Marieke van der Schaaf - Academia.edu (original) (raw)

Drafts by Marieke van der Schaaf

Bookmarks Related papers MentionsView impact

During workplace based learning, e.g. clinical practice or during an internship, there is an urge... more During workplace based learning, e.g. clinical practice or during an internship, there is an urgent need for solutions to restore and to guarantee the quality of feedback for (becoming) professionals. In continuing education at the workplace the use of Electronic portfolios (EPs) is a crucial means for acquiring the requisite professional knowledge and skills. Although EPs provide a useful approach to view each trainee's progress, often only limited use is made of the rich contextual learning assessment data to support responsive adaptation for more efficient and rewarding training and hence to provide personalized feedback. This contribution advocates that EPs enhanced with a Learning Analytics engine, may increase the quality and efficiency of workplace-based feedback and assessment. This contribution addresses this by outlining an approach that is applied in a European 7th framework project, called WATCHME (www.project-watchme.eu). The aim of the contribution is to provide insight in underlying rationales to improve workplace-based feedback and assessment and how this is applied in an EP environment that is enhanced with Learning Analytics.

Bookmarks Related papers MentionsView impact

Bookmarks Related papers MentionsView impact

Bookmarks Related papers MentionsView impact

Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedbac... more Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedback. Although E-portfolios provide a useful approach to view each learner's progress, so far options for personalized feedback and potential data about a learner's performances at the workplace often remain unexploited. This paper advocates that E-portfolios enhanced with learning analytics, might increase the quality and efficiency of workplace-based feedback and assessment in professional education. Based on a 5-phased iterative design approach, an existing E-portfolio environment was enhanced with learning analytics in professional education. First, information about crucial professional activities for professional domains and suited assessment instruments were collected (phase 1). Thereafter probabilistic student models were defined (phase 2). Next, person-alized feedback and visualization of the personal development over time were developed (phase 3). Then the prototype of the E-portfolio—including the student models and feedback and visualization modules—were implemented in professional training-programs (phase 4). Last, evaluation cycles took place and 121 students and 30 supervisors from five institutes for professional education evaluated the perceived usefulness of the design (phase 5). It was concluded that E-portfolios with learning analytics were perceived to assist the development of students' professional competencies and that the design is only successful when developed and implemented through the eyes of the users. Feedback and assessment methods based upon learning analytics can stimulate learning at the workplace in the long run. Practical, technological and ethical challenges are discussed. & Marieke van der Schaaf m.f.vanderschaaf@uu.nl;

Bookmarks Related papers MentionsView impact

Papers by Marieke van der Schaaf

Eye-Tracking Technology Applications in Educational Research, 2000

Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & Van der Schaaf, M. F. (in pr... more Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & Van der Schaaf, M. F. (in press). In A. W. Christopher, F. J. Sansosti, & B. J. Morris (Eds.), Eye-tracking technology applications in educational research. Hershey, PA: IGI Global

Bookmarks Related papers MentionsView impact

Studies in Continuing Education, 2016

Bookmarks Related papers MentionsView impact

Human Development, 2016

The combination of two methodological resources—natural-user interfaces (NUI) and multimodal lear... more The combination of two methodological resources—natural-user interfaces (NUI) and multimodal learning analytics (MMLA)—is creating opportunities for educational researchers to empirically evaluate theoretical models accounting for the emergence of concepts from situated sensorimotor activity. 76 participants (9-12 yo) solved tablet-based presymbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of proportional equivalence. Data gathered in task-based semi-structured clinical interviews included action logging, eye-gaze tracking, and videography. Analysis of these data indicates that successful task performance coincided with spontaneous emergence of stable dynamical gaze-path patterns soon followed by multimodal articulation of strategy. Significantly, gaze patterns included unmanipulated, non-salient screen locations. We present cumulative evidence that these gaze patterns served as ‘attentional anchors’ mediating participants’ problem solving. By way of contextualizing our claim, we also present case studies from the various experimental conditions. We interpret the findings as enabling us to revisit, support, refine, and perhaps elaborate on seminal claims from Piaget’s theory of genetic epistemology and in particular his insistence on the role of situated motor-action coordination in the process of reflective abstraction

Bookmarks Related papers MentionsView impact

Levende Talen Tijdschrift, 2014

Bookmarks Related papers MentionsView impact

Bookmarks Related papers MentionsView impact

Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 2016

Bookmarks Related papers MentionsView impact

Scandinavian Journal of Educational Research, Aug 6, 2014

ABSTRACT

Bookmarks Related papers MentionsView impact

ABSTRACT PURPOSE Current radiology practice has become increasingly based on the digital interpre... more ABSTRACT PURPOSE Current radiology practice has become increasingly based on the digital interpretation of volumetric multi-planar-reconstruction images (MPR-images). Nevertheless, assessment of radiological image interpretation skills in medical education and postgraduate radiology training is still mainly based on two-dimensional (2D) images (only one or two slices of a stack are presented). Consequently, the assessment lacks authenticity, which negatively impacts its quality. We hypothesized that using MPR images increases the assessment quality as reflected in its validity (the test assesses what it is intended to measure) and reliability (the accuracy of the test results, its reproducibility and little measurement error). Our aim was to evaluate differences in validity and reliability of assessment with 2D image questions versus MPR image questions. METHOD AND MATERIALS In 2012, 246 medical students, trained with MPR images, took a digital radiology test. There were two versions (A and B), both containing twenty 2D and twenty MPR image questions, concerning anatomy on CT-scans. Participants filled out a questionnaire to judge the authenticity of the assessment as an indication of validity. They also gave their opinion on the difficulty of 2D and MPR image questions. Mean scores and reliabilities (estimated with Cronbach’s alpha) of the 2D and MPR image subtests were compared. RESULTS Cronbach’s alphas on 2D image questions were .49 (A), and .65 (B), and alphas of MPR image questions were .65 (A), and .71 (B). Scores on MPR image questions (M 15.6, SD 2.6; M 14.9, SD 2.9) were lower than scores on 2D image questions (M 15.8, SD 2.2; M 16.8, SD 2.4). This difference between 2D and MPR scores was significant for version B. Assessment based on MPR images was considered more authentic (t (56) = -7.1, p < .001), and less difficult (t (58) = -4.2, p < .001) by the participants. CONCLUSION According to the participants, assessment with MPR images increases authenticity, which can contribute to validity. MPR image questions showed higher reliability than 2D image questions. Scores on MPR image questions in one version were significantly lower, but considered less difficult by participants. CLINICAL RELEVANCE/APPLICATION Valid and reliable assessments of image interpretation skills of radiology trainees, adds to patient safety. MPR image assessment seems to contribute to its validity and to its reliability.

Bookmarks Related papers MentionsView impact

Http Dx Doi Org 10 1080 02602938 2011 576312, Oct 30, 2012

Abstract Student portfolios are increasingly used for assessing student competences in higher edu... more Abstract Student portfolios are increasingly used for assessing student competences in higher education, but results about the construct validity of portfolio assessment are mixed. A prerequisite for construct validity is that the portfolio assessment is based on relevant portfolio content. Assessment criteria, are often used to enhance this condition. This study aims to identify whether assessment criteria can improve content, argumentation and communication during teacher moderation while judging student portfolios. Six teachers ...

Bookmarks Related papers MentionsView impact

European Journal of Radiology, Jan 5, 2015

Current radiology practice increasingly involves interpretation of volumetric data sets. In contr... more Current radiology practice increasingly involves interpretation of volumetric data sets. In contrast, most radiology tests still contain only 2D images. We introduced a new testing tool that allows for stack viewing of volumetric images in our undergraduate radiology program. We hypothesized that tests with volumetric CT-images enhance test quality, in comparison with traditional completely 2D image-based tests, because they might better reflect required skills for clinical practice. Two groups of medical students (n=139; n=143), trained with 2D and volumetric CT-images, took a digital radiology test in two versions (A and B), each containing both 2D and volumetric CT-image questions. In a questionnaire, they were asked to comment on the representativeness for clinical practice, difficulty and user-friendliness of the test questions and testing program. Students' test scores and reliabilities, measured with Cronbach's alpha, of 2D and volumetric CT-image tests were compared. Estimated reliabilities (Cronbach's alphas) were higher for volumetric CT-image scores (version A: .51 and version B: .54), than for 2D CT-image scores (version A: .24 and version B: .37). Participants found volumetric CT-image tests more representative of clinical practice, and considered them to be less difficult than volumetric CT-image questions. However, in one version (A), volumetric CT-image scores (M 80.9, SD 14.8) were significantly lower than 2D CT-image scores (M 88.4, SD 10.4) (p<.001). The volumetric CT-image testing program was considered user-friendly. This study shows that volumetric image questions can be successfully integrated in students' radiology testing. Results suggests that the inclusion of volumetric CT-images might improve the quality of radiology tests by positively impacting perceived representativeness for clinical practice and increasing reliability of the test.

Bookmarks Related papers MentionsView impact

Br Educ Res J, 2005

Bookmarks Related papers MentionsView impact

Assess Eval High Educ, 2008

Developing and using a design for teacher portfolio assessment is a complex process including sev... more Developing and using a design for teacher portfolio assessment is a complex process including several components: the domain to be assessed (the teacher competences), the content standards or criteria, the portfolio format, the completion of the format (by teachers) with content, and the scoring of the portfolios (by raters). For a portfolio assessment to be valid, these components should be

Bookmarks Related papers MentionsView impact

BMC medical education, Jan 21, 2015

Medical curricula become more and more vertically integrated (VI) to prepare graduates better for... more Medical curricula become more and more vertically integrated (VI) to prepare graduates better for clinical practice. VI curricula show early clinical education, integration of biomedical sciences and focus on increasing clinical responsibility levels for trainees. Results of earlier questionnaire-based studies indicate that the type of the curriculum can affect the perceived preparedness for work as perceived by students or supervisors. The aim of the present study is to determine difference in actual performance of graduates from VI and non-VI curricula. We developed and implemented an authentic performance assessment based on different facets of competence for medical near-graduates in the role of beginning residents on a very busy day. Fifty nine candidates participated: 30 VI (Utrecht, The Netherlands) and 29 non-VI (Hamburg, Germany). Two physicians, one nurse and five standardized patients independently assessed each candidate on different facets of competence. Afterwards, the...

Bookmarks Related papers MentionsView impact

Medical teacher, Jan 14, 2015

This Guide was written to support educators interested in building a competency-based workplace c... more This Guide was written to support educators interested in building a competency-based workplace curriculum. It aims to provide an up-to-date overview of the literature on Entrustable Professional Activities (EPAs), supplemented with suggestions for practical application to curriculum construction, assessment and educational technology. The Guide first introduces concepts and definitions related to EPAs and then guidance for their identification, elaboration and validation, while clarifying common misunderstandings about EPAs. A matrix-mapping approach of combining EPAs with competencies is discussed, and related to existing concepts such as competency milestones. A specific section is devoted to entrustment decision-making as an inextricable part of working with EPAs. In using EPAs, assessment in the workplace is translated to entrustment decision-making for designated levels of permitted autonomy, ranging from acting under full supervision to providing supervision to a junior learn...

Bookmarks Related papers MentionsView impact

Eesti Haridusteaduste Ajakiri = Estonian Journal of Education, 2013

Bookmarks Related papers MentionsView impact

Bookmarks Related papers MentionsView impact

During workplace based learning, e.g. clinical practice or during an internship, there is an urge... more During workplace based learning, e.g. clinical practice or during an internship, there is an urgent need for solutions to restore and to guarantee the quality of feedback for (becoming) professionals. In continuing education at the workplace the use of Electronic portfolios (EPs) is a crucial means for acquiring the requisite professional knowledge and skills. Although EPs provide a useful approach to view each trainee's progress, often only limited use is made of the rich contextual learning assessment data to support responsive adaptation for more efficient and rewarding training and hence to provide personalized feedback. This contribution advocates that EPs enhanced with a Learning Analytics engine, may increase the quality and efficiency of workplace-based feedback and assessment. This contribution addresses this by outlining an approach that is applied in a European 7th framework project, called WATCHME (www.project-watchme.eu). The aim of the contribution is to provide insight in underlying rationales to improve workplace-based feedback and assessment and how this is applied in an EP environment that is enhanced with Learning Analytics.

Bookmarks Related papers MentionsView impact

Bookmarks Related papers MentionsView impact

Bookmarks Related papers MentionsView impact

Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedbac... more Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedback. Although E-portfolios provide a useful approach to view each learner's progress, so far options for personalized feedback and potential data about a learner's performances at the workplace often remain unexploited. This paper advocates that E-portfolios enhanced with learning analytics, might increase the quality and efficiency of workplace-based feedback and assessment in professional education. Based on a 5-phased iterative design approach, an existing E-portfolio environment was enhanced with learning analytics in professional education. First, information about crucial professional activities for professional domains and suited assessment instruments were collected (phase 1). Thereafter probabilistic student models were defined (phase 2). Next, person-alized feedback and visualization of the personal development over time were developed (phase 3). Then the prototype of the E-portfolio—including the student models and feedback and visualization modules—were implemented in professional training-programs (phase 4). Last, evaluation cycles took place and 121 students and 30 supervisors from five institutes for professional education evaluated the perceived usefulness of the design (phase 5). It was concluded that E-portfolios with learning analytics were perceived to assist the development of students' professional competencies and that the design is only successful when developed and implemented through the eyes of the users. Feedback and assessment methods based upon learning analytics can stimulate learning at the workplace in the long run. Practical, technological and ethical challenges are discussed. & Marieke van der Schaaf m.f.vanderschaaf@uu.nl;

Bookmarks Related papers MentionsView impact

Eye-Tracking Technology Applications in Educational Research, 2000

Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & Van der Schaaf, M. F. (in pr... more Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & Van der Schaaf, M. F. (in press). In A. W. Christopher, F. J. Sansosti, & B. J. Morris (Eds.), Eye-tracking technology applications in educational research. Hershey, PA: IGI Global

Bookmarks Related papers MentionsView impact

Studies in Continuing Education, 2016

Bookmarks Related papers MentionsView impact

Human Development, 2016

The combination of two methodological resources—natural-user interfaces (NUI) and multimodal lear... more The combination of two methodological resources—natural-user interfaces (NUI) and multimodal learning analytics (MMLA)—is creating opportunities for educational researchers to empirically evaluate theoretical models accounting for the emergence of concepts from situated sensorimotor activity. 76 participants (9-12 yo) solved tablet-based presymbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of proportional equivalence. Data gathered in task-based semi-structured clinical interviews included action logging, eye-gaze tracking, and videography. Analysis of these data indicates that successful task performance coincided with spontaneous emergence of stable dynamical gaze-path patterns soon followed by multimodal articulation of strategy. Significantly, gaze patterns included unmanipulated, non-salient screen locations. We present cumulative evidence that these gaze patterns served as ‘attentional anchors’ mediating participants’ problem solving. By way of contextualizing our claim, we also present case studies from the various experimental conditions. We interpret the findings as enabling us to revisit, support, refine, and perhaps elaborate on seminal claims from Piaget’s theory of genetic epistemology and in particular his insistence on the role of situated motor-action coordination in the process of reflective abstraction

Bookmarks Related papers MentionsView impact

Levende Talen Tijdschrift, 2014

Bookmarks Related papers MentionsView impact

Bookmarks Related papers MentionsView impact

Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 2016

Bookmarks Related papers MentionsView impact

Scandinavian Journal of Educational Research, Aug 6, 2014

ABSTRACT

Bookmarks Related papers MentionsView impact

ABSTRACT PURPOSE Current radiology practice has become increasingly based on the digital interpre... more ABSTRACT PURPOSE Current radiology practice has become increasingly based on the digital interpretation of volumetric multi-planar-reconstruction images (MPR-images). Nevertheless, assessment of radiological image interpretation skills in medical education and postgraduate radiology training is still mainly based on two-dimensional (2D) images (only one or two slices of a stack are presented). Consequently, the assessment lacks authenticity, which negatively impacts its quality. We hypothesized that using MPR images increases the assessment quality as reflected in its validity (the test assesses what it is intended to measure) and reliability (the accuracy of the test results, its reproducibility and little measurement error). Our aim was to evaluate differences in validity and reliability of assessment with 2D image questions versus MPR image questions. METHOD AND MATERIALS In 2012, 246 medical students, trained with MPR images, took a digital radiology test. There were two versions (A and B), both containing twenty 2D and twenty MPR image questions, concerning anatomy on CT-scans. Participants filled out a questionnaire to judge the authenticity of the assessment as an indication of validity. They also gave their opinion on the difficulty of 2D and MPR image questions. Mean scores and reliabilities (estimated with Cronbach’s alpha) of the 2D and MPR image subtests were compared. RESULTS Cronbach’s alphas on 2D image questions were .49 (A), and .65 (B), and alphas of MPR image questions were .65 (A), and .71 (B). Scores on MPR image questions (M 15.6, SD 2.6; M 14.9, SD 2.9) were lower than scores on 2D image questions (M 15.8, SD 2.2; M 16.8, SD 2.4). This difference between 2D and MPR scores was significant for version B. Assessment based on MPR images was considered more authentic (t (56) = -7.1, p < .001), and less difficult (t (58) = -4.2, p < .001) by the participants. CONCLUSION According to the participants, assessment with MPR images increases authenticity, which can contribute to validity. MPR image questions showed higher reliability than 2D image questions. Scores on MPR image questions in one version were significantly lower, but considered less difficult by participants. CLINICAL RELEVANCE/APPLICATION Valid and reliable assessments of image interpretation skills of radiology trainees, adds to patient safety. MPR image assessment seems to contribute to its validity and to its reliability.

Bookmarks Related papers MentionsView impact

Http Dx Doi Org 10 1080 02602938 2011 576312, Oct 30, 2012

Abstract Student portfolios are increasingly used for assessing student competences in higher edu... more Abstract Student portfolios are increasingly used for assessing student competences in higher education, but results about the construct validity of portfolio assessment are mixed. A prerequisite for construct validity is that the portfolio assessment is based on relevant portfolio content. Assessment criteria, are often used to enhance this condition. This study aims to identify whether assessment criteria can improve content, argumentation and communication during teacher moderation while judging student portfolios. Six teachers ...

Bookmarks Related papers MentionsView impact

European Journal of Radiology, Jan 5, 2015

Current radiology practice increasingly involves interpretation of volumetric data sets. In contr... more Current radiology practice increasingly involves interpretation of volumetric data sets. In contrast, most radiology tests still contain only 2D images. We introduced a new testing tool that allows for stack viewing of volumetric images in our undergraduate radiology program. We hypothesized that tests with volumetric CT-images enhance test quality, in comparison with traditional completely 2D image-based tests, because they might better reflect required skills for clinical practice. Two groups of medical students (n=139; n=143), trained with 2D and volumetric CT-images, took a digital radiology test in two versions (A and B), each containing both 2D and volumetric CT-image questions. In a questionnaire, they were asked to comment on the representativeness for clinical practice, difficulty and user-friendliness of the test questions and testing program. Students' test scores and reliabilities, measured with Cronbach's alpha, of 2D and volumetric CT-image tests were compared. Estimated reliabilities (Cronbach's alphas) were higher for volumetric CT-image scores (version A: .51 and version B: .54), than for 2D CT-image scores (version A: .24 and version B: .37). Participants found volumetric CT-image tests more representative of clinical practice, and considered them to be less difficult than volumetric CT-image questions. However, in one version (A), volumetric CT-image scores (M 80.9, SD 14.8) were significantly lower than 2D CT-image scores (M 88.4, SD 10.4) (p<.001). The volumetric CT-image testing program was considered user-friendly. This study shows that volumetric image questions can be successfully integrated in students' radiology testing. Results suggests that the inclusion of volumetric CT-images might improve the quality of radiology tests by positively impacting perceived representativeness for clinical practice and increasing reliability of the test.

Bookmarks Related papers MentionsView impact

Br Educ Res J, 2005

Bookmarks Related papers MentionsView impact

Assess Eval High Educ, 2008

Developing and using a design for teacher portfolio assessment is a complex process including sev... more Developing and using a design for teacher portfolio assessment is a complex process including several components: the domain to be assessed (the teacher competences), the content standards or criteria, the portfolio format, the completion of the format (by teachers) with content, and the scoring of the portfolios (by raters). For a portfolio assessment to be valid, these components should be

Bookmarks Related papers MentionsView impact

BMC medical education, Jan 21, 2015

Medical curricula become more and more vertically integrated (VI) to prepare graduates better for... more Medical curricula become more and more vertically integrated (VI) to prepare graduates better for clinical practice. VI curricula show early clinical education, integration of biomedical sciences and focus on increasing clinical responsibility levels for trainees. Results of earlier questionnaire-based studies indicate that the type of the curriculum can affect the perceived preparedness for work as perceived by students or supervisors. The aim of the present study is to determine difference in actual performance of graduates from VI and non-VI curricula. We developed and implemented an authentic performance assessment based on different facets of competence for medical near-graduates in the role of beginning residents on a very busy day. Fifty nine candidates participated: 30 VI (Utrecht, The Netherlands) and 29 non-VI (Hamburg, Germany). Two physicians, one nurse and five standardized patients independently assessed each candidate on different facets of competence. Afterwards, the...

Bookmarks Related papers MentionsView impact

Medical teacher, Jan 14, 2015

This Guide was written to support educators interested in building a competency-based workplace c... more This Guide was written to support educators interested in building a competency-based workplace curriculum. It aims to provide an up-to-date overview of the literature on Entrustable Professional Activities (EPAs), supplemented with suggestions for practical application to curriculum construction, assessment and educational technology. The Guide first introduces concepts and definitions related to EPAs and then guidance for their identification, elaboration and validation, while clarifying common misunderstandings about EPAs. A matrix-mapping approach of combining EPAs with competencies is discussed, and related to existing concepts such as competency milestones. A specific section is devoted to entrustment decision-making as an inextricable part of working with EPAs. In using EPAs, assessment in the workplace is translated to entrustment decision-making for designated levels of permitted autonomy, ranging from acting under full supervision to providing supervision to a junior learn...

Bookmarks Related papers MentionsView impact

Eesti Haridusteaduste Ajakiri = Estonian Journal of Education, 2013

Bookmarks Related papers MentionsView impact

Academic radiology, Jan 12, 2015

Radiology practice has become increasingly based on volumetric images (VIs), but tests in medical... more Radiology practice has become increasingly based on volumetric images (VIs), but tests in medical education still mainly involve two-dimensional (2D) images. We created a novel, digital, VI test and hypothesized that scores on this test would better reflect radiological anatomy skills than scores on a traditional 2D image test. To evaluate external validity we correlated VI and 2D image test scores with anatomy cadaver-based test scores. In 2012, 246 medical students completed one of two comparable versions (A and B) of a digital radiology test, each containing 20 2D image and 20 VI questions. Thirty-three of these participants also took a human cadaver anatomy test. Mean scores and reliabilities of the 2D image and VI subtests were compared and correlated with human cadaver anatomy test scores. Participants received a questionnaire about perceived representativeness and difficulty of the radiology test. Human cadaver test scores were not correlated with 2D image scores, but signifi...

Bookmarks Related papers MentionsView impact

Scandinavian Journal of Educational Research, 2014

Bookmarks Related papers MentionsView impact

Teaching and Teacher Education, 2008

Bookmarks Related papers MentionsView impact

Academic Radiology, 2015

In current practice, radiologists interpret digital images, including a substantial amount of vol... more In current practice, radiologists interpret digital images, including a substantial amount of volumetric images. We hypothesized that interpretation of a stack of a volumetric data set demands different skills than interpretation of two-dimensional (2D) cross-sectional images. This study aimed to investigate and compare knowledge and skills used for interpretation of volumetric versus 2D images. Twenty radiology clerks were asked to think out loud while reading four or five volumetric computed tomography (CT) images in stack mode and four or five 2D CT images. Cases were presented in a digital testing program allowing stack viewing of volumetric data sets and changing views and window settings. Thoughts verbalized by the participants were registered and coded by a framework of knowledge and skills concerning three components: perception, analysis, and synthesis. The components were subdivided into 16 discrete knowledge and skill elements. A within-subject analysis was performed to compare cognitive processes during volumetric image readings versus 2D cross-sectional image readings. Most utterances contained knowledge and skills concerning perception (46%). A smaller part involved synthesis (31%) and analysis (23%). More utterances regarded perception in volumetric image interpretation than in 2D image interpretation (Median 48% vs 35%; z = -3.9; P < .001). Synthesis was less prominent in volumetric than in 2D image interpretation (Median 28% vs 42%; z = -3.9; P < .001). No differences were found in analysis utterances. Cognitive processes in volumetric and 2D cross-sectional image interpretation differ substantially. Volumetric image interpretation draws predominantly on perceptual processes, whereas 2D image interpretation is mainly characterized by synthesis. The results encourage the use of volumetric images for teaching and testing perceptual skills.

Bookmarks Related papers MentionsView impact

International Journal of Educational Research, 2010

Bookmarks Related papers MentionsView impact