Diana Dolmans
Datos Biográficos
| ID | 6689718 |
|---|---|
| NOMBRE | Diana Dolmans |
| NOMBRES | Diana |
| APELLIDO | Dolmans |
| FIRMA | DOLMANS D |
| AFILIACIONES | Maastricht University |
| ORCID | 0000-0002-4802-1156 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 47 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 47 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning
INTRODUCTION: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation and refine clinical reasoning. This study evaluated the SRM's initial implementation by examining its association with medical students' intrinsic moti…
Teacher identity today and tomorrow
INTRODUCTION: Faculty development initiatives designed to strengthen the teacher identity of health professionals engaged in patient care, research, and teaching are being increasingly reported in the literature. As the combination of these different roles remains a challenge, an alternative approach might be to support the development of synergistic or merged identities, in which each role is perceived valuable and can strengthen others. However…
Defining three principles for credible evidence synthesis and reviews in health professions education
As reviews become increasingly central to informing educational practice and guiding research in health professions education, the need for methodological clarity and quality has grown. This Commentary highlights three foundational principles - alignment, rigor, and transparency - that underpin high-quality reviews, regardless of type. We illustrate how these principles apply across commonly used review types, including systematic, scoping, reali…
Course directors’ reflections on educational design choices for incorporating near-peer teaching into clinical skills teaching
PURPOSE: Near-peer teaching (NPT) is widely used to substitute faculty in undergraduate clinical skills training. However, little is known about which educational design choices are made when incorporating NPT, prompting the following research questions: What were course directors' design choices when incorporating near-peers into clinical skills courses? And, what were the reasons for these design choices? MATERIALS AND METHODS: This descriptive…
Faculty members’ perceptions of how faculty development initiatives could contribute to developing their adaptive expertise
PURPOSE: Faculty development should equip faculty members to navigate emerging challenges by cultivating adaptive expertise. While prior studies highlight the potential for such development, little is known about educational strategies or design principles that support it. This study explored faculty members' perspectives on how faculty development initiatives could foster adaptive expertise. METHODS: principles on the development of adaptive exp…
Teachers’ continuing professional development
Student evaluations of teaching (SET) is typically used to monitor educational quality. However, SET can also support teachers in their continuing professional development (CPD) by offering them insights into their performance as well as their learning needs. However, little is known about how teachers use and engage with SET as to shape their CPD and improve their teaching. To explore how feedback in SET informs teachers’ CPD, four semi-structur…
Comparison of Practical Skills Teaching by Near-Peers and Faculty
‘Dancing with emotions’
Team-based learning (TBL) in health professions education
Disentangling faculty development
BACKGROUND: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education. METHODOLOGY: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review. We extracted data using closed and open-ended questions. Quantitative data were summarised us…
Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics
PURPOSE: Autonomous motivation is important for university students, but it remains a challenge to stimulate their autonomous motivation for their curricula. We developed an extracurricular intervention (Societal Impact Project) with basic psychological needs supportive characteristics such as learning with self-defined problems relevant to curriculum and society, collaborative group work, and coaching by a teacher. This study aims at evaluating …
Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission
Teachers have different perceptions of how to enhance student learning. Whereas some take a teacher-centred perspective, others lean more towards a student-centred approach. Many studies in higher education have invoked Korthagen’s onion model (2014) to explain how teachers’ perspectives can impact their teaching practices. Spanning six interrelated layers, this model contains both outer (environment, behaviour, competencies) and inner (beliefs, …
How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme
Programmatic assessment (PA) is widely implemented in higher education and is theorised to support self-regulated learning (SRL). However, its mechanisms remain unclear. This study explored students’ perceptions of PA’s impact on SRL in a part-time, predominantly online Master’s programme for healthcare professionals worldwide. A pragmatic exploratory mixed-methods approach was employed, integrating quantitative data (survey, N = 46) and qualitat…
Opening the black box of team-based learning (TBL)
CONTEXT: In team-based learning (TBL), an instructional strategy that encourages in-depth team discussion and deep learning, interactions in terms of sharing, co-construction, constructive conflict and procedural interactions are important. Since TBL has also been applied online in recent years, the question is whether these interactions are sufficiently present in an online setting. AIM: Gain insight into the nature and extent of these types of …
A scoping review of artificial intelligence in medical education
BACKGROUND: Artificial Intelligence (AI) is rapidly transforming healthcare, and there is a critical need for a nuanced understanding of how AI is reshaping teaching, learning, and educational practice in medical education. This review aimed to map the literature regarding AI applications in medical education, core areas of findings, potential candidates for formal systematic review and gaps for future research. METHODS: This rapid scoping review…
Good practices for differentiated instruction in vocational education
Teachers are increasingly encouraged to meet students' individual learning needs through differentiated instruction (DI) and the body of literature regarding the teaching practices constituting effective DI continues to grow. Although it could be argued that vocational education has certain characteristics that enhance the importance of DI, the amount of studies exploring this approach in the vocational education context is very limited. The aim …
Longitudinal exploration of students' identity formation during the transition from pre‐clinical to clinical training using research poetry
Task complexity and cognitive load in simulation‐based education
Continuous enhancement of educational quality – fostering a quality culture
Internal quality assurance (IQA) is one of the core support systems on which schools in the health professions rely to ensure the quality of their educational processes. Through IQA they demonstrate being in control of their educational quality to accrediting bodies and continuously improve and enhance their educational programmes. Although its need is acknowledged by all stakeholders, creating a system of quality assurance has often led to estab…
Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio
This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in th…
Medical Students’ Socialization Tactics When Entering a New Clinical Clerkship
PURPOSE: Socialization into clinical clerkships is difficult in part due to ambiguity around students' new roles and expected behaviors. Being proactive reduces ambiguity and is essential to socialization. Proactive behavior can be taught and goes beyond having a proactive personality. Among students entering new undergraduate clinical clerkships, this study aimed to investigate (1) reported proactive behaviors and their association with social i…
Creativity
Participants perceived creativity as a form of art that involves thinking and action processes. Creativity is important to tackle the challenges of current and future workplaces, because it stimulates the search for original solutions which are needed in a rapidly changing healthcare landscape. Participants proposed different methods and techniques to promote creativity learning. However, we need further research to design and implement creativit…
Design and evaluation of a team-based interprofessional practice placement
Introduction Team-based Interprofessional Practice Placements (TIPPs) are innovative training practices. Evidence to substantiate the design of TIPPs is limited. This study explores the design and evaluation of TIPPs to support undergraduate students in gaining a better understanding of the complexity of patient problems in primary care settings and of collaboration within interprofessional teams.Method We implemented TIPPs at a University of App…
Virtual interviewing for graduate medical education recruitment and selection
Improving the understanding of written peer feedback through face-to-face peer dialogue
Feedback plays a vital role in the process of mastering writing in many academic disciplines. Although peer feedback has been proven helpful to develop students’ academic writing competency, the role of additional face-to-face peer dialogue in this context remains indistinct. Face-to-face peer dialogue on written peer feedback is expected to improve students’ understanding; however, it is unclear under which conditions it might do so. The purpose…
Quality issues in judging portfolios
This article addresses the choice of the most appropriate procedure for the assessment of portfolios used in teacher and lecturer assessment. A characteristic of modern assessment modes, including portfolios, is that the information they provide is often qualitative and derived from different contexts. Unambiguous, objective rating of portfolios is difficult to achieve, because the richness and uniqueness of the contents of the portfolio necessit…
Good practices for differentiated instruction in vocational education
Teachers are increasingly encouraged to meet students' individual learning needs through differentiated instruction (DI) and the body of literature regarding the teaching practices constituting effective DI continues to grow. Although it could be argued that vocational education has certain characteristics that enhance the importance of DI, the amount of studies exploring this approach in the vocational education context is very limited. The aim …
Using a conceptual framework and the opinions of portfolio experts to develop a teaching portfolio prototype
Problem‐based learning
Context Problem‐based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well‐structured, and dysfunctional tutorial groups. Purpose The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectivel…
Quality issues in judging portfolios
This article addresses the choice of the most appropriate procedure for the assessment of portfolios used in teacher and lecturer assessment. A characteristic of modern assessment modes, including portfolios, is that the information they provide is often qualitative and derived from different contexts. Unambiguous, objective rating of portfolios is difficult to achieve, because the richness and uniqueness of the contents of the portfolio necessit…
A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education
Teachers’ conceptions of quality and organisational values in higher education
Teachers are often assumed to have a negative attitude towards quality endeavours of their institutions and to hold defensive organisational values. However, there is little empirical research on this issue. This study focuses on teachers’ conceptions of quality, on their preferred organisational values and on the relationships between the two. A written questionnaire was presented to the teaching staff from 18 departments of universities of appl…
How feedback can foster professional growth of teachers in the clinical workplace
A systematic review of faculty development initiatives designed to enhance teaching effectiveness
Deep and surface learning in problem-based learning
In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether a…
E-Portfolios enhancing students’ self-directed learning
e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet clear under which conditions e-portfolios optimally facilitate the development of these skills. We conduc…
Strengthening internal quality assurance processes
Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and staff. This study aimed to evaluate a leadership and quality assurance training implemented for studen…
Perflect
Capturing the complexity of differentiated instruction
Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers’ differentiation qualities describes the use of various instruments, ranging from self-reports to observation schemes and from perceived-diffi…
A students’ take on student–staff partnerships
Students do not always feel that their ideas for improving educational quality are taken seriously. Student–staff partnerships may help take this feeling away. In such partnerships, students equally collaborate with staff and participate in shared decision-making and implementation processes for improving education. However, empirical research has hitherto paid scant attention to the question of how students experience such student–staff collabor…
Reinforcing pillars for quality culture development
To this date, research on the interplay between organisational structure/managerial and organisational value/psychological elements which impact on educational quality is scarce and fragmented. As a consequence of a lack of knowledge in this area, institutions often address these elements in isolation, moving past integral approaches, which reinforce the organisations’ quality culture. In order to examine interrelationships between context charac…
Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education
PURPOSE: This study sought to identify key features of an organizational quality culture and explore how these features contribute to continuous quality improvement of undergraduate medical education. METHOD: Between July and December 2018, researchers from Maastricht University in the Netherlands conducted a multicenter focus group study among 6 education quality advisory committees. Participants were 22 faculty and 18 student representatives af…
Collaborative learning
AIM: The purpose of this research was to investigate students' approaches to learning and use of cognitive strategies in a collaborative learning environment with team-based learning. METHOD: In a mixed-methods study, 263 medical students from 6 different semesters answered the R-SPQ-2F Questionnaire and MSLQ's items that measure elaboration and rehearsal strategies. ANOVA was used to compare differences between semesters, and Pearson's correlati…
Mind the gap
Introduction: Student-staff partnerships as a concept to improve medical education have received a growing amount of attention. Such partnerships are collaborations in which students and teachers seek to improve education by each adding their unique contribution to decision-making and implementation processes. Although previous research has demonstrated that students are favourable to this concept, teachers remain hesitant. The present study inve…
A National, Palliative Care Competency Framework for Undergraduate Medical Curricula
As nearly all doctors deal with patients requiring palliative care, it is imperative that palliative care education starts early. This study aimed to validate a national, palliative care competency framework for undergraduate medical curricula. We conducted a Delphi study with five groups of stakeholders (palliative care experts, physicians, nurses, curriculum coordinators, and junior doctors), inviting them to rate a competency list. The list wa…
Improving the understanding of written peer feedback through face-to-face peer dialogue
Feedback plays a vital role in the process of mastering writing in many academic disciplines. Although peer feedback has been proven helpful to develop students’ academic writing competency, the role of additional face-to-face peer dialogue in this context remains indistinct. Face-to-face peer dialogue on written peer feedback is expected to improve students’ understanding; however, it is unclear under which conditions it might do so. The purpose…
Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training
Appraising the use of smartphones and apps when conducting qualitative medical education research
Smartphone use is rampant in everyday life and is increasing in: patient management, teaching and learning of medicine and health research. There is untapped potential to use smartphones as research tools in MER for a range of research approaches. Qualitative research is increasingly common in medical education research (MER). Smartphone use as a research tool has not been well explored in MER and this Guide will be useful to researchers consider…
Reframing faculty development practice and research through the lens of adaptive expertise
Leaders in academic medicine have observed that ‘the goal of faculty development is to provide faculty members with the skills relevant to their institutional setting and faculty position, and to s
Ten steps to 4C/ID
This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to systematically design a professional development program for teaching differentiation skills to primary school teachers. This description illustrates how insights from a cognitive task analysis into classroom differentiation skills were combined with literature-based instructional d…
Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio
This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in th…
Medical Students’ Socialization Tactics When Entering a New Clinical Clerkship
PURPOSE: Socialization into clinical clerkships is difficult in part due to ambiguity around students' new roles and expected behaviors. Being proactive reduces ambiguity and is essential to socialization. Proactive behavior can be taught and goes beyond having a proactive personality. Among students entering new undergraduate clinical clerkships, this study aimed to investigate (1) reported proactive behaviors and their association with social i…
Psychology (34 obras) · Medical education (20 obras) · Medicine (20 obras) · Mathematics education (19 obras) · Computer Science (18 obras) · Innovations in Medical Education (18 obras) · Pedagogy (17 obras) · Sociology (12 obras) · Engineering (9 obras) · Political science (9 obras)