J.J. Koksma - Academia.edu (original) (raw)
Papers by J.J. Koksma
Higher Education Research & Development
Assessment & Evaluation in Higher Education, 2019
To foster lifelong learning skills, we need new didactic approaches with aligned assessment metho... more To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n ¼ 248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1-7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p < 0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p ¼ 0.074). Explained variance of the grades was low for all learning strategies (R 2 < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.
BMJ Open Quality, 2022
© Author(s) (or their employer(s)) 2022. Reuse permitted under CC BYNC. No commercial reuse. See ... more © Author(s) (or their employer(s)) 2022. Reuse permitted under CC BYNC. No commercial reuse. See rights and permissions. Published by BMJ. INTRODUCTION The development of online meetings and innovative online patient and public involvement (PPI) increased in the last decade, but the COVID19 pandemic pushed healthcare delivery towards remote solutions more rapidly. This may be seen as a logistical, technical as well as a cultural shift. Due to the COVID19 pandemic, online programmes and tools have been developed to guide healthcare professionals in setting up video consultations. Healthcare professionals may benefit from requiring knowledge and skills of digital technology, ethics of online communication and specific communication competences. Barriers may arise for patients with unfamiliarity with the technology used (often elderly patients), low hearing or vision, or patients who require more emotional support. COVID19 also influenced our morbidity and mortality (M&M) meeting at th...
Advances in Health Sciences Education, 2021
Optimizing teacher motivation in distributed learning environments is paramount to ensure high-qu... more Optimizing teacher motivation in distributed learning environments is paramount to ensure high-quality education, as medical education is increasingly becoming the responsibility of a larger variety of healthcare contexts. This study aims to explore teaching-related basic need satisfaction, e.g. teachers’ feelings of autonomy, competence and relatedness in teaching, in different healthcare contexts and to provide insight into its relation to contextual factors. We distributed a digital survey among healthcare professionals in university hospitals (UH), district teaching hospitals (DTH), and primary care (PC). We used the Teaching-related Basic Need Satisfaction scale, based on the Self-Determination theory, to measure teachers’ basic needs satisfaction in teaching. We studied relations between basic need satisfaction and perceived presence of contextual factors associated with teacher motivation drawn from the literature. Input from 1407 healthcare professionals was analyzed. PC hea...
Studies in Educational Evaluation, 2021
Health Communication, 2020
International Journal of Medical Education, 2020
Patient Education and Counseling, 2020
OBJECTIVES Morbidity and mortality meetings (M&MMs) at surgical departments may improve when ... more OBJECTIVES Morbidity and mortality meetings (M&MMs) at surgical departments may improve when patients participate, leading to different learning points. A gynecological oncology department invited patients to join their M&MMs. The practical constraints and experiences important from the perspective of patients and their healthcare professionals were evaluated. METHODS Semi-structured interviews were conducted with patients and professionals who attended M&MMs at a gynecological oncology department between 2016 and 2018. The interviews were transcribed and coded and thematic content analysis was performed. RESULTS Eight patients and 17 healthcare professionals participated. Eleven themes related to interpersonal dynamics. The five shared themes are: patient-doctor relationship, language, openness of communication, learning and personal impact. All participants suggested maintaining the new practical design of the M&MMs. CONCLUSIONS Patients and healthcare professionals valued patient participation in the M&MMs. Patient participation is possible when professionals are open to discussing and learning from adverse events (AEs). In this setting, patients feel that they are taken seriously and gain a better understanding of the course of an AE. PRACTICE IMPLICATIONS Involving patients in M&MMs led to new insights, better understanding, and improved processing of AEs. Collaborating with patients and using their feedback seems to be effective when developing innovations in healthcare.
![Research paper thumbnail of [Learning to see things from a different perspective: interns and residents collaborate with artists to become better doctors]](https://attachments.academia-assets.com/84067758/thumbnails/1.jpg)
](Nederlands tijdschrift voor geneeskunde, 2017
In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts an... more In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts and medical education, and appraised the learning processes involved. The voluntary track was followed by 32 and 30 participants respectively, mostly interns and a few residents. The initiative built upon the ideas of several American educational developments which incorporated museum visits. We extended the format by having participants join artists in their studios, to allow students to have an immersive experience of a different discipline, rather than only observing its end products. The track did not have specific learning objectives. However, participants were encouraged to set personal goals and to reflect on what they learned in terms of observation skills, creative thinking, personalized health care, and frame reflection. Here we report the rationale of the track, and illustrate preliminary conclusions with participants' quotes.
Practice-based learning: an appropriate means to acquire the attitude and skills for evidence-based medicine, 2020
Objectives: To evaluate a practice-based, self-directed EBM-course in an undergraduate medical cu... more Objectives: To evaluate a practice-based, self-directed EBM-course in an undergraduate medical curriculum in terms of EBM attitude and motivation beliefs. Methods: This study was conducted in a 4-week course of the first-year undergraduate medical curriculum, which takes place twice in an academic year. One group of students (n=210) received a normal EBM-module in November. A practice-based EBM-module was implemented in January for another group of students (n=130). We approached all students following the courses for participation in our research project. In a quasi-experimental design, a validated survey was used to assess students' EBM task value and self-efficacy on a 7-point Likert-scale. In the experimental group, complementary qualitative data were gathered on attitude and motivation by open evaluative questions. Results: Overall response rate was 93,5%, resulting in 191 students in the control group and 127 students in the experimental group. We did not find differences ...
Molecular and Cellular Neuroscience, 2006
Higher Education Research & Development
Assessment & Evaluation in Higher Education, 2019
To foster lifelong learning skills, we need new didactic approaches with aligned assessment metho... more To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n ¼ 248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1-7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p < 0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p ¼ 0.074). Explained variance of the grades was low for all learning strategies (R 2 < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.
BMJ Open Quality, 2022
© Author(s) (or their employer(s)) 2022. Reuse permitted under CC BYNC. No commercial reuse. See ... more © Author(s) (or their employer(s)) 2022. Reuse permitted under CC BYNC. No commercial reuse. See rights and permissions. Published by BMJ. INTRODUCTION The development of online meetings and innovative online patient and public involvement (PPI) increased in the last decade, but the COVID19 pandemic pushed healthcare delivery towards remote solutions more rapidly. This may be seen as a logistical, technical as well as a cultural shift. Due to the COVID19 pandemic, online programmes and tools have been developed to guide healthcare professionals in setting up video consultations. Healthcare professionals may benefit from requiring knowledge and skills of digital technology, ethics of online communication and specific communication competences. Barriers may arise for patients with unfamiliarity with the technology used (often elderly patients), low hearing or vision, or patients who require more emotional support. COVID19 also influenced our morbidity and mortality (M&M) meeting at th...
Advances in Health Sciences Education, 2021
Optimizing teacher motivation in distributed learning environments is paramount to ensure high-qu... more Optimizing teacher motivation in distributed learning environments is paramount to ensure high-quality education, as medical education is increasingly becoming the responsibility of a larger variety of healthcare contexts. This study aims to explore teaching-related basic need satisfaction, e.g. teachers’ feelings of autonomy, competence and relatedness in teaching, in different healthcare contexts and to provide insight into its relation to contextual factors. We distributed a digital survey among healthcare professionals in university hospitals (UH), district teaching hospitals (DTH), and primary care (PC). We used the Teaching-related Basic Need Satisfaction scale, based on the Self-Determination theory, to measure teachers’ basic needs satisfaction in teaching. We studied relations between basic need satisfaction and perceived presence of contextual factors associated with teacher motivation drawn from the literature. Input from 1407 healthcare professionals was analyzed. PC hea...
Studies in Educational Evaluation, 2021
Health Communication, 2020
International Journal of Medical Education, 2020
Patient Education and Counseling, 2020
OBJECTIVES Morbidity and mortality meetings (M&MMs) at surgical departments may improve when ... more OBJECTIVES Morbidity and mortality meetings (M&MMs) at surgical departments may improve when patients participate, leading to different learning points. A gynecological oncology department invited patients to join their M&MMs. The practical constraints and experiences important from the perspective of patients and their healthcare professionals were evaluated. METHODS Semi-structured interviews were conducted with patients and professionals who attended M&MMs at a gynecological oncology department between 2016 and 2018. The interviews were transcribed and coded and thematic content analysis was performed. RESULTS Eight patients and 17 healthcare professionals participated. Eleven themes related to interpersonal dynamics. The five shared themes are: patient-doctor relationship, language, openness of communication, learning and personal impact. All participants suggested maintaining the new practical design of the M&MMs. CONCLUSIONS Patients and healthcare professionals valued patient participation in the M&MMs. Patient participation is possible when professionals are open to discussing and learning from adverse events (AEs). In this setting, patients feel that they are taken seriously and gain a better understanding of the course of an AE. PRACTICE IMPLICATIONS Involving patients in M&MMs led to new insights, better understanding, and improved processing of AEs. Collaborating with patients and using their feedback seems to be effective when developing innovations in healthcare.
Nederlands tijdschrift voor geneeskunde, 2017
In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts an... more In 2016 and 2017, we started an innovative learning track in the Radboudumc that combines arts and medical education, and appraised the learning processes involved. The voluntary track was followed by 32 and 30 participants respectively, mostly interns and a few residents. The initiative built upon the ideas of several American educational developments which incorporated museum visits. We extended the format by having participants join artists in their studios, to allow students to have an immersive experience of a different discipline, rather than only observing its end products. The track did not have specific learning objectives. However, participants were encouraged to set personal goals and to reflect on what they learned in terms of observation skills, creative thinking, personalized health care, and frame reflection. Here we report the rationale of the track, and illustrate preliminary conclusions with participants' quotes.
Practice-based learning: an appropriate means to acquire the attitude and skills for evidence-based medicine, 2020
Objectives: To evaluate a practice-based, self-directed EBM-course in an undergraduate medical cu... more Objectives: To evaluate a practice-based, self-directed EBM-course in an undergraduate medical curriculum in terms of EBM attitude and motivation beliefs. Methods: This study was conducted in a 4-week course of the first-year undergraduate medical curriculum, which takes place twice in an academic year. One group of students (n=210) received a normal EBM-module in November. A practice-based EBM-module was implemented in January for another group of students (n=130). We approached all students following the courses for participation in our research project. In a quasi-experimental design, a validated survey was used to assess students' EBM task value and self-efficacy on a 7-point Likert-scale. In the experimental group, complementary qualitative data were gathered on attitude and motivation by open evaluative questions. Results: Overall response rate was 93,5%, resulting in 191 students in the control group and 127 students in the experimental group. We did not find differences ...
Molecular and Cellular Neuroscience, 2006