TY  - JOUR
AU  - Olde Bekkink, M.
AU  - Donders, R.
AU  - Muijen, G.N.P. van
AU  - Ruiter, D.J.
PY  - 2012
UR  - http://hdl.handle.net/2066/110522
AB  - Until now, positive effects of assessment at a medical curriculum level have not been demonstrated. This study was performed to determine whether an interim assessment, taken during a small group work session of an ongoing biomedical course, results in students' increased performance at the formal course examination. A randomized controlled trial was set up, with an interim assessment without explicit feedback as intervention. It was performed during a regular biomedical Bachelor course of 4 weeks on General Pathology at the Radboud University Nijmegen Medical Centre. Participants were 326 medical and 91 biomedical science students divided into three study arms: arm Intervention-1 (I-1) receiving one interim assessment; arm I-2 receiving two interim assessments, and control arm C, receiving no interim assessment. The study arms were stratified for gender and study discipline. The interim assessment consisted of seven multiple-choice questions on tumour pathology. Main outcome measures were overall score of the formal examination (scale 1-10), and the subscore of the questions on tumour pathology (scale 1-10). We found that students who underwent an interim assessment (arm I) had a 0.29-point (scale 1-10) higher score on the formal examination than the control group (p = 0.037). For the questions in the formal examination on tumour pathology the score amounted to 0.47 points higher (p = 0.007), whereas it was 0.17 points higher for the questions on topics related to the previous 3 weeks. No differences in formal examination score were found between arms I-1 and I-2 (p = 0.817). These findings suggest that an interim assessment during a small group work session in a randomized study setting stimulates students to increase their formal examination score.
TI  - Challenging medical students with an interim assessment: a positive effect on formal examination score in a randomized controlled study.
EP  - 37
SN  - 1382-4996
IS  - iss. 1
SP  - 27
JF  - Advances in Health Sciences Education
VL  - vol. 17
N1  - 1 maart 2012
DO  - http://dx.doi.org/10.1007/s10459-011-9291-6
L1  - https://repository.ubn.ru.nl/bitstream/handle/2066/110522/110522.pdf?sequence=1
ER  - 
TY  - JOUR
AU  - Ruiter, D.J.
AU  - Kesteren, M.T.R. van
AU  - Fernandez, G.S.E.
PY  - 2012
UR  - http://hdl.handle.net/2066/108158
AB  - A major challenge in contemporary research is how to connect medical education and cognitive neuroscience and achieve synergy between these domains. Based on this starting point we discuss how this may result in a common language about learning, more educationally focused scientific inquiry, and multidisciplinary research projects. As the topic of prior knowledge in understanding plays a strategic role in both medical education and cognitive neuroscience it is used as a central element in our discussion. A critical condition for the acquisition of new knowledge is the existence of prior knowledge, which can be built in a mental model or schema. Formation of schemas is a central event in student-centered active learning, by which mental models are constructed and reconstructed. These theoretical considerations from cognitive psychology foster scientific discussions that may lead to salient issues and questions for research with cognitive neuroscience. Cognitive neuroscience attempts to understand how knowledge, insight and experience are established in the brain and to clarify their neural correlates. Recently, evidence has been obtained that new information processed by the hippocampus can be consolidated into a stable, neocortical network more rapidly if this new information fits readily into a schema. Opportunities for medical education and medical education research can be created in a fruitful dialogue within an educational multidisciplinary platform. In this synergetic setting many questions can be raised by educational scholars interested in evidence-based education that may be highly relevant for integrative research and the further development of medical education.
TI  - How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding.
EP  - 240
SN  - 1382-4996
IS  - iss. 2
SP  - 225
JF  - Advances in Health Sciences Education
VL  - vol. 17
N1  - 1 mei 2012
DO  - https://doi.org/10.1007/s10459-010-9244-5
ER  -