Research
Network)
To be a global, transformative leader in advancing healthcare education and
practice through research.
Our research in healthcare education informs practice and research in the
practice of healthcare informs education.
Mission of LEARN
The mission of LEARN is to impact on healthcare delivery through innovative
and transformed healthcare education, clinical practice, and research. By
solving real-world problems that are of concern to stakeholders such as
educators, clinicians, students, and patients alike.
LEARN will:
relevant to advancing healthcare education and practice.
Foster translation of new knowledge by promoting creative synergy
between diverse theoretical perspectives, and between theory and
practice.
activities to cultivate future research leaders in healthcare education and
practice.
positive health and well-being
Humble
The LEARN programme
The first research programmes of LEARN were drafted in the beginning of
2016 as follows: Research in health professions education aims to deepen and enrich the
understanding of teaching and learning practices and culture. The scope of
research ranges from the processes of admission into a health professions
programme to the development and maintenance of competence and continuing
professional development and identity processes engaged throughout a
professional’s career.
There are three main themes which are closely aligned with educational
development within the undergraduate and postgraduate medicine and health
professions curricula:
1. Lifelong Learning, Learning Environments and Assessment
The first theme is concerned with research of learning environments and culture
and assessment practices that challenge learners to become active, self-
directed/self-regulated learners throughout their professional careers (lifelong
learning). It also covers the impact of the educational environment on the
learners’ wellbeing and the mutual relationship between educational climate and
faculty wellbeing and development. This also involves developing a learning
culture in which striving for continuously improving quality and safety of
healthcare is a central theme.
2. Medical Skills Acquisition, Simulation and (Team)training
The second theme focuses on researching professionals’ skills acquisition,
simulation and training, such as:
instructional design for skills training and development of
simulation/games.
centred communication, person-centred care and patient safety and
interprofessional collaboration.
The third research theme is concerned with the (decision-making) change
processes related to innovation and development of curricula, curriculum
implementation and quality assurance and evaluation.
Studies within this theme typically focus on:
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specific innovations, such as programmatic assessment, longitudinal
professional development courses, learning communities.
In the beginning of 2018 a new outline for the research programmes was
drafted as input for the strategic plans for LEARN for the next three
years 2018-2020:
1) Non-technical competency development and the relation to CBE and
workplace-based learning
workers/adaptation to and prevention of stress
3) Innovative and transformed educational design and the complexities of
curriculum change
These themes are closely aligned with developments within the undergraduate
and postgraduate health professions curricula and with the vision and mission
of continuing professional (faculty) development in the UMCG and its region.
The first theme focuses on the development of non-technical (‘generic’)
competencies and the role of the social-cultural environment.
Excellent non-technical competencies in (teams of) healthcare workers, such
as (interprofessional and intercultural) communication, collaboration,
compassion, shared-decision making, patient-centeredness, health advocacy,
critical reflective behaviour, self-regulation and self-direction, lifelong
learning abilities, (personal) leadership and a well-developed professional
identity, all play a crucial role in their performance in practice and on long-
term career success. Emphasis in this theme lies on the interaction between the
individual, the team the individual is learning/working in, and other social and
contextual factors (e.g. other co-workers, patients, supervisors, curriculum and
assessment characteristics, the learning climate) within the learning and/or
work environment.
Theory-driven, empirical (both quantitative and qualitative) research is
conducted to better understand how non-technical competency development
can be best supported through education, training and clinical practice, what
barriers and facilitators exist to this development and what relations exist
between competency development and individual , team and organizational
performance, such as the improvement of quality and safety of healthcare.
This theme is set in the current movement of competency-based education,
taking place in undergraduate, postgraduate and continuous education/faculty
development programs.
The second theme focuses on researching the psychological and social-
cultural factors influencing motivation and well-being of (future) healthcare
professionals. Emphasis lies on the interaction between the individual and the
socio-cultural study- and/or work environment, and the relation between
motivation, well-being and performance.
Theory-driven, empirical (both quantitative and qualitative) research is
conducted to better understand the different stressors and resources, and the
motivational and health erosion processes in relation to the well-being and
performance of students, teachers, and healthcare workers in their social
environment. Ultimately these insights are used to design and test and refine
psychological (at the individual level), social (at the educational/curriculum,
department level), and cultural (at the educational, department, hospital level)
interventions aimed at preventing unhealthy stress, improving psychological
outcomes, healthy behavior and better performance of (future) healthcare
workers.
Within SHARE, this theme has emerged logically from the research programs
Health Psychology Research (HPR), Ethical, Legal, and Social Issues in
Genetics (ELSI) and LEARN.
The third research theme is concerned with innovative and transformed
educational design and the complexities of translating and implementing these
designs, through change processes, into actual practice.
Current educational/instructional designs that have our interest are, among
others, gamification, serious games, simulations, EBM-training, social media, e-
portfolio, assessment instruments, learning communities, learning in the
operating theatre and extracurricular honours programs.
Research focusses on 1) learning processes, in particular looking at learners’
basic needs, user/learner-centeredness, expertise flow, technology acceptance,
learners’ attitudes and mindset towards innovations, and on 2) learning
outcomes and how this can be best evaluated and assessed.
Innovations and transformations in education need change processes that
succeed. Changing education is a recurring and complex process with many
stakeholders involved making it a resource-intensive activity for health
professions schools. With our research we aim to better understand the
challenges and strategies involved in change processes, the enabling and
inhibiting factors of bringing about actual change in practice and the potential
discrepancies between design, the curriculum in action and the learned
curriculum and the role of governance related to this. These insights are used to
enhance meaningful curriculum change (processes) and empower its leaders and
stakeholders involved.
Between 2015-2016 the LEARN team was established as an multidisciplinary
group of researchers in composition which includes (medical) educationalists,
medical specialists, nurses, social scientists (psychology, sociology, business
and economics), linguists, basic and applied health scientists, teachers and
students. Professionals of different departments and faculties participate in the
team to collaborate across areas. Both the total program and the team members
maintain close links with the educational organizations within the UMCG and
the affiliated teaching hospitals. Besides, links are established and maintained
with health care practices (departments, care trajectories) within the UMCG.
These collaborations will strengthen educational exchanges in both the
undergraduate and postgraduate settings and provide routes for the
implementation of research findings into practice. In particular, most research
is explicitly undertaken in collaboration with the educational organizations
and the affiliated teaching hospitals and, therefore, often initiated and
informed by (medical) practice.
The LEARN team has several related responsibilities, such as: providing
guidance, information and recommendations with respect to educational
development and quality, quality of care and conducting research; developing
positive academic mindsets among staff members of the UMCG and its
affiliated hospitals; and increasing the reputation and international visibility of
LEARN in the field of research in (health sciences) education.
Programme leader of LEARN is professor dr. Debbie Jaarsma, and since 2018
she finds in prof. dr. Paul Brand a co-programme leader.
Between 2015-2017, LEARN consists of a team with:
Principal investigators: prof. dr. Paul Brand (PI), prof. dr. Debbie
Jaarsma (PI), prof.dr.ir. Kees Ahaus (PI), prof. dr. Rijk Gans (PI), prof.
dr. Erik Heineman (PI), prof. dr. Jean-Pierre Pierie (PI), prof. dr. Petrie
Roodbol (PI), prof. dr. Sophia de Rooij (PI).
Professor emeritus: prof. dr. Janke Cohen-Schotanus
Senior researchers, appointed at the UMCG: prof. dr. Jan Borleffs, prof.
dr. Nico Bos, prof. dr. Jan Kuks, prof. dr. Jan ter Maaten, prof. dr. Jaap
Tulleken, prof. dr. Harry van de Wiel, prof. dr. Götz Wietasch, dr.
Johanna Schönrock-Adema, dr. René Tio, dr. Agnes Diemers, dr. Esther
Helmich, dr. Jan Pols, dr. Gera Welker
Senior researchers, appointed within the broader University of
Groningen/affiliated hospitals: prof. dr. Tom Koole, dr. Jelle Prins, dr.
Fokie Cnossen, dr. Mike Huiskes, dr. Viktor Venhorst, dr. Maaike
Endedijk.
Carvalho Filho (Brazil), dr. Joke van der Mark-Wouden.
PhD-students, who gain their doctorate at the University of Groningen:
Marieke Adema; Robbert Bosker; Elvira Coffetti; Dario Cecilio
Fernandes; Kirsten Dabekaussen; Eelco Draaisma; Ids Dijkstra; Anne van
Gaalen; Wieke van der Goot; Rodrigo Gonzales Alvarez; Petra van
Heugten; Yvonne ten Hoeve; Marianne van Houten-Schat; Petra Huizinga-
de Jong; Lisanne Hut-Mossel; Adbul Satar Khan; Mirjam Kaijser; Annette
Keuning-Plantinga; Tamara Köhler; Kelvin Kramp; Luppo Kuilman;
Derek Kuipers; Nico Leenstra; Jolise ‘t Mannetje; Patrick Nieboer;
Fundhy Prihatanto; Nienke Renting; Laura Smids; Lodewijk Schmit
Jongbloed; Nienke Schripsema; Kiki Spanjers; Yoyo Suhoyo; Gepke
Veenstra; Floor Velthuis; Stefan van Vendeloo; Martha van der Wal; Yan
Zhou and Tom van Zwieten.
PhD-students, who gain their doctorate at another university and are co-
supervised by LEARN researchers: Irèn Alders, Joost van den Berg, Joris
Berkhout, Marloes Duitsman, Ada Kool, Jennita Meinema, Annemarie
Moll-Jongerius, Andrea Oudkerk Pool, Nelleke Poel, Tamara van Woezik.
International: Adilson Donizete Ledubino [Campinas University Brazil],
Diego Lima Ribeiro [Campinas University Brazil], Evangeline Stubbing
[University of Aberdeen, Scotland].
Fostering academic mindsets & academic
freedom
LEARN has a focus on developing academic thinking and promote academic
freedom among its members as well as the teaching staff of the UMCG and its
affiliated hospitals. LEARN aims to bring communities together and create a
platform to share knowledge, expertise, experience, research findings and to
learn from each other.
To that end, we started the following initiatives in 2016:
Establishing a library for researchers and teaching staff with medical
education books, theses and journals (coordinator: Tineke Bouwkamp-
Timmer)
Six times a year, LEARN organises 3-hour educational rounds on a broad
range of topics related to the research themes and beyond. The rounds are
open for all interested in (evidence-based) education (in the UMCG and
the affiliated hospitals) to attend.
Twice a year, all PI’s and senior researchers gather for a half-day meeting,
chaired by the programme leaders, in order to review research progress,
anticipate submitting collaborative grant applications and network.
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Once a year, a LEARN symposium is organized where the entire group
of PI’s, senior researchers, PhD students and collaborating researchers
meet to share ideas and to engage in constructive controversy to
stimulate creativity and innovation. In December 2016 the first LEARN
symposium was organized (see: Launch of LEARN), in January 2018,
the second LEARN symposium was held.
Every month, subgroups of LEARN organize research meetings in which
PhD students and their supervisors discuss their work and relevant topics
in the field of interest.
Membership of the Dutch Medical Education Association (NVMO) and
participation in special interest workgroups on different medical
education topics. The NVMO has an institutional membership of the
Association for Medial Education in Europe (AMEE), which includes all
its members.
The launch of LEARN involved a full-day symposium discussing various
health sciences education topics from different perspectives. On 16 December
2016, the first Lifelong Learning, Education & Assessment Research
Network (LEARN) symposium took place in the UMCG Education Center.
The goal of the symposium was twofold. First, to present our research work to
a broader audience. Second, to create a platform to share knowledge,
expertise, experience, research findings, experiences with evidence-based
education and to learn from each other. We invited all interested in medical
and health professions education to participate. Swedish and Belgian
delegations from our U4 partners the universities of Uppsala and Ghent also
attended the symposium.
We were honoured to welcome the keynote speakers: prof. dr. Ralph
MacKinnon from the Manchester Children’s Hospital and prof. dr. Paul Brand
from Isala, Zwolle. The number of attendees was 132.
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All workshops were hands-on and interactive. The LEARN members
presented their research through quick and short communications (5 and 15
minutes per presentation to discuss research that is still in progress and
completed studies, respectively).
Evaluations of the symposium revealed that the attendees appreciated the
content of the active program, the keynotes and the enthusiastic keynote
speakers, the interdisciplinary character, the variety of topics, the networking
possibilities, the workshops, the informative character of the short and quick
communication sessions, the positive atmosphere and the good organization.
In addition, some suggestions for future symposia were given, like the timing
of the symposium. The feedback encouraged us to continue organizing similar
symposia.
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On 26 January 2018, the second LEARN symposium took place in the
UMCG Education Center. This symposium represented the collaboration of all
teaching hospitals involved in postgraduate education in our region (OOR-
NO). To celebrate the participation of the OOR-NO in the LEARN
symposium, the joint directors of the teaching hospitals endorsed an annual
lecture by an international keynote speaker at this symposium. We are proud
that this lecture bears the name of professor Rein Zwierstra, the first dean of
Medical and Postgraduate Education at the UMCG.
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At the LEARN symposium 2018, the Rein Zwierstra lecture was held by
professor Lorelei Lingard from the Western University, London Ontario,
Canada.
We also welcomed professor Erik Driessen from Maastricht University as a
keynote speaker. Similar to the first LEARN symposium, all workshops were
hands-on and interactive and the LEARN members presented their research
through quick and short communications. The number of attendees was
115.We thank all the attendees for making the second LEARN symposium a
great success!
Implementation of laparoscopic colon surgery in daily practice
(Teaching/Learning)
PhD position: 2010-2017
Leadership in residency training
- prof.dr. F Scheele
- prof.dr. ADC Jaarsma
Preparedness for practice after postgraduate medical education
PhD position: 2012-2016
PhD student: Huizinga-de Jong P (Petra)
Learned and perceived professional roles of a new type of nurse specialized
in gerontology and geriatrics
PhD position: 2012-2017
PhD position: 2012-2016
PhD position: 2012-2017
- prof.dr. JCC Borleffs
From lottery-based admissions to selection: what does it add?
PhD position: 2012-2017
- prof.dr. JCC Borleffs
PhD student: Cecilio Fernandes D (Dario)
Medical knowledge and skills development from a cognitive perspective
PhD position: 2013-2017
Ethical decision making among Physician assistants
PhD position: 2013-
Serious gaming in medical education (Teaching/Learning)
PhD position: 2013-
Human factors in trauma care and ICU handovers
PhD position: 2013-
PhD position: 2014-2018
- prof.dr. ADC Jaarsma
Excellence in international business students
PhD position: 2014-2018
Development and socialization of the pharmacy technician
PhD position: 2014-2018
Professional identity formation of clinical clerkship students
PhD position: 2015-2019
The complexity of medical curriculum renewal in practice; a change
agent perspective
Educational climate, burnout and quality of life among medical residents
PhD position: 2015-2019
Serious Games and eHealth
- prof.dr. ADC Jaarsma
Task complexity and operation theatre dynamics between surgeons and
assistants / supervisors
Honours students: preferences for autonomy and structure
PhD position: 2016-2020
PhD student: Kaijser (Mirjam)
PhD position: 2016-2020
- dr. G van Ramshorst
Independence-scaled procedural assessment of surgical skills: why, when
and how
PhD student: Houten-Schat M van (Marianne)
Family practice residents’ self-regulated learning
PhD position (aiotho): 2016-2017
Supervisors: - prof.dr. ADC Jaarsma
Personal resources in honours students
PhD position: 2016-2020
- dr. MVC Wolfensberger
- dr. M Gellevij
Effectiveness of clinical audits
Clinical governance & motivation
PhD position: 2015-2018
The contribution of learning communities to transformative learning,
identity formation and profiling future health professionals
PhD position: 2016-2020
Education in the dissection room
PhD position: 2016-2020
PhD student: Goot WE van der (Wieke)
The context of PGME - the complex social environment and its influence
on resident motivation
PhD position: 2016-2020
The wellbeing of newly qualified midwives
PhD position: 2016-2022
The significance of health care professionals’ attitudes and behaviour in
patient safety
Factors affecting giving & receiving peer to peer feedback within the
context of problem based learning.
PhD position: 2017-2021
Nursing and the adoption of technology
PhD position: 2017-2023
Caring for elderly with dementia in the hospital setting
PhD position: 2017-2023
Burnout in medical students and its treatment
PhD position: 2018-2022
and are co-supervised by LEARN researchers:
[A comprehensive list is under construction]
PhD student: Kool A (Ada) [Universiteit Utrecht]
Sirius bachelor project, Excellence in higher education
Completed in: 2016
PhD student: Berkhout JJ (Joris) [AMC - UvA]
Self-regulated learning of clerks
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Work-engagement of medical teachers
Expected completion: 2018
PhD student: Duitsman M [UMC St Radboud, Nijmegen]
Assessment and evaluation of resident’s performance
Expected completion: 2019
PhD student: Oudkerk Pool A (Andrea) [MUMC - Universiteit
Maastricht]
Expected completion: 2019
(Driessen, Govaerts, Jaarsma)
Validity of the competence-based portfolio
Expected completion: 2020
PhD student: Alders I (Irèn) [UMC St Radboud, Nijmegen]
Patient coaching in patients with chronic health conditions
Expected completion: 2019
(van Dulmen, Brand)
Tinkering supervision, patient safety and quality of care in general
practice and elderly care medicine residency training
Expected completion: 2022
PhD student: Moll-Jongerius A (Annemarie) [LUMC]
Developing a caring identity
An exploration of feelings experienced as medical students' negotiate the
development of a professional identity
Expected completion: 2020
An exploration of feelings experienced as medical students' negotiate the
development of a professional identity
Expected completion: 2022
PhD student: Donizete Ledubino A(Adilson) [Campinas University Brazil]
Making the implicit explicit - Contributions of Improvisational Theater to
Medical Education
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training. [Groningen]: University of Groningen 2016.
http://www.rug.nl/research/portal/publications/education-in-
laparoscopic-surgery(062b277b-0339-4e16-90c2-e596cad08aff).html
[Groningen]: University of Groningen 2017.
Embargo ends: 25/10/2018
Schmit Jongbloed L
Physician job satisfaction in the Netherlands: A study of job satisfaction
among cohorts of Dutch physicians. [Groningen]: University of Groningen
2017. https://www.rug.nl/research/portal/en/publications/physician-job-
another university and were co-supervised by LEARN
researchers
effects of undergraduate honours programmes. [Sirius bachelor project].
[Utrecht]: Utrecht University 2016. (Breukelmans,van Beukelen, Jaarsma,
Mainhard) file:///X:/My%20Downloads/Kool%20(1).pdf
Vleuten, Teunissen, Helmich)
Embargo ends: 13/4/2019
initiatives have been established within the LEARN
community:
How to measure the quality of the educational environment in
(postgraduate) medical education
Juggle study: a longitudinal prospective cohort study on goals, well-being
and academic performance of medical students
Helmich E, in collaboration with: dr. Sayra Christancho, dr. Laura Diachun,
prof. dr. Lorelei Lingard, Schulich School of Medicine & Dentistry, Western
University, Ontario Canada
Facing complexity in medical education
Helmich E, leading a research network named the European Centre of
Excellence in Qualitative Study and Inquiry in Training and Education
(EXQUISITE)
Venhorst V, van den Berg A, ter Beek FAJM, Pols J
The spatial mobility of medical students, post graduate trainees and
medical specialists
Versluijs MAC, Tio RA, Muntinghe FLH, Horst JCC van der
Assessment of the CanMEDS competencies scholar and communication
using a standardized approach
undergraduate students’ research projects – 2015-2017:
Student: Melissa Bolier, Medicine (AMC) 2016-2017
Emotional development throughout medical school: a longitudinal
qualitative study Supervisor: dr. E Helmich
Student: Kristel van den Eerenbeemt
Een kwalitatieve studie over de meningen van huisartsen in opleiding over
hun kennisverwerving in de opleidingspraktijk.
Supervisor: dr. AD Diemers
Student: Myrna Molema, Sociology (RUG)
The role of being trained in a profession on the collaboration between
doctors and nurses
Student: Wendy Olsder, MSc Industrial Engineering and Management (RUG)
Optimizing the scheduling of resident and patient care programs in
radiology
Supervisors: dr. DJ van der Zee & T Hoogstins/dr. J Pols
Student: Eva Schaafsma, Onderwijskunde (RUG)
First-year residents’ tasks: how they are mastered
Supervisors: dr. J van der Linden & dr. J Pols
Student: Lonne Milou Stegeman, HRM (Hanzehogeschool)
Influence of the nursing and medical curricula on collaboration between
doctors and nurses
Student: Lieke Stokkers, Sociology (RUG)
Societal factors influencing questions from patients during outpatient
visits
Student: Ilse Vos, HRM (RUG)
Medical and nursing students preparation for collaboration: the role of
professional identity, out-group threat, willingness to collaborate and
perceived status differences
Student: Pieter Walstock, Medicine (RUG)
Entrustable Professional Activities (EPAs) in undergraduate education:
how supervisors make entrustment decisions about medical students
Supervisor: prof.dr. ADC Jaarsma, in collaboration with the University of
California, San Francisco
(Universiteit Utrecht)
experienced
Student: Estelle Evers, Cultural Geography (RUG)
Wandel mee door het UMCG: een onderzoek naar de beleving van de
ruimtelijke ziekenhuisomgeving
Pediatricians are speaking: knowledge acquisition and task beliefs of
pediatricians about the development and learning of the chronically ill
child
Student: Naomi Boyd, Medicine (RUG)
A cross-cultural comparison between medical students’ self-regulated
learning challenges and the influencing socio-cultural factors.
Supervisors: prof. dr. ADC Jaarsma & dr. E Helmich
Student: Dominique Cirkel, Mathematics, Science, Business and Policy (RUG)
(Toegangs)Tijden veranderen: onderzoek naar het komen en gaan op de
Polikliniek Dermatologie, Interne Geneeskunde en het Groninger
Transplantatiecentrum van het UMCG
Shared decision-making, information provision and expectation
management: patient experiences with and performance of the
rehabilitation centre
Student: Sanne Mulder, Orthopedagogiek (RUG)
Ziek zijn maar toch blijven bewegen: Een explorerend onderzoek naar de
determinanten voor fysieke activiteit onder jongeren met en zonder een
oncologische aandoening
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Management (University of Twente)
A patient satisfaction study based on the results of the Consumer Quality
Index: The outpatient clinic for Neurology in the University Medical
Centre Groningen
Student: Willem Sol, Communication & Multimedia Design (NHL)
Onderzoek naar inzet en functioneren van patiëntenwebsite urologie
Supervisors: drs. A Weijling & dr. J Pols
Student: Paulien Harms, Research internship; collaboration Faculty of Arts
(RUG) and Medicine UMCG
Language and Agency in talking about medical educational change: a
linguistic discourse analysis on expressing agency through pronoun use by
medical educational change agents
Supervisors: prof. dr. AJ Koole & prof.dr. ADC Jaarsma
Students: Bram de Vries, Milou Rozeman, Kalle Major, Jasper van de Pol,
Bachelor project medicine (RUG)
feedback tool to improve patient-centered care.
Daily supervisor: prof.dr. ADC Jaarsma
Student: Raymond van den Busken, MBA thesis Nyenrode
Virtual Reality in training physicians on new technology in Transcatheter
Heart Valve Implantation.
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Communication Competences: To build professional capacity
concerning health literacy in medical and nursing education’
(2017-1-NL01-KA203-035290. 449.956,- euro; Partners:
UMCG, NUIG, EURASHE, ARS, UPJS, RUG, Jacobs
University)
On being a female full professor: An international study
exploring the experiences of women working in medical
education. (Ottawa, Canada; Aberdeen, UK; Bethesda, USA;
UMCG). Medical Education Research / Medical Innovation
Project Application ($15.580 Canadian dollars)
2017 – 2018 Prof.dr. ADC Jaarsma
Studievoorschotmiddelen; t.b.v. onderzoek van onderwijs.
Detachering dr. Huiskes van RUG Letteren naar UMCG
(21.000 Euro)
Van onderzoek naar trainingsmogelijkheden voor arts-patiënt
communicatie.
effect on patient safety (‘Scholing van artsen en
verpleegkundigen in gedeelde besluitvorming: effect op
patiënttevredenheid’). Vereniging Nederlandse Ziekenhuizen
2017 Prof.dr. PLP Brand
motivation and outcomes (‘Gedeelde besluitvorming in de
praktijk: effect op patiëntenmotivatie en –uitkomsten’)
Innovatie- en Wetenschapsfonds Isala € 174.850,- .
2017 Dr. J Schönrock-Adema & dr. JM van der Mark van der
Wouden
to optimize the quality of both supervision and the learning
climate in JSM Pilot Projects
Fellowship for Innovation of Teaching (FIT) € 3.500,-
2016-2018 Prof.dr. PLP Brand & dr. J Schönrock-Adema Development
of a brief instrument to assess teacher and supervisor
performance in postgraduate medical education (‘Ontwikkeling
van een opleiders- en supervisorenthermometer voor medische
vervolgopleidingen’).
commissie(ReCOc) OOR Noord&Oost € 50.000,-.
2016-2018 Prof.dr. H van der Wiel & dr. JKG Wietasch
Evaluation of a training program fostering resilience for
anesthesiology residence (‘Evaluatie van cursorisch onderwijs
aan AIOS Anesthesiologie ter bevordering van mentale
weerbaarheid’). Regiofondssubsidie van de Regionale Centrale
Opleidings commissie (ReCOc) OOR Noord&Oost
€ 35.000,- .
en gebondenheid van artsen’). Regiofondssubsidie van de
Regionale Centrale Opleidings commissie (ReCOc) OOR
Noord&Oost €47.4887,-.
2016-2017 Dr. J Schönrock-Adema & dr. JM van der Mark van der
Wouden
Honours college project grant € 81.000,-.
2016 Prof.dr. PLP Brand
Zorginstituut Nederland € 50.000,- and Innovatie- en
Wetenschapsfonds Isala € 5000,-.
van der Mark van der Wouden
The project Practice-oriented research on excellence in
institutions of further and higher education (Praktijkgericht
onderzoek Excellentie MBO & HO: ‘Excellentie door
doceerstrategie: vrijheid en structuur in balans voor elke
student’). Partners: UMCG/RUG, Hanzehogeschool Groningen,
20
2014-2020 Dr. E Helmich
general practice and elderly care medicine residency training.
ZonMW funding: € 194.853,-
of medical students. AMEE Research Grant: € 10.632,40.
2014 – 2017 Prof.dr. ADC Jaarsma
NFU Project Dedicated Schakeljaar; deelproject onderzoek. (in
total 1.650.000 Euro; Partners: MUMC, RadboudMC,
UMCG: 3 PhD students and 1 postdoctoral scientist)
2014 – 2016 Prof.dr. ADC Jaarsma
EU project Lifelong Learning Program ‘Culturally Competent
in Medical Education / C2ME’. (370.000 Euro; Partners:
Netherlands, UK, Belgium, Germany, Ireland, Scotland,
Switzerland, Spain, Denmark, Hungary, Norway)
21
Books & book chapters 2015-2017
1. Cnossen F. Cognitive skill in medicine: an introduction. In: P Lanzer
(Ed.), PanVascular Medicine. 2nd ed. [Chapter 198]. Heidelberg, New
York, Dordrecht, London: Springer 2015. p. 4719–4752.
DOI: 10.1007/978-3-642-37393-0_181-1
2. Haines, KB, van den Hende, FM, Bos NA. From training initiative to
fully-fledged innovative international programme: a story of staff and
student cooperation at the University of Groningen’s Medical School. In;
W Green & C Whitsed (Eds.), Critical perspectives on internationalising
the curriculum in disciplines: reflective narrative accounts from business,
education and health. Global Perspectives on Higher Education. Vol. 32.
Rotterdam: Sense Publishers 2015. p. 159-173.
3. Bok HG, Jaarsma ADC. Competency-Based Education. In: JL
Hodgson & JM Pelzer (Eds.), Veterinary medical education: a
practical guide. Hoboken: John Wiley & Sons Inc., 2017. p. 24-
35.
4. Bok HG, van Beukelen P, Jaarsma ADC. Scholarship in
veterinary education. In: JL Hodgson & JM Pelzer (Eds.),
Veterinary medical education: a practical guide. Hoboken: John
Wiley & Sons Inc., 2017. p. 589.
5. Gosen M, Koole T. Conversation Analysis. In: D Wyse, N Selwyn, E
Smith, & LE Suter (Eds.), The BERA/SAGE handbook of educational
research. Vol. 2. London: SAGE Publications Inc 2017. p. 791-811.
6. Paul K, Cnossen F. A cognitive neuroscience perspective on skill
acquisition in catheter-based interventions. In: P Lanzer (Ed.), Textbook
of catheter-based cardiovascular interventions. Springer Nature c2018.
DOI: 10.1007/978-3-319-55994-0
7. Van Huizen L, Ahaus CTBK. The road to excellence: a case study of the
application of GMP, ISO 9001 and the EFQM Excellence Model in a
nuclear medicine department. In: A Glaudemans, J Medema, A van
Zanten, RAJO Dierckx, CTB Ahaus (Eds.), Quality in Nuclear Medicine.
Basel: Springer International Publishing 2017. p. 3-21.
DOI: 10.1007/978-3-319-33531-5_1
Articles 2015-2017
2015 1. Dijkstra FA, Bosker RJI, Veeger NJGM, van Det MJ, Pierie JPEN.
Procedural key steps in laparoscopic colorectal surgery, consensus through Delphi methodology. Surgical Endoscopy 2015;29(9):2620-7. DOI: 10.1007/s00464-014-3979-7.
2. Dijkstra IS, Pols J, Remmelts P, Brand PLP. Preparedness for practice: A systematic cross-specialty evaluation of the alignment between postgraduate medical education and independent practice. Medical Teacher 2015;37(2):153-61. DOI:10.3109/0142159X.2014.929646.
3. Dijkstra IS, Pols J, Remmelts P, Rietzschel EF, Cohen-Schotanus J, Brand PLP. How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment. Perspectives on Medical Education 2015;4(6):300-7. DOI: 10.1007/s40037-015-0219-3.
4. Jalink MB, Heineman E, Pierie JPEN, ten Cate Hoedemaker HO. The effect of a preoperative warm-up with a custom-made Nintendo video game on the performance of laparoscopic surgeons. Surgical Endoscopy 2015;29(8):2284-90. DOI: 10.1007/s00464-014-3943-6.
5. Jalink MB, Goris J, Heineman E, Pierie JPEN, Ten Cate Hoedemaker HO. Face validity of a Wii U video game for training basic laparoscopic skills. Am J Surg. 2015 Jun;209(6):1102-6. DOI: 10.1016/j.amjsurg.2014.09.034
6. Kerdijk W, Cohen-Schotanus J, Mulder BF, Muntinghe FLH, Tio RA. Cumulative versus end-of-course assessment: effects on self-study time and test performance. Medical Education 2015;49:709-16. DOI: 10.1111/medu.12756
7. Kramp KH, van Det MJ, Hoff C, Lamme B, Veeger NJGM, Pierie JPEN. Validity and Reliability of Global Operative Assessment of Laparoscopic Skills (GOALS) in Novice Trainees Performing a Laparoscopic Cholecystectomy. Journal of Surgical Education 2015;72(2):351-8. DOI:10.1016/j.jsurg.2014.08.006.
8. Lange JFM, Kaufmann R, Wijsmuller AR, Pierie JPEN, Ploeg RJ, Chen DC, Amid PK. Hernia 2015;19(1):33-43. An international consensus algorithm for management of chronic postoperative inguinal pain. DOI: 10.1007/s10029-014-1292-y.
9. Mahmood SI, Daim SA, Borleffs JCC, Heijne-Penninga M, Schönrock- Adema J. The transferability of Western concepts to other cultures: Validation of the Zuckerman–Kuhlman Personality Questionnaire in a Saudi Arabic context. Medical Teacher 2015;37(Suppl 1):S67-74. DOI: 10.3109/0142159X.2015.1006606.
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10. Mastenbroek NJJM, van Beukelen P, Demerouti E, Scherpbier AJJA, Jaarsma ADC. Effects of a 1 year development programme for recently graduated veterinary professionals on personal and job resources: a combined quantitative and qualitative approach. BMC Veterinary Research 2015;11:311. DOI: 10.1186/s12917-015-0627-y.
11. Oeseburg B, Hilberts R, Roodbol PF. Essential competencies for the education of nursing assistants and care helpers in elderly care. Nurse Education Today 2016;35(10):32-35. DOI: 10.1016/j.nedt.2015.08.002
12. Raat AN, Schönrock-Adema J, van Hell EA, Kuks JBM, Cohen- Schotanus J. Student distress in clinical workplace learning: differences in social comparison behaviours. Advances in Health Sciences Education: Theory and Practice. 2015;20:101–11. DOI: 10.1007/s10459- 014-9513-9
13. Schönrock-Adema J, Visscher M, Raat AN, Brand PLP. Development and validation of the Scan of Postgraduate Educational Environment Domains (SPEED): A brief instrument to assess the educational environment in postgraduate medical education. PloS One 2015;10(9):e0137872. DOI: 10.1371/journal.pone.0137872.
14. Schripsema NR, van Trigt AM, Borleffs JC, Cohen-Schotanus J.
Underlying factors in medical school admissions. Medical Education 2015;49(6):639-40. DOI: 10.1111/medu.12731.
15. Speksnijder DC, Jaarsma ADC, van der Gugten AC, Verheij TJM,
Wagenaar JA. Determinants associated with veterinary antimicrobial prescribing in farm animals in the Netherlands: a qualitative study. Zoonoses 2015;62(Suppl1):39-51. DOI: 10.1111/zph.12168
16. Stegers-Jager KM, Themmen APN, Cohen-Schotanus J, Steyerberg EW.
Predicting performance: relative importance of students’ background and past performance. Medical Education 2015;49(9):933-45. DOI: 10.1111/medu.12779
17. Ten Have ECM, Nap RE, Tulleken JE. Measurement properties and
implementation of a checklist to assess leadership skills during interdisciplinary rounds in the intensive care unit. The Scientific World Journal 2015;951924. DOI: 10.1155/2015/951924
18. Tulleken JE. Intensive care medicine curricula in Europe. Intensive Care
Medicine 2015;41(12):2241-2241. DOI: 10.1007/s00134-015-3997-5 19. Van den Berg JW, Verberg CPM, Berkhout JJ, Lombarts MJMH,
Scherpbier AJJA, Jaarsma ADC. A qualitative interview study on the positive well-being of medical school faculty in their teaching role: job demands, job resources and role interaction. BMC Research Notes 2015;8:401. DOI: 10.1186/s13104-015-1393-4.
20. Van der Wal MA, Scheele F, Schönrock-Adema J, Jaarsma ADC, Cohen- Schotanus J. Leadership in the clinical workplace: what residents report to observe and supervisors report to display: an exploratory questionnaire study. BMC Medical Education 2015;15:195. DOI: 10.1186/s12909-015- 0480-5.
21. Wijnen-Meijer M, ten Cate O, van der Schaaf M, Burgers C, Borleffs J,
Harendza S. Vertically integrated medical education and the readiness for practice of graduates. BMC Med Educ2015;15(1):229. DOI: 10.1186/s12909-015-0514-z
22. Wouda, JC, van de Wiel HBM. Supervisors' and residents'
patienteducation competency in challenging outpatient consultations. Patient Education and Counseling 2015;98(9):1084-1091. DOI: 10.1016/j.pec.2015.05.010
23. Zee M, de Boer M, Jaarsma ADC. Acquiring evidence-based medicine and
research skills in the undergraduate medical curriculum: three different didactical formats compared. Perspectives on Medical Education 2014;3(5):357-70. DOI 10.1007/s40037-014-0143-y
2016
24. Berkhout JJ, Helmich E, Teunissen PW, van der Vleuten CPM, Jaarsma
ADC. How clinical medical students perceive others to influence their self- regulated learning. Med Educ. 2016 Nov 23. DOI:.10.1111/medu.13131. [Epub ahead of print].
25. Berkhout JJ, Teunissen PW, Helmich E, van Exel J, van der Vleuten CPM, Jaarsma ADC. Patterns in clinical students' self-regulated learning behavior: a Q-methodology study. Adv Health Sci Educ Theory Pract. 2016 May 27. DOI: 10.1007/s10459-016-9687-4. [Epub ahead of print].
26. Berkhout JJ, Helmich E, Teunissen PW. The complex relationship between student, context and learning outcomes. Med Educ. 2016;50(2):164-6. DOI: 10.1111/medu.12950.
27. Bok HGJ, Jaarsma ADC, Spruijt A, van Beukelen P, van der Vleuten CPM, Teunissen PW. Feedback-giving behaviour in performance evaluations during clinical clerkships. Med Teach. 2016;38(1):88-95. DOI: 10.3109/0142159X.2015.1017448.
28. Broekema TH, Talsma AK, Wevers KP, Pierie JPEN. Laparoscopy instructional videos: the effect of preoperative compared with intraoperative use on learning curves. J Surg Educ. 2017;74(1):91-99. DOI: 10.1016/j.jsurg.2016.07.001.
29. Cecilio-Fernandes D, Kerdijk W, Jaarsma ADC, Tio RA. Med Teach. Development of cognitive processing and judgments of knowledge in
23
medical students: analysis of progress test results. Med Teach. 2016;38(11):1125-9. DOI: 10.3109/0142159X.2016.1170781.
30. De Visser M, Fluit C, Fransen J, Latijnhouwers M, Cohen-Schotanus J, Laan R. The effect of curriculum sample selection for medical school. Adv Health Sci Educ Theory Pract. 2016 Apr 23. DOI:.10.1007/s10459-016-9681-x. [Epub ahead of print].
31. De Vries-Erich JM, Dornan T, Boerboom TBB, Jaarsma ADC, Helmich E. Dealing with emotions: medical undergraduates' preferences in sharing their experiences. Med Educ. 2016;50(8):817-28. DOI:.10.1111/medu.13004.
32. Dijkstra J, Latijnhouwers M, Norbart A, Tio RA. Assessing the "I" in group work assessment: State of the art and recommendations for practice. Med Teach. 2016;38(7):675-82. DOI:.10.3109/0142159X.2016.1170796.
33. Helmich E, Yeh HM, Kalet A, Al-Eraky M. Becoming a doctor in different cultures: toward a cross-cultural approach to supporting professional identity formation in medicine. Acad Med. 2017;92(1):58- 62. DOI: 10.1097/ACM.0000000000001432.
34. Huizenga P, Finnema E, Roodbol P. Learnt and perceived professional roles of a new type of nurse specialized in Gerontology and Geriatrics, a qualitative study. J Adv Nurs 2016;72(7):1552-1566. DOI: 10.1111/jan.12936
35. Huizenga P, Gobbens RJJ, Finnema EJ, Roodbol PF. Application of nursing roles in the care for older people, based on the CanMEDS..J Adv Nurs 2016;72:48-48.
36. Kool A, Mainhard T, Brekelmans M, van Beukelen P, Jaarsma D. Goal orientations of health profession students throughout the undergraduate program: a multilevel study. BMC Med Educ. 2016 Mar 31;16:100. DOI:.10.1186/s12909-016-0621-5.
37. Kool A, Mainhard MT, Jaarsma ADC, Brekelmans M, van Beukelen P. Academic success and early career outcomes: can honors alumni be distinguished from non-honors alumni? High Ability Studies. 2016;27(2):179-92. DOI: 10.1080/13598139.2016.1238818.
38. Kramp KH, van Det MJ, Veeger NJGM, Pierie JPEN. The Pareto analysis for establishing content criteria in surgical training. J Surg Educ. 2016;73(5):892-901. DOI: 10.1016/j.jsurg.2016.04.010.
39. Kramp KH, van Det MJ, Veeger NJGM, Pierie JPEN. Validity, reliability and support for implementation of independence-scaled procedural assessment in laparoscopic surgery. Surg Endosc. 2016;30(6):2288-300. DOI: 10.1007/s00464-015-4254-2.
40. Kramp KH, van Det MJ, Hoff C, Veeger NJGM, ten Cate Hoedemaker HO, Pierie JPEN. The predictive value of aptitude assessment in laparoscopic surgery: a meta-analysis. Med Educ. 2016;50(4):409-27. DOI: 10.1111/medu.12945.
41. Kromme NMH, Ahaus CTB, Gans ROB, van de Wiel HBM. 'It just has to click': internists' views of: what constitutes productive interactions with chronically ill patients. BMC Health Services Research. 2016;16:191. DOI: 10.1186/s12913-016-1430-6.
42. Kruizinga R, Helmich E, Schilderman JBAM, Scherer-Rath M, van
Laarhoven HWM. Professional identity at stake: a phenomenological
analysis of spiritual counselors’ experiences working with a structured
model to provide care to palliative cancer patients. Support Care Cancer.
2016;24:3111. DOI:10.1007/s00520-016-3115-4.
43. Kuipers DA, Wartena BO, Dijkstra BH, Terlouw G, van T Veer JTB, van Dijk HW, Prins JT, Pierie JPEN. iLift: A health behavior change support system for lifting and transfer techniques to prevent lower-back injuries in healthcare. Int J Med Inform. 2016 Dec;96:11-23. DOI:.10.1016/j.ijmedinf.2015.12.006.
44. Lases SS, Lombarts MJMH, Slootweg IA, Arah OA, Pierik EGJM, Heineman E. Evaluating mind fitness training and its potential effects on surgical residents’ well-being: a mixed methods pilot study. World J Surg. 2016;40(1):29-37. DOI: 10.1007/s00268-015-3278-z.
45. Leenstra NF, Jung OC, Johnson A, Wendt KW, Tulleken JE. Taxonomy of trauma leadership skills: a framework for leadership training and assessment. Acad Med. 2016;91(2):272-81. DOI:.10.1097/ACM.0000000000000890.
46. Mikkonen,I, Roodbol PF, Sansoni J, Dijkman B. European later life active network improves education for professionals working with older people. J Adv Nurs 2016;72:50-50. [S119].
47. Renting N, Gans ROB, Borleffs JCC, van der Wal MA, Jaarsma ADC, Cohen-Schotanus J. A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: exploring its application. Med Teach. 2016 Jul;38(7):738-45. DOI:.10.3109/0142159X.2015.1075649.
48. Renting N, Dornan T, Gans ROB, Borleffs JCC, Cohen-Schotanus J, Jaarsma ADC. What supervisors say in their feedback: construction of CanMEDS roles in workplace settings. Adv Health Sci Educ Theory Pract. 2016;21(2):375-87. DOI: 10.1007/s10459-015-9634-9.
49. Schripsema NR, van Trigt AM, van der Wal MA, Cohen-Schotanus J. How different medical school selection processes call upon different
24
personality characteristics. PLoS One. 2016;11(3):e0150645. DOI:.10.1371/journal.pone.0150645.
50. Stallinga HA, Jansen GJ, Kastermans MC, Pranger A, Dijkstra PU, Roodbol PF. Nurse practitioners' focus on health care in terms of cure and care: analysis of graduate theses using the International Classification of Functioning, Disability and Health. J Adv Nurs. 2016 Jul;72(7):1654-65. DOI: 10.1111/jan.12947.
51. Ten Hoeve Y, Castelein S, Jansen W, Jansen G Roodbol, P. Predicting factors of positive orientation and attitudes towards nursing: a quantitative cross-sectional study. Nurse Education Today 2016;40:111- 117. DOI: 10.1016/j.nedt.2016.02.019.
52. Tio RA, Stegmann ME, Koerts J, van Os TWDP, Cohen-Schotanus J. Weak self-directed learning skills hamper performance in cumulative assessment. Med Teach. 2016;38(4):421-3. DOI: 10.3109/0142159X.2015.1132411.
53. Tio RA, Schutte B, Meiboom AA, Greidanus J, Dubois EA, Bremers AJA, and the Dutch Working Group of the Interuniversity Progress Test of Medicine. The progress test of medicine: the Dutch experience. Perspect Med Educ. 2016;5(1):51-5. DOI: 10.1007/s40037-015-0237-1.
54. Tio RA, Stegmann ME, Koerts J, van Os TWDP, Cohen-Schotanus J. Weak self-directed learning skills hamper performance in cumulative assessment. Med Teach 2016;38(4):421-423. DOI: 10.3109/0142159X.2015.1132411.
55. Van der Geer J, Groot M, Andela R, Leget C, Prins J, Vissers K, Zock H. Training hospital staff on spiritual care in palliative care influences patient-reported outcomes: results of a quasi-experimental study. Palliat Med. 2016. DOI: 10.1177/0269216316676648.
56. Van der Geer J, Zock TH, Leget C, Veeger N, Prins J, Groot M Vissers K. Training spiritual care in palliative care in teaching hospitals in the Netherlands (SPIRIT-NL): a multicentre trial. J Res Interprof Pract Educ (JRIPE). 2016;6(1):1-15.
57. Van der Wal MA, Schönrock-Adema J, Scheele F, Schripsema NR, Jaarsma ADC, Cohen-Schotanus J. Supervisor leadership in relation to resident job satisfaction. BMC Med Educ. 2016 Aug 1;16:194. DOI:.10.1186/s12909-016-0688-z.
58. Van der Wouden JM, Schönrock-Adema J, Jaarsma ADC. Stimulating undergraduate medical students’ scientific careers: the Groningen concept. Revista de Medicina 2016;95(Special Issue 3):32-5. DOI: http://dx.doi.org/10.11606/issn.1679-9836.v95ispe3p32-35.
59. Van Heugten P, Heijne-Penninga M, Paans W, Wolfensberger M. Characteristics of highly talented international business professionals
defined: qualitative study among international business professionals. Eur J Train Dev. 2016;40(2):58-73. DOI:.http://dx.doi.org/10.1108/EJTD-04-2015-0032.
60. Van Mook WNKA, Arbous SM, Delwig H, van Hemel-Rintjap TJD, Tepaske R, Tulleken JE, van der Vleuten CPM. Progress testing in intensive care medicine training: useful and feasible?! Minerva Anestesiol. 2016;82(6):711-9.
61. Verweij H, van der Heijden FMMA, van Hooff MLM, Prins JT, Lagro- Janssen ALM, van Ravesteijn H, Speckens AEM. The contribution of work characteristics, home characteristics and gender to burnout in medical residents. Adv Health Sci Educ Theory Pract. 2016 Sep 20. DOI:.10.1007/s10459-016-9710-9. [Epub ahead of print].
2017
62. Berkhout JJ, Slootweg IA, Helmich E, Teunissen PW, van der Vleuten
CPM Jaarsma, ADC. How characteristic routines of clinical departments
influence students' self-regulated learning: a grounded theory study. Med
Teach 2017;39(11):1174-1181. DOI: 10.1080/0142159X.2017.1360472
63. Broekema TH, Talsma AK, Wevers KP, Pierie J-PEN. Laparoscopy
instructional videos: the effect of preoperative compared with
intraoperative use on learning curves. J Surg Educ 2017;74(1):91-99.
DOI: 10.1016/j.jsurg.2016.07.001.
64. Cecilio-Fernandes D, Aalders WS, de Vries J, Tio RA. The impact of
massed and spaced-out curriculum in oncology knowledge acquisition. J
Cancer Educ. 2017 Feb 13. doi: 10.1007/s13187-017-1190-y. [Epub
ahead of print]
65. Cecilio-Fernandes D, Aalders WS, Bremers AJA, Tio RA, de Vries J. The
Impact of Curriculum Design in the Acquisition of Knowledge of
Oncology: Comparison Among Four Medical Schools. J Cancer Educ.
2017 Apr 3. DOI: 10.1007/s13187-017-1219-2. [Epub ahead of print]
66. Cecilio-Fernandes D, Cohen-schotanus J, Tio RA. Assessment programs
to enhance learning. Physical Therapy Reviews 2017;1-4.
DOI: 10.1080/10833196.2017.1341143
67. Cecilio-Fernandes D, Medema H, Collares CF, Schuwirth L, Cohen-
Schotanus J, Tio RA. Comparison of formula and number-right scoring in
undergraduate medical training: A Rasch model analysis. BMC Med
Educ 2017;17(1):192. DOI: 10.1186/s12909-017-1051-8.
Laan RFJ. The effect of curriculum sample selection for medical
school. Adv Health Sci Educ2017;22(1):43-56. DOI: 10.1007/s10459-
016-9681-x.
69. Dijkstra IS, Brand PLP, Pols J, Delwig H, Jaarsma DADC, Tulleken
JE. Are graduated intensivists prepared for practice? A case study from
The Netherlands. Journal of Critical Care 2017;42:47-53.
DOI: 10.1016/j.jcrc.2017.01.018.
70. Geer JVD, Visser A, Zock H, Leget C, Prins J, Vissers K. Improving
Spiritual care in hospitals in the Netherlands: what do health care
chaplains involved in an action-research study report? Journal of Health
Care Chaplaincy 2017;1-23. DOI: 10.1080/08854726.2017.1393039.
71. Helmich E, Yeh H-M, Yeh C-C, de Vries-Erich JM, Tsai DF-C, Dornan
T. ' Emotional learning and identity development in medicine: a cross-
cultural qualitative study comparing Taiwanese and Dutch medical
undergraduates. Acad Med 2017;92(6):853-859.
DOI: 10.1097/ACM.0000000000001658.
72. Helmich E, Yeh,H-M, Kalet A, Al-Eraky M. Becoming a doctor in
different cultures: toward a cross-cultural approach to supporting
professional identity formation in medicine. Acad Med 2017;92(1):58-
62. DOI: 10.1097/ACM.0000000000001432.
73. Hut-Mossel L, Welker G, Ahaus K, Gans R. Understanding how and
why audits work: Protocol for a realist review of audit programmes to
improve hospital care. BMJ Open 2017;7(6):[e015121].
DOI: 10.1136/bmjopen-2016-015121 1.
74. Kaijser M, van Ramhorst G, van Wagensveld B, Pierie J-P. Current
techniques of teaching and learning in bariatric surgical procedures: a
systematic review. J Surg Educ 2017 Oct 12. pii:S1931-7204(17)30175-
7.
DOI: org/10.1016/j.jsurg.2017.09.023.
75. Koole T, van Burgsteden L, Harms P, van Diemen CC, van Langen IM,
5GPM-team. Participation in interdisciplinary meetings on genetic
diagnostics (NGS). European Journal of Human Genetics 2017;25(10):
1099-1105. DOI: 10.1038/ejhg.2017.111.
76. Kuipers DA, Terlouw G, Wartena BO, van ’t Veer JTB, Prins JT, Pierie
JPEN. The role of transfer in designing games and simulations for
health: systematic review. JMIR Serious Games 2017:24;5(4):e23.
DOI: 10.2196/games.7880.
77. Peters S, Clarebout G, Diemers A, Delvaux N, Verburgh A, Aertgeerts B,
Roex A. Enhancing the connection between the classroom and the clinical
workplace: a systematic review. Perspect Med Educ. 2017;6(3):148-157.
DOI: 10.1007/s40037-017-0338-0.
78. Renting N, Raat ANJ, Dornan T, Wenger-Trayner E, van der Wal MA,
Borleffs JCC, Gans ROB, Jaarsma ADC. Integrated and implicit: how
residents learn CanMEDS roles by participating in practice. Medical
Education 2017;51(9): 942-952. DOI: 10.1111/medu.13335.
79. Roemeling O, Land M, Ahaus C. Does lean cure variability in health
care? International Journal of Operations & Production Management.
2017;37(9):1229-1245. DOI: 10.1108/IJOPM-07-2015-0452.
80. Roemeling OP, Land MJ, Ahaus K Slomp J, van den Bijllaardt W. Impact
of lean interventions on time buffer reduction in a hospital
setting. International Journal of Production Research. 2017;55(16):4802-
4815. DOI: 10.1080/00207543.2017.1301687.
81. Schmit Jongbloed LJ, Cohen-Schotanus J, Borleffs JCC, Stewart RE,
Schonrock-Adema J. Physician job satisfaction related to actual and
preferred job size. BMC Medical Education 2017;17(86).
DOI: 10.1186/s12909-017-0911-6
82. Schmit Jongbloed LJ, Schönrock-Adema J, Borleffs JCC, Stewart RE,
Cohen-Schotanus J. Physicians’ job satisfaction in their begin, mid and
end career stage. J Hosp Admin 2017;6:1. DOI:10.5430/jha.v6n1p1.
http://dx.doi.org/10.5430/jha.v6n1p1
83. Schripsema NR, van Trigt AM, Borleffs JCC, Cohen-Schotanus J. Impact
of vocational interests, previous academic experience, gender and age on
Situational Judgement Test performance. Adv Health Sci Educ Theory
Pract. 2017;22(2):521-532. DOI: 10.1007/s10459-016-9747-9.
84. Schripsema NR, van Trig, AM, Lucieer SM, Wouters A, Croiset G,
Themmen APN, Borleffs JCC, Cohen-Schotanus, J. Participation and
selection effects of a voluntary selection process. Adv Health Sci Educ
2017;22(2):463-476. DOI: 10.1007/s10459-017-9762-5.
85. Siebelink MJ, Verhagen AAE, Roodbol PF, Albers MJIJ, Van de Wiel
HBM. Education on organ donation and transplantation in primary
school; teachers' support and the first results of a teaching module. PLoS
ONE 2017;12(5). DOI: 10.1371/journal.pone.0178128.
1525-1530. DOI: 10.1097/ACM.0000000000001685.
87. Suhoyo Y, Van Hell EA, Kerdijk, W, Emilia O, Schonrock-Adema J,
Kuks JBM, Cohen-Schotanus J. Influence of feedback characteristics
on perceived learning value of feedback in clerkships: does culture
matter? BMC Med Educ. 2017:17(69).
DOI: 10.1186/s12909-017-0904-5.
88. Ten Hoeve, Y., Castelein, S., Jansen, W. S., Jansen, G. J., & Roodbol,
P. F.(2017). Nursing students' changing orientation and attitudes
towards nursing during education: A two year longitudinal study. Nurse
Education Today 2017;48:19-24. DOI: 10.1016/j.nedt.2016.09.009.
89. Ten Hoeve Y, Castelein S, Jansen G, Roodbol P. Dreams and
disappointments regarding nursing: student nurses' reasons for attrition
and retention. A qualitative study design. Nurse Education Today
2017;54:28-36. DOI: 10.1016/j.nedt.2017.04.013.
90. Ten Hoeve Y, Castelein S, Jansen WS, Jansen GJ, Roodbol PF. Nursing
students' changing orientation and attitudes towards nursing during
education: A two year longitudinal study. Nurse Educ Today 2017
Jan;48:19-24. DOI: 10.1016/j.nedt.2016.09.009.
http://www.sciencedirect.com/science/article/pii/S0260691716302039
91. Van den Berg JW, Verberg CPM, Scherpbier AJJA, Jaarsma ADC,
Lombarts KMJMH. Is being a medical educator a lonely business? The
essence of social support. Med Educ. 2017 Jan 13.
DOI:10.1111/medu.13162. [Epub ahead of print]
92. Van der Weijden T, Post H, Brand PLP, van Veenendaal H, Drenthen T,
van Mierlo LA, Stalmeier P, Damman OC, Stiggelbout A. Shared
decision making, a buzz-word in the Netherlands, the pace quickens
towards nationwide implementation…. Z Evid Fortbild Qual
Gesundhwes. 2017 Jun;123-124:69-74.
DOI: 10.1016/j.zefq.2017.05.016.
93. Van Ramshorst GH, Kaijser MA, Pierie J-PEN, van Wagensveld BA.
Resident training in bariatric surgery: a national survey in the
Netherlands. Obes Surg 2017;27(11):2974-2980.
DOI: 10.1007/s11695-017-2729-z.
94. Veenstra GL, Ahaus K, Welker GA, Heineman E, van der Laan MJ,
Muntinghe FLH. Rethinking clinical governance: healthcare
professionals' views: a Delphi study. BMJ Open. 2017 Jan
12;7(1):e012591. DOI: 10.1136/bmjopen-2016-012591.
95. Verweij H, van Hooff MLM, van der Heijden FMMA, Prins JT, Lagro-
Janssen ALM, van Ravesteijn H, Speckens AEM. The relationship
between work and home characteristics and work engagement in medical
residents. Perspect Med Educ 2017;6(4):227-236.
DOI: 10.1007/s40037-017-0364-y
96. Verweij H, van der Heijden FMMA, van Hooff MLM, Prins JT, Lagro-
Janssen ALM, van Ravesteijn H, Speckens AEM. The contribution of
work characteristics, home characteristics and gender to burnout in
medical residents. Adv Health Sci Educ Theory Pract 2017;22(4):803-
818. DOI: 10.1007/s10459-016-9710-9.
97. Wangensteen S, Finnbakk E, Adolfsson A, Kristjansdottir G, Roodbol P,
Ward H, Fagerström L. Postgraduate nurses' self-assessment of clinical
competence and need for further training. A European cross-sectional
survey. Nurse Education Today 2017;62:101-106.
DOI: 10.1016/j.nedt.2017.12.020.
98. Wouters A, Croiset G, Schripsema NR, Cohen-Schotanus J, Spaai GWG,
Hulsman RL, Kusurkar RA. A multi-site study on medical school
selection, performance, motivation and engagement. Adv Health Sci Educ
Theory Pract 2017:22(2):447-462. DOI: 10.1007/s10459-016-9745-y.
1. Brand P. Dansen met de dokter. Houten: Sapienta 2016.
2. Welker GA, Heineman E. De veranderkundige weg naar
patiëntveiligheid. In: Dillmann R. et al., redactie. Patiëntveiligheid:
handboek voor medisch specialistische zorg [Deel IV, Hoofdstuk 18,
p. 253]. Utrecht: De Tijdstroom 2016.
Reports
1. Elzinga, H., Groenewoud, J., Ike, P., Loth, B., Reitsma, S., Cohen-
Schotanus J, ... Steur, J. Studentopinie als onderdeel van
Cursuskwaliteit: Quickscan. Groningen: RUG, Universitaire
Commissie voor het Onderwijs 2015.
2. Venhorst V, Daams M, van Dijk J. De regionale mobiliteit en binding
van medisch specialisten: het belang van opleiden en onderwijs voor
de regionale gezondheidszorg. Urban and Regional Studies Institute /
University of Groningen, 2017. 43 p. (URSI Research Report; 360).
[Result of the project The spatial (im)mobilty of physicians (“De
regionale mobiliteit en gebondenheid van artsen”)].
Articles
1. Oeseburg B, Hoogerduijn JG, Hilberts R, Roodbol P, Schuurmans M.
Competenties van verpleegkundigen, verzorgenden-IG en helpenden zorg en welzijn voor goede ouderenzorg. Onderwijs en Gezondheidszorg 2015;40(4):26-29.
2. Borleffs JCC, Mourits MJE, Scheele F. CanMEDS 2015: nog betere
dokters? Ned Tijdschr Geneeskd. 2016;160(0):D406.
3. Borleffs J, de Hoog M, de Graaf J, Heineman MJ. Schakeljaar kent
nu nog meerdere vormen. Medisch Contact. 2016;71(11):18-21.
4. Brand PLP, Boendermaker PM. Effectiever consult voeren door
gebruik van onderwijskundige technieken in de spreekkamer.
Praktische Pediatrie. 2016;10:144-50.
5. Hobo A, Welker G, Heineman E, Struys M. Maak tijd voor
teambesprekingen: UMCG bouwt ruimte in voor overleg in de
perioperatieve keten. Medisch Contact. 2016;71(7):38-40.
6. Oeseburg B, Schols J, Olde Rikkert M, van der Horst H, Smilde-van
den Doel D, de Rooij S, Buurman-van Es B, Schuurmans M, Gussekloo J. Onderwijs in het Nationaal Programma Ouderenzorg. Tijdschrift voor Gerontologie en Geriatrie 2016, 47(6), 272-281. DOI: 10.1007/s12439-016-0194-0
7. Huis A, Zegers M, Ista E, Maessen J, Welker G. Naar leernetwerken
van zorinstellingen. Lessen over uitwisseling van kwaliteitsbeleid
tussen umc’s. Kwaliteit in Zorg. 2016;2:8-11.
8. Van den Heijkant F, Tomlow B, Prins J, van der Heijden F. Minder
aiossen burn-out, maar actie blijft nodig. Medisch Contact.
2016;71(17/18):18-21.
9. Welker GA, Bakker R, van Rensen ELJ, Heineman E, Schneider
MME. Implementeren van kwaliteitsverbetering op microniveau.
Kwaliteit in Zorg. 2016;2:16-9.
10. Zegers M, Welker G. Van wantrouwen naar vertrouwen en
waardegedreven zorg. Experiment Zinvolle Registratie – ZIRE.
Kwaliteit in Zorg. 2016;6:4-8.
11. Brand PLP, Jaarsma ADC, Schönrock-Adema J. Meten van de
kwaliteit van de medische leeromgeving. Nederlands Tijdschrift voor
Geneeskunde 2017;161(D817), 1-6.
12. Van Vendeloo SN, Brand PLP, Burger BJ, Nelissen RGHH, Bulstra
SK Verheyen CCPM. Praktijktoetsen van aiossen onvoldoende
geregistreerd. Nederlands Tijdschrift voor Geneeskunde 2017;161:1-6.
28
and students in the UMCG
Initiator and organiser of educational rounds/seminars
01-04-2015 Jo Shapiro, Director of the Center for Professionalism and
Peer Support and Chief of the Division of Otolaryngology in
the Department of Surgery at the Brigham and Women’s
Hospital (BWH) in Boston and an Associate Professor of
Otolaryngology at Harvard Medical School. Honorary
Professor of Professional Behavior and Peer Support in
Medicine through the academic track at our University
Medical Center Groningen
calamities
Onderwijskundig ontwerponderzoek, een voorbeeld:
09-06-2015 Fokie Cnossen & Dario Cecilio Fernandes, the Institute of
Artificial Intelligence & Cognitive Engineering in the
Faculty of Mathematics and Natural Sciences
The cognitive science of medical skill acquisition – How
should medical skills be instructed?
09-11-2015 Glenn Regehr, Professor at the Department of Surgery and
Associate Director (Research) at the Centre for Health
Education Scholarship of the University of British Columbia
“Kids these days”: Reconsidering our conversations about
Generation ME
Considerations in defining ‘good’ scholarship in health
professions education
Bouwen aan een onderwijscultuur
16-02-2016 Irene Slootweg, AMC
Zelfgestuurd leren op de werkplek in de gezondheidszorg
05-07-2016 Joke Fleer & Roland van Mossel, UMCG
The Juggle Study: een 6-jarige prospectieve cohortstudie bij
geneeskundestudenten – Over de inhoud en implementatie van
deze studie binnen het G2020 geneeskundecurriculum
15-09-2016 René Tio, UMCG
Complexities of curriculum change
Innovation in Biomedical Education and Director of
Biomedical Sciences at UMC Utrecht and the second part by
Rianne Bouwmeester, PhD, who graduated at the University
of Utrecht on November 3rd 2016.
Tomorrow’s Education. The landscape of traditional, blended
and online learning
17-10-2017 Claire Penn, University of the Witwatersrand in Johannesburg,
South Africa & Tom Koole, RUG
Health communication in different contexts
13-12-2017 Paul Ram & Cees van der Vleuten, Maastricht University
and EBMA (European Board of Medical Assessors:
https://www.ebma.eu ), of which UMCG is also a member.]
The use of video for (formative) assessment purposes, as part
of the toolbox of workplace-based assessment/programmatic
assessment
29
Major national and international collaborations 2015-2017
In line with the mission of LEARN to bring communities together and
serve as a resource to support best practice in educational program
design and delivery, the LEARN team collaborates with researchers
and educationalists from many departments of the UMCG and its
affiliated teaching hospitals.
Current collaborations outside the UMCG are related to supervising
PhD students with colleagues from other faculties of the University of
Groningen or from other universities:
Close collaborations with faculties and platforms of the University of
Groningen are, among others, with the Faculty of Arts; the Centre of
Expertise Healthwise, Faculty of Economics and Business; the
University College; the Faculty of Behavioural and Social Sciences; the
Faculty of Science and Engineering; and the Health Communication
Platform of the University of Groningen.
On a national level, close collaborations with other universities are,
among others, with the Faculty of Health Medicine and Life Sciences,
Maastricht University Medical Center; the Academic Medical Center of
the University of Amsterdam; the Free Medical Center, Free University
Amsterdam; Utrecht University; Leiden University Medical Center;
Faculty of Medical Sciences, Radboud University Nijmegen; and the
Applied Universities Hanze Hogeschool, Saxxion and Windesheim.
Collaboration at an international level includes Ghent University,
Belgium; University of Göttingen, Germany; Carl von Ossietzky
University, Oldenburg, Germany; University of Uppsala, Sweden;
Stockholm University, Sweden; University Hospitals of Leicester, UK;
University of Aberdeen, Scotland, UK; Queens University, Belfast,
Ireland; McGill University, Montreal, Canada; McMaster University,
Hamilton, Canada; Schulich School of Medicine & Dentistry, Western
University, Ontario, Canada; Uniformed Services University of the
Health Sciences (USU), Maryland, USA; Campinas University, Brazil;
and National Taiwan University, Taipei, Taiwan.
PhD students from abroad are also supervised in close collaboration with
supervisors from their home university Airlangga University, Surabaya,
Indonesia and Gadjah Mada University, Yogyakarta, Indonesia.
Furthermore, PI’s of LEARN work closely and lead projects with the
following organisations:
and Safety in Healthcare); National Health Care Institute (Zorginstituut
Nederland – ihb Kwaliteitsinstituut); The Netherlands Organisation for
Health Research and Development (ZonMw); IQ Healthcare –
Radboudmc; and the Institute of Health Policy & Management (iBMG) –
Erasmus University Rotterdam.
international (AMEE, Ottawa conferences, Leadership in Medical
Education for U4 partners).
Delegations of U4 partners from the Universities of Ghent and Uppsala who
visited the UMCG and attended the LEARN symposium together with a
delegation of the UMCG
Health, Medicine, and Life Sciences and Department of Educational
Development and Research.
publications, congress contributions, PhD supervision and
dissertation(s), shared organisation of the project group Research in
Medical Education of the Netherlands Association of Medical
Education (NVMO), opportunities for educational management
training and educational research training.
Invited visitors: prof. dr. Cees van der Vleuten, prof. dr. Erik
Driessen, prof. dr. Pim Teunissen, dr. Annemarie Spruijt, 2014-2017
University of Twente: department of Educational and Human
Resources sciences and faculty of Technical Medicine. This
collaboration led to a student research project and to one shared peer-
reviewed international publication.
Visiting in exploration of collaboration in simulation-based education
(Tulleken & Jaarsma), 2017
Faculty of Social and Behavioural Sciences and Centre for Education
and Teaching, Utrecht University. This collaboration led to two
granted research projects; Sirius bachelor and master and has led to
shared peer-reviewed international publications and dissertations,
2009-2015
Close collaborations with faculties and platforms of the University of
Groningen are, among others, with the Faculty of Arts; the Centre of
Expertise Healthwise, Faculty of Economics and Business; the
University College; the Faculty of Behavioural and Social Sciences;
the Faculty of Science and Engineering; and the Health
Communication Platform of the University of Groningen, 2014 –
present
On a national level, collaborations with other universities are, among
others, with the Academic Medical Center of the University of
Amsterdam; the Free Medical Center, Free University Amsterdam;
Leiden University Medical Center; Faculty of Medical Sciences,
Radboud University Nijmegen; and the Applied Universities Hanze
Hogeschool, Saxxion and Windesheim.
University, Oldenburg, Germany; University of Uppsala, Sweden;
Stockholm University, Sweden; University Hospitals of Leicester,
UK; University of Aberdeen, Scotland, UK; Queens University,
Belfast, Ireland; McGill University, Montreal, Canada; McMaster
University, Hamilton, Canada; Schulich School of Medicine &
Dentistry, Western University, Ontario, Canada; Uniformed Services
University of the Health Sciences (USU), Maryland, USA; Campinas
University, Brazil; and National Taiwan University, Taipei, Taiwan.
PhD students from abroad are also supervised in close collaboration
with supervisors from their home university Airlangga University,
Surabaya, Indonesia and Gadjah Mada University, Yogyakarta,
Indonesia.
o prof. dr. Lorelei Lingard, January 2018 (Schulich School of
Medicine & Dentistry, Western University, Ontario, Canada)
o prof. dr. Claire Penn, October 2017 (University of the
Witwatersrand in Johannesburg, South Africa)
o prof. dr. Harold van Rijen & dr. Rianne Bouwmeester, June
2017 (UMC Utrecht)
o dr. Harold Bok, May 2015 (Faculty of Veterinary Sciences,
Utrecht University)
Children’s Hospital, UK)
o prof. dr. Glenn Regehr, November 2015 (the Centre for
Health Education Scholarship of the University of British
Columbia, Vancouver, Canada)
Dalhousie University, Halifax, Canada)
o dr. Marco Antonio de Carvalho Filho, two-year sabbatical at
LEARN/CEDAR, 2017-2018 (Faculty of Medicine, Campinas
University, Brazil)
The following institutes were visited with the purpose of understanding
their research vision and organisation:
o Maastricht University: Institute for Medical Education,
Faculty of Health, Medicine, and Life Sciences and
Department of Educational Development and Research, April
2014
Vancouver, Canada, April – May 2014
o Centre for Medical Education, Faculty of Medicine, McGill
University, Montreal, Canada, May 2014
o Prideaux Centre for Research in Health Professions
Education, Flinders University, Adelaide, Australia, February
– March 2016
a.d.c.jaarsma@umcg.nl
director)
p.l.p.brand@isala.nl