Papers by Janke Cohen-schotanus
BMC Medical Education, 2018
Background: Feedback is essential for workplace learning. Most papers in this field concern indiv... more Background: Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual and group feedback in a collectivistic culture. Methods: During two weeks, on a daily basis, clerkship students (n = 215) from 12 clinical departments at Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia, recorded individual and group feedback moments by using a structured form: the providers, focus and perceived learning value of feedback. Data were analysed with logistic regression and multilevel techniques.
Teachers are important role models for the development of professional behaviour of young trainee... more Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where the thresholds lie when it comes to inappropriate behaviours in student–teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed—with a reference group—five written vignettes describing inappropriate behaviours in the student–teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson’s
correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers’ and students’ perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.
Medical consultation (patient-doctor encounter), consisting of history taking, physical examinati... more Medical consultation (patient-doctor encounter), consisting of history taking, physical examination and treatment, is the starting point of any contact between doctor and patient. Learning to conduct a consultation is a complex skill. Both communicative and medical contents need to be applied and integrated. Conducting an adequate consultation is a skill which is gradually learned and perfected during training and career. This article discusses the background and implementation of a longitudinal integrated consultation training programme in clerkships. In the programme, the student's reflection on the consultation plays an important role in education and assessment.
Group Dynamics: Theory, Research, and Practice, 2007
... Correspondence concerning this article should be ad-dressed to Abraham P. Buunk, Department o... more ... Correspondence concerning this article should be ad-dressed to Abraham P. Buunk, Department of Psychology ... 2000; Lane, Gibbons, Gerrard, Blanton, & Buunk, 2002; Taylor & Lobel, 1989; Wills, 1997), we ... to perform the skills in a group setting in which there will be apprehen ...
BMC Medical Education
Background Reflection on professional experience is increasingly accepted as a critical attribute... more Background Reflection on professional experience is increasingly accepted as a critical attribute for health care practice; however, evidence that it has a positive impact on performance remains scarce. This study investigated whether, after allowing for the effects of knowledge and consultation skills, reflection had an independent effect on students’ ability to solve problem cases. Methods Data was collected from 362 undergraduate medical students at Ghent University solving video cases and reflected on the experience of doing so. For knowledge and consultation skills results on a progress test and a course teaching consultation skills were used respectively. Stepwise multiple linear regression analysis was used to test the relationship between the quality of case-solving (dependent variable) and reflection skills, knowledge, and consultation skills (dependent variables). Results Only students with data on all variables available (n = 270) were included for analysis. The model was...
Tijdschrift voor Medisch Onderwijs, 2005
Tijdschrift voor Medisch Onderwijs, 2005
Tijdschrift voor Medisch Onderwijs, 2007
ABSTRACT
Perspectives on medical education, 2014
Times change. The Dutch Association for Medical Education (NVMO) has existed for over 40 years. D... more Times change. The Dutch Association for Medical Education (NVMO) has existed for over 40 years. During almost all this time, the NVMO has had its own journal. In the early years, most articles in the journal focused on best practices and creative ways of teaching. Examples of topics were: the weekly exercise in pharmacotherapy, anatomy in vivo, problem-based learning or whether students can give lectures. We also saw policy and quality discussions about clerkships, simulated patients, selection of students, or facts and fables of teacher training. A regular custom was publication of the annual summary report of the Association for Medical Education in Europe conference. In this way, we informed our members about what was going on in medical education outside the Netherlands. After a couple of years we saw more and more research reports in our journal: reliability of oral examination, which problems do students report to the student counsellor, attitudes of medical students, how three different faculties score on the same progress test or the relation between skills training attendance and study progress. By the year 2000, we had around 400 medical education articles in Dutch, on paper.
Medical Teacher, 1999
Assessment influences cognitive and operant aspects of learning. Cognitive aspects of learning ar... more Assessment influences cognitive and operant aspects of learning. Cognitive aspects of learning are influenced by the content of assessment: what and how do students learn. Usually students only study the educational objectives which will be assessed. If teachers ...
BMC Medical Education, 2011
Background: Reflection on experience is an increasingly critical part of professional development... more Background: Reflection on experience is an increasingly critical part of professional development and lifelong learning. There is, however, continuing uncertainty about how best to put principle into practice, particularly as regards assessment. This article explores those uncertainties in order to find practical ways of assessing reflection.
Medical Education, 2007
Objectives To examine whether peer assessment can enhance scores on professional behaviour, with... more Objectives To examine whether peer assessment can enhance scores on professional behaviour, with the expectation that students who assess peers score more highly on professional behaviour than students who do not assess peers.Methods Undergraduate medical students in their first and second trimesters were randomly assigned to conditions with or without peer assessment. Of the total group of 336 students, 278 students participated in the first trimester, distributed over 31 tutorial groups, 17 of which assessed peers. The second trimester involved 272 students distributed over 32 groups, 15 of which assessed peers. Professional behaviour was rated by tutors on 3 dimensions: Task Performance; Aspects of Communication, and Personal Performance. The rating scale ranged from 1 (poor) to 10 (excellent). Data were analysed using multivariate repeated measures multilevel analysis.Results Assessment scores were found to have generally increased in the second trimester, especially the personal performance scores of students who assessed peers. In addition, female students were found to have significantly higher scores than male students.Conclusions In undergraduate medical education, peer assessment has a positive influence on professional behaviour. However, the results imply that peer assessment is only effective after students have become adjusted to the complex learning environment.
Background: Teacher feedback on student reflective writing is recommended to improve learners’ re... more Background: Teacher feedback on student reflective writing is recommended to improve learners’ reflective competence. To be able to improve teacher feedback on reflective writing, it is essential to gain insight into which characteristics of written feedback stimulate students’ reflection processes. Therefore, we investigated (1) which characteristics can be distinguished in written feedback comments on reflective writing and (2) which of these characteristics are perceived to stimulate students’ reflection processes.
Methods: We investigated written feedback comments from forty-three teachers on their students’ reflective essays. In Study 1, twenty-three medical educators grouped the comments into distinct categories. We used Multiple Correspondence Analysis to determine dimensions in the set of comments. In Study 2, another group of twenty-one medical educators individually judged whether the comments stimulated reflection by rating them on a five-point scale. We used t-tests to investigate whether comments classified as stimulating and not stimulating reflection differed in their scores on the dimensions.
Results: Our results showed that characteristics of written feedback comments can be described in three dimensions:
format of the feedback (phrased as statement versus question), focus of the feedback (related to the levels of students’
reflections) and tone of the feedback (positive versus negative). Furthermore, comments phrased as a question and in a positive tone were judged as stimulating reflection more than comments at the opposite side of those dimensions (t = (14.5) = 6.48; p = < .001 and t = (15) = −1.80; p < .10 respectively). The effect sizes were large for format of the feedback comment (r = .86) and medium for tone of the feedback comment (r = .42).
Conclusions: This study suggests that written feedback comments on students’ reflective essays should be formulated
as a question, positive in tone and tailored to the individual student’s reflective level in order to stimulate students to
reflect on a slightly higher level. Further research is needed to examine whether incorporating these characteristics into
teacher training helps to improve the quality of written feedback comments on reflective writing.
Keywords: Undergraduate medical education, Written feedback, Reflective writing, Professional development
Supervisor leadership in relation to resident job satisfaction, Aug 1, 2016
Background: Research from outside the medical field shows that leadership behaviours influence jo... more Background: Research from outside the medical field shows that leadership behaviours influence job satisfaction. Whether the same is true for the medical training setting needs to be explored. The aim of this study was to investigate the influence of residents' overall appreciation of their supervisor's leadership and observation of specific supervisor leadership behaviours on job satisfaction. Methods: We invited residents (N = 117) to rate how often they observed certain task and relation-oriented leadership behaviours in their supervisor and overall appreciation of their supervisor's leadership. Furthermore, they rated their satisfaction with 13 different aspects of their jobs on a 10-point scale. Using exploratory factor analysis we identified four factors covering different types of job satisfaction aspects: personal growth, autonomy, affective, and instrumental job satisfaction aspects. Influence of overall appreciation for supervisor leadership and observation of certain leadership behaviours on these job satisfaction factors were analysed using multiple regression analyses.
Background: Teacher feedback on student reflective writing is recommended to improve learners' re... more Background: Teacher feedback on student reflective writing is recommended to improve learners' reflective competence. To be able to improve teacher feedback on reflective writing, it is essential to gain insight into which characteristics of written feedback stimulate students' reflection processes. Therefore, we investigated (1) which characteristics can be distinguished in written feedback comments on reflective writing and (2) which of these characteristics are perceived to stimulate students' reflection processes. Methods: We investigated written feedback comments from forty-three teachers on their students' reflective essays. In Study 1, twenty-three medical educators grouped the comments into distinct categories. We used Multiple Correspondence Analysis to determine dimensions in the set of comments. In Study 2, another group of twenty-one medical educators individually judged whether the comments stimulated reflection by rating them on a five-point scale. We used t-tests to investigate whether comments classified as stimulating and not stimulating reflection differed in their scores on the dimensions. Results: Our results showed that characteristics of written feedback comments can be described in three dimensions: format of the feedback (phrased as statement versus question), focus of the feedback (related to the levels of students' reflections) and tone of the feedback (positive versus negative). Furthermore, comments phrased as a question and in a positive tone were judged as stimulating reflection more than comments at the opposite side of those dimensions (t = (14.5) = 6.48; p = < .001 and t = (15) = −1.80; p < .10 respectively). The effect sizes were large for format of the feedback comment (r = .86) and medium for tone of the feedback comment (r = .42). Conclusions: This study suggests that written feedback comments on students' reflective essays should be formulated as a question, positive in tone and tailored to the individual student's reflective level in order to stimulate students to reflect on a slightly higher level. Further research is needed to examine whether incorporating these characteristics into teacher training helps to improve the quality of written feedback comments on reflective writing.
Background: Within the current health care system, leadership is considered important for physici... more Background: Within the current health care system, leadership is considered important for physicians. leadership is mostly self-taught, through observing and practicing. Does the practice environment offer residents enough opportunities to observe the supervisor leadership behaviours they have to learn? In the current study we investigate which leadership behaviours residents observe throughout their training, which behaviours supervisors report to display and whether residents and supervisors have a need for more formal training.
Teachers are important role models for the development of professional behaviour of young trainee... more Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where
the thresholds lie when it comes to inappropriate behaviours in student–teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed—with a reference group—five written vignettes describing inappropriate behaviours in the student– teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson’s correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers’ and students’ perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.
Medical Teacher, 2009
The validation of educational instruments, in particular the employment of factor analysis, can b... more The validation of educational instruments, in particular the employment of factor analysis, can be improved in many instances. To demonstrate the superiority of a sophisticated method of factor analysis, implying an integration of recommendations described in the factor analysis literature, over often employed limited applications of factor analysis. We demonstrate the essential steps, focusing on the Postgraduate Hospital Educational Environment Measure (PHEEM). The PHEEM was completed by 279 clerks. We performed Principal Component Analysis (PCA) with varimax rotation. A combination of three psychometric criteria was applied: scree plot, eigenvalues &amp;amp;amp;amp;amp;amp;amp;amp;gt;1.5 and a minimum percentage of additionally explained variance of approximately 5%. Furthermore, four interpretability criteria were used. Confirmatory factor analysis was performed to verify the original scale structure. Our method yielded three interpretable and practically useful dimensions: learning content and coaching, beneficial affective climate and external regulation. Additionally, combining several criteria reduced the risk of overfactoring and underfactoring. Furthermore, the resulting dimensions corresponded with three learning functions essential to high-quality learning, thus strengthening our findings. Confirmatory factor analysis disproved the original scale structure. Our sophisticated approach yielded several advantages over methods applied in previous validation studies. Therefore, we recommend this method in validation studies to achieve best practice.
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Papers by Janke Cohen-schotanus
correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers’ and students’ perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.
Methods: We investigated written feedback comments from forty-three teachers on their students’ reflective essays. In Study 1, twenty-three medical educators grouped the comments into distinct categories. We used Multiple Correspondence Analysis to determine dimensions in the set of comments. In Study 2, another group of twenty-one medical educators individually judged whether the comments stimulated reflection by rating them on a five-point scale. We used t-tests to investigate whether comments classified as stimulating and not stimulating reflection differed in their scores on the dimensions.
Results: Our results showed that characteristics of written feedback comments can be described in three dimensions:
format of the feedback (phrased as statement versus question), focus of the feedback (related to the levels of students’
reflections) and tone of the feedback (positive versus negative). Furthermore, comments phrased as a question and in a positive tone were judged as stimulating reflection more than comments at the opposite side of those dimensions (t = (14.5) = 6.48; p = < .001 and t = (15) = −1.80; p < .10 respectively). The effect sizes were large for format of the feedback comment (r = .86) and medium for tone of the feedback comment (r = .42).
Conclusions: This study suggests that written feedback comments on students’ reflective essays should be formulated
as a question, positive in tone and tailored to the individual student’s reflective level in order to stimulate students to
reflect on a slightly higher level. Further research is needed to examine whether incorporating these characteristics into
teacher training helps to improve the quality of written feedback comments on reflective writing.
Keywords: Undergraduate medical education, Written feedback, Reflective writing, Professional development
the thresholds lie when it comes to inappropriate behaviours in student–teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed—with a reference group—five written vignettes describing inappropriate behaviours in the student– teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson’s correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers’ and students’ perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.
correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers’ and students’ perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.
Methods: We investigated written feedback comments from forty-three teachers on their students’ reflective essays. In Study 1, twenty-three medical educators grouped the comments into distinct categories. We used Multiple Correspondence Analysis to determine dimensions in the set of comments. In Study 2, another group of twenty-one medical educators individually judged whether the comments stimulated reflection by rating them on a five-point scale. We used t-tests to investigate whether comments classified as stimulating and not stimulating reflection differed in their scores on the dimensions.
Results: Our results showed that characteristics of written feedback comments can be described in three dimensions:
format of the feedback (phrased as statement versus question), focus of the feedback (related to the levels of students’
reflections) and tone of the feedback (positive versus negative). Furthermore, comments phrased as a question and in a positive tone were judged as stimulating reflection more than comments at the opposite side of those dimensions (t = (14.5) = 6.48; p = < .001 and t = (15) = −1.80; p < .10 respectively). The effect sizes were large for format of the feedback comment (r = .86) and medium for tone of the feedback comment (r = .42).
Conclusions: This study suggests that written feedback comments on students’ reflective essays should be formulated
as a question, positive in tone and tailored to the individual student’s reflective level in order to stimulate students to
reflect on a slightly higher level. Further research is needed to examine whether incorporating these characteristics into
teacher training helps to improve the quality of written feedback comments on reflective writing.
Keywords: Undergraduate medical education, Written feedback, Reflective writing, Professional development
the thresholds lie when it comes to inappropriate behaviours in student–teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed—with a reference group—five written vignettes describing inappropriate behaviours in the student– teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson’s correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers’ and students’ perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.