annual scientific report 2014 research in education vumc school
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Annual Scientific Report 2014 Research In Education
VUmc School Of Medical Sciences
2013
Authors: Team Research in Education, VUmc SMS
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Contents
Page numbers
Introduction
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Team Research in Education
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Development of academic mindset among staff members of VUmc SMS
3
Professors in Education
4
Research lines and on-going research
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Description of PhD research
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PhD theses
13
National and International collaborations
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Affiliations
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Prizes and Honours
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Conferences and Symposia organised
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Publications - International, National and Abstracts in conference books
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Presentations
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Introduction
VUmc School of Medical Sciences (VUmc SMS) finds it important to offer a programme based on the theme of socially accountable medical education and training to its students and residents. Hence there is a focus on evidence-based education and training.
Research in Education of VUmc School of Medical Sciences is currently in the developmental phase. There are four domains of research: Faculty development, Pharmacotherapy education, Socially accountable undergraduate medical education and Socially accountable postgraduate medical education. The theme “Socially accountable undergraduate medical education” encompasses several sub-themes like student motivation, interprofessional education, professional behaviour of students and effects of selection.
Team Research in Education (www.vumc.com/researchineducation)
The Team Research in Education was formed in 2012 with a
view on generating evidence for changes in education through and from research. This team is headed by Dr Rashmi Kusurkar (Assistant Professor) and consists of:
Two professors - Prof Dr Gerda Croiset, Prof Dr Fedde Scheele
One assistant professor - Dr Petra Verdonk
One post-doc - Dr Michiel Westerman
Eight PhD students - Anita Jacobs, Thea van Lankveld, Ariadne Meiboom, Anouk Wouters, Cora Visser, Marianne Mak-van der Vossen, Ulviye Isik, Karsten van Loon
One research assistant – Diana Visser
One data administrator – Ine Vos
One biostatistician - Dr Francisca Galindo-Garré Each professor is a programme leader with his/her own PhD students.
The team has several related responsibilities within the organization, including advising on educational innovations and developments, developing an academic mindset among the staff members of VUmc SMS and creating international visibility for the institute in the field of research in education. Team members have been appointed as members of some key committees within VUmc SMS like Central Examination Committee (Dr Rashmi Kusurkar), Selection Committee (Anouk Wouters) and Workplace Learning Committee (Cora Visser), Committee on Professional Behaviour (Marianne Mak). One team member (Ulviye Isik) works as a tutor for medical students in the Bachelor curriculum.
Development of academic mindset among staff members
of VUmc SMS
There is a focus on the development of an academic mindset among staff members related to VUmc SMS. Some staff members (Dr Marjan van Duist, Dr Inge van Wijk, Dr Michiel van Agtmael) completed the Leadership in Education training conducted by the
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Center of Excellence in University Teaching (CEUT) by the University of Utrecht in 2014. Some staff members like Anita Jacobs (Faculty Development), Ariadne Meiboom (Assistant Professor in Elderly Care Medicine Education), Marianne Mak (Coordinator Professional Behaviour), Cora Visser (Educationalist Specialist Nursing Education) are pursuing their PhDs in medical education. Ulviye Isik is pursuing her Basic Teaching Qualification (BKO) degree. The other focus is on development of academic thinking among all staff members including those who do not have a scientific background. This is being channeled by means of a project led by the Team Research in Education. Initiatives within this project are:
Journal club meetings (Coordinator – Anouk Wouters), which take place bimonthly.
Active contribution in national conferences – The team Research in Education helps the other staff members to prepare abstracts for presentation at the annual Dutch Medical Education Association (NVMO) conference and arranges practice sessions for presentations.
Active contribution in international conferences - The team Research in Education helps other staff members to prepare abstracts for presentation at the annual Association for Medical Education in Europe (AMEE) conference, Ottawa conference and arranges practice sessions for presentations.
Membership of the Dutch Medical Education Association (NVMO) and special interest workgroups on different topics within medical education. (Coordinator – Dr Rashmi Kusurkar)
A library of medical education books and theses has been set up at VUmc SMS for the staff members. (Coordinators – Ulviye Isik, Diana Visser)
Every month the table of contents of the leading journals in medical education is sent to all the staff members in order to encourage them to follow the latest literature in medical
education and apply it in their daily work. (Coordinator - Anouk Wouters)
For the PhD students in research in education, the team organizes meetings with Prof Dr CPM van der Vleuten and Prof Dr AJJA Scherpbier from Maastricht University Medical Center every six weeks for their advice on on-going research. (Coordinator – Dr Rashmi Kusurkar)
Professors in Education
• Prof Dr Gerda Croiset, Chair – Medical Education (0.2 FTE) • Prof Dr Fedde Scheele, Chair – Health Systems Innovation and
Education (0.2 FTE St. Lucas Andreas Hospital)
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Research lines and PhD Researchers in Education, VUmc SMS
Pharmacotherapy and Pharmacy
Education
J Tichelaar Context-based pharmacotherapy education
R van Unen Structuring the therapeutic section of the medical record
T Schutte Learning in a Student Run Clinic
J Sikkens Dutch Unique Method for Antimicrobial Stewardship
Sharon Tjin A Tsoi Motivation of pharmacists in Continuing Education
Faculty Development
T van Lankveld The role of faculty development activities in identity development of teachers
A Jacobs Teachers’ conceptions of learning and teaching, in a student centered curriculum of
Medicine
Socially Accountable
Under graduate Medical Education
A Wouters The effects of selection for medical school
CLF Visser Factors fostering Interprofessional Education (IPE) for medical and nursing students
Marianne Mak Unprofessional behaviour in medical school
Ulviye Isik Academic motivation of ethnic minority students
Socially Accountable Post graduate Medical
Education
A Meiboom Elderly care medicine or geriatric medicine as a career choice for medical students
E Paternotte Training in intercultural communication for doctors
K van Loon Entrustment of residents in post graduate medical education
K Martowirono Issues in patient safety teaching to surgical residents in the Netherlands
A Okuyama Speaking-up for patient safety by hospital based health care professionals
Postdoc research Dr Rashmi Kusurkar Motivation, learning and academic performance: In search of mechanisms and directions
Dr Petra Verdonk Diversity and cultural competence in medical education
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Description of PhD research
Pharmacotherapy Education (RECIPE)
The section Pharmacotherapy conducts scientific research in pharmacotherapy education through the Research & Expertise Center In Pharmacotherapy Education (RECIPE http://www.vumc.com/branch/recipe/). RECIPE has international collaboration with several national and international organizations like the WHO, the Dutch Institute for Rational Use of Medicine (www.medicijngebruik.nl), the Dutch Society of Clinical Pharmacology & Biopharmacy (http://nvkfb.nl/) and the European Association for Clinical Pharmacology and Therapeutics (www.eacpt.org/). The objectives of RECIPE are: 1. The development of effective and attractive education for undergraduate and postgraduate students and teachers, based on knowledge of the process of therapeutic thinking and acting, as well as on recent insights in the field of education (evidence-based education) and 2. Conducting research concerning the process of therapeutic thinking and acting of physicians and under-and postgraduate students, particularly the treatment and drug selection process, both theoretically (declarative research), as well as in relation to schooling and training (impact research). PhD student: Jelle Tichelaar
Context-based pharmacotherapy education
The prescribing of drugs is an essential skill for medical doctors. Given that approximately 50% of all consultations end with a prescription, it
is essential that medical doctors prescribe drugs effectively, safely and in a cost-effective manner. However, the irrational prescribing of drugs seems to be a general problem in medical practice, occasionally leading to serious consequences. In addition, the transition from medical student to junior doctor is often experienced as a major and even too abrupt change, particularly because of the sudden increase in responsibility, workload, and contacts with other healthcare workers and patients. Various studies have reported that junior doctors feel underprepared for their prescribing responsibilities, are not adequately prepared to prescribe safely, and fail to demonstrate adequate prescribing skills. This is not surprising, because in many clinical clerkships and preclinical curricula emphasis is on establishing the diagnosis, with little time being devoted to therapeutic reasoning. It is currently generally accepted practice for interns to watch other doctors prescribing, a practice that does not appear to be adequate when it comes to acquiring reliable prescribing skills. We hypothesized that in order to prepare medical students for their role as therapeutic decision maker and to improve their prescribing competencies, they should be trained as much as possible in the context of their future profession. Therefore, the aim of this thesis/PhD project was to determine the effects and opportunities for optimization of various forms of context-based pharmacotherapy teaching. We wanted to gain insight into how rational prescribing competencies of medical students develop and can be improved during medical education, and particularly during the clinical phase of the curriculum. This includes determining long term effects of preclinical contextual pharmacotherapy education and the effect of different levels of realism of the learning context on the prescribing competencies of medical students during their clinical clerkships. PhD position: 2006-2014
Affiliation: VUmc
Doctoral Advisors:
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- Prof (Emeritus) Dr Th P G M de Vries
Co-Advisors:
- Dr M C Richir
PhD student: Robert van Unen Structuring the therapeutic section of the medical record The therapeutic section of the medical record (MR) is currently unstructured and does not provide guidelines on which items should be addressed. This study investigates which item should be addressed and the effect of a structured MR on the competencies of registrars. The Internal Medicine departments of VU University Medical Center and 6 six affiliated teaching hospitals are participating in this study. Currently data collection and analysis has taken place and publications are in progress. PhD position: 2010-2014 Affiliation: VUmc Doctoral Advisors:
- Prof (Emeritus) Dr Th P G M de Vries - Prof Dr G Croiset, VUmc School of Medical Sciences - Prof Dr M Kramer, VUmc
PhD student: Tim Schutte Learning in a Student Run Clinic Student run clinics (SRCs) are outpatient clinics and exist in the USA for more than forty years. They are completely run and organized by undergraduate medical students. These clinics were founded as free clinics in order to deliver care to patients who otherwise could not afford or attain regular (insured) healthcare. In this thesis/PhD project we will study the educational value of the SRC concept. Learning in a student run clinic is ultimate context based learning. Context based learning (CBL) is learning in a setting similar to the setting of the future profession. The effects of CBL include the boost of intrinsic motivation and the willingness of students to invest
in themselves. The principle of context based learning is being applied in many medical curricula but does not meet its full potential yet. The context part could be further enhanced by introducing bachelor students into the clinic in an earlier phase. Hereby, they can experience the clinical setting, get responsibilities and learn what it takes become a doctor. We hypothesize this context would boost their intrinsic motivation and would lead to learn efficient and effective especially complex skills like prescribing. PhD Position: 2013-2017 Affiliation: VUmc Doctoral Advisors:
- Prof (Emeritus) Dr Th P G M de Vries Co-Advisors:
- J Tichelaar, VUmc - Dr M C Richir - Dr M A van Agtmael, VUmc
PhD student: Jonne Sikkens Dutch Unique Method for Antimicrobial Stewardship (DUMAS) Many antimicrobial stewardship programs fail to consider behavioral, cultural and organizational factors in their approach. They lack a clear analysis of the root causes of inappropriate prescribing at the ward level. This may lead to suboptimal interventions, especially on the long term. The Dutch Unique Method for Antimicrobial Stewardship (DUMAS) project represents a new approach by using participatory action research (PAR). We expect this method will improve a sustained antimicrobial guideline adherence and reduce antimicrobial use in two Dutch hospitals. PhD position: 2011-2015 Affiliation: VUmc & EMGO+ Doctoral Advisors:
- Prof Dr M Kramer, VUmc Co-Advisors:
- Dr M A van Agtmael, VUmc
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PhD student: Sharon Tjin A Tsoi Motivation for continuing professional development of pharmacists Continuous Education (CE) is a way to support healthcare professionals in maintaining and developing their knowledge and competencies. Lack of motivation is one of the most important barriers for pharmacist to participate in CE. In this project we try to get insight in the motivation of pharmacists for continuing education. This thesis will use mixed methods for research. A review of the literature is planned to get insight into the motivation of pharmacists and other healthcare professionals in CE. The motivation of pharmacists will be investigated quantitatively in a longitudinal study design with Self Determination Theory as the framework. In order to complement this data, focus groups or semi-structured interviews will be conducted for qualitative data collection on the motivation of pharmacists. The findings of this project will be used to develop appropriate CE courses for pharmacists and can be helpful with the transition from CE to an optimal Continuous Professional Development (CPD)-system in the Netherlands. Insights in motivational profiles and how to stimulate intrinsic motivation of pharmacists, participating in lifelong learning, will be useful for all healthcare professionals in countries, experiencing the shift from CE to CPD. PhD position: 2014-2017 Affiliation: University of Utrecht Doctoral Advisors:
- Prof Dr A de Boer, University of Utrecht - Prof Dr G Croiset, VUmc School of Medical Sciences
Co-advisors: - Dr A Koster, University of Utrecht - Dr RA Kusurkar, VUmc School of Medical Sciences
Faculty Development
PhD student: Thea van Lankveld
The role of faculty development activities in identity development of teachers Research shows that the professional teacher identity of academics has become more and more under pressure. In this study we investigate (1) the role of the direct work environment in this process and (2) the role faculty development activities like teacher communities and teacher courses can play in strengthening teachers’ identity. The study is carried out from a social-cultural perspective and concerns both a literature study and empirical research (qualitative and quantitative). PhD position: 2011-2015 Affiliation: VUmc & Faculty of Psychology and Education, VU Doctoral Advisors:
- Prof Dr J Beishuizen, VU - Prof Dr G Croiset, VUmc School of Medical Sciences
Co-Advisor: - Prof Dr M Volman, UvA - Dr J Schoonenboom, VU
PhD student: Anita (JCG) Jacobs Teachers’ conceptions of learning and teaching, in a student centred curriculum of Medicine Teachers’ conceptions of learning and teaching influence their teaching practices. Nevertheless, only few attention is paid to teachers’ conceptions, and especially in curriculum reform initiatives teachers’ conceptions are often neglected. Several characteristics of teachers and the teaching environment influence the teachers’ conceptions. To gain more insight into the impact of teachers’ conceptions of learning and teaching, we conducted several studies in two medical schools in the Netherlands with student-centred medical curricula, VU University Medical Centre (since 2005 a student-centred curriculum) and Maastricht University Medical Centre (with a PBL curriculum since 1974). We constructed and validated an instrument named COLT (Conceptions of Learning and Teaching questionnaire) to
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assess the conceptions of teachers. This instrument consists of three scales: ‘teacher-centredness’, ‘appreciation of active learning’ and ‘orientation to professional practice’. We found significant differences between the two medical schools on these three scales. Subsequently we investigated with a multiple regression analysis which factors predicted these differences. Furthermore, we identified with cluster analysis five teacher profiles in student-centred medical education, based on their scores on the COLT. In another study we explored qualitatively with interviews which characteristics in the teaching context were important with respect to teachers’ conceptions of learning and teaching. We also constructed a web-based version of the COLT questionnaire for further international data collection. Participants receive immediate feedback on their conceptions of learning and teaching, as well as information about their teaching profile. Ultimately we aim to provide recommendations for an optimization of faculty development activities by tailoring them to teachers’ conceptions of learning and teaching. PhD position: 2008-2014 Affiliation: VUmc School of Medical Sciences Doctoral Advisors:
- Prof Dr F Scheele, VUmc School of Medical Sciences & St Lucas Andreas Hospital, Amsterdam
- Prof Dr G Croiset, VUmc School of Medical Sciences, Amsterdam
Co-Advisors: - Prof Dr CPM van der Vleuten, Maastricht University Medical
Centre, Maastricht - Dr SJ van Luijk, Maastricht University Medical Centre,
Maastricht
Socially Accountable Medical Education PhD student: Anouk Wouters The effects of selection for medical school
This PhD project is partly funded by the Netherlands Federation of University Medical Centres (NFU - www.nfu.nl) and conducted in close cooperation with University Medical Centre Groningen. In this project the effects of selection of students for medical school are studied, focusing on student motivation. We distinguish between effects of selection on the applicant pool and effects of selection on the medical student population. In this project both quantitative and qualitative research methods are used. In a first study we conducted a qualitative analysis of statements on motivation of applicants for medical school. In another study we examined the relation between selection and motivation and we explored how selection could stimulate motivation. In a multi-institution study we determine motivation, engagement and academic achievement of students admitted through different routes (selection, national weighted lottery with or without preceding participation in selection and direct admission based on a pre-university GPA of ≥ 8). High school students will be interviewed to explore which factors influence their decision on whether to apply for selection for medical school and what preparations they undertake. A literature review on selection and motivation will be planned. Affiliation: VUmc School of Medical Sciences Doctoral Advisors:
- Prof Dr G Croiset, VUmc School of Medical Sciences Co-Advisor:
- Dr RA Kusurkar, VUmc School of Medical Sciences PhD student: Cora Visser Factors fostering Interprofessional Education (IPE) for medical and nursing students Research has uncovered that medical and nursing students overcome preferred interaction in their professional group and stereotyped views of other professions. When placed in authentic (simulated) situations most students come to value IPE, but medical students value profession specific training more if that is assessed.
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The literature was reviewed to address the research question “What are the perceptions and attitudes of medical and nursing students towards IPE ?” and resulted in an overview of barriers and facilitators for IPE, mostly at process and culture level. The reviews of IPE indicate that there is no generalizable theory that can explain when, how and why IPE is successful at the level of the individual student. This thesis will investigate factors at an individual level and aims to clarify educational design principles for successful interprofessional education. PhD position: 2012-2017 Affiliation: VUmc School of Medical Sciences Doctoral Advisor:
- Prof Dr G Croiset, VUmc School of Medical Sciences Co-Advisor:
- Dr RA Kusurkar, VUmc School of Medical Sciences
PhD student: Marianne Mak-van der Vossen Unprofessional behaviour in medical school Unprofessional behaviour in medical school has been found to be predictive of unprofessional behaviour as a physician. Teaching, training and assessment of professionalism has therefore been recommended as an integral part of the medical curriculum. Professionalism lapses are a part of learning and require improvements at the organizational and the individual level. The goal of this research project is to create a knowledge base, and gain evidence for helping those who have lapses in professional performance. We aim to define which students are not able to measure up to the standards of professional behaviour in medical school, and to determine what remediation can be offered to students with problems in this domain of medical practice. PhD position: 2013-2018 Affiliation: VUmc School of Medical Sciences Doctoral Advisors:
- Prof Dr G Croiset, VUmc School of Medical Sciences
Co-advisors: - Dr RA Kusurkar, VUmc School of Medical Sciences - Dr WNKA van Mook, MUMC
PhD student: Ulviye Iisk Academic motivation of ethnic minority students The phenomenon of academic underperformance among ethnic minority students has drawn a lot of attention and is still an increasing area of interest. Research has shown that ethnic minority students exhibit lower grades, are 2,5 times more likely to fail examinations and twice as likely to have study delay relative to ‘majority background’ students. Moreover, ethnic minority students are twice more represented in the vocational and lower education tracks than the majority. In order to explain this underperformance researchers have investigated ethnic specific factors like stereotype threat and threat to feelings of belongingness. However, these factors only partly explain the underperformance. Non-ethnic specific factors, like socioeconomic background, also explain this partially. Motivation is a key factor in improving deep learning and good academic performance. Furthermore, motivation is dynamic and can be increased or decreased by many factors in the environment. This means that factors like stereotype threat could potentially decrease motivation. If we can identify factors that negatively influence motivation and their mechanisms, we could develop interventions to reduce this negative influence. So, motivation could be the key factor in explaining the underperformance of ethnic minority students, but is still uninvestigated. Thus, the aim is to investigate the factors and mechanisms that influence the academic motivation of ethnic minority students and how motivation does influence their academic performance. PhD position: 2014-2018 Affiliation: VUmc School of Medical Sciences Doctoral Advisors:
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- Prof Dr G Croiset, VUmc School of Medical Sciences Co-advisors:
- Dr RA Kusurkar, VUmc School of Medical Sciences
Socially Accountable Post graduate Medical Education PhD student: Ariadne Meiboom Elderly care medicine or geriatric medicine as a career choice for medical students The main research area is identifying the factors that play a role in the (lack of) interest of medical students for a career in geriatric medicine or elderly care medicine. Firstly in order to get an overview of the different factors reported in the literature that are of influence on the (little) interest by medical students for a career in geriatrics, a review was undertaken. In a qualitative study, more insight is gained into the process influencing career choices among medical students and graduates, in order to develop strategies for raising the interest of medical students and career analogy care medicine. To study the hidden curriculum in medical education in relation to medical care of elderly patients we designed an ethnographic research study at a teaching hospital in the Netherlands. In 2014, we will compare the interest for a career in geriatrics or elderly care medicine of medical students in an ‘old’ versus a new curriculum. PhD position: 2009-2015 Affiliation: VUmc School of Medical Sciences Doctoral Advisors:
- Prof Dr C Hertogh, VUmc - Prof Dr F Scheele, VUmc School of Medical Sciences
Co-Advisor: - Prof Dr H de Vries, VUmc
PhD student: Emma Paternotte Training in intercultural communication for doctors
Due to migration worldwide, doctors see patients from many different ethnic backgrounds. This causes challenges for doctor-patient communication and the training of doctors. This thesis is about these challenges in communication between doctor and patient with different ethnic backgrounds. For my thesis I will give an overview of the literature and I will describe the challenges in intercultural communication to develop a training for doctors. PhD position: 2012-2016 Affiliation: VUmc School of Medical Sciences Doctoral Advisors:
- Prof Dr F Scheele, VUmc School of Medical Sciences - Prof Dr A M van Dulmen, Radboud University Nijmegen
Medical Centre and Dept. of Health Sciences, Buskerud University College, Drammen, Norway
- Prof Dr AJJA Scherpbier, Maastricht University Medical Center
PhD student: Karsten van Loon Entrustment of residents in post graduate medical education This research focuses on how residents are being entrusted with clinical activities by program directors. A growing number of post graduate medical education training programs make use of gradual entrustment during the training years. Residents are being trusted to perform tasks on a certain level of independence during and not only after their training. In our first study an overview is given of the most influencing literature about the important entrustment tool EPAs (Entrustable Professional Activities) in postgraduate medical training. Next potential benefits and pitfalls of working with EPAs are described. Our next study will focus on how entrustment decisions are made in practice, by looking into databases of electronic portfolios, in which the entrustment decisions are documented. Eventually we would like to study which factors influence the decision of a resident acting independently.
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PhD position: 2013-2017 Doctoral Advisor:
- Prof Dr F Scheele, VUmc School of Medical Sciences Co-Advisors:
- Dr EW Driessen, Maastricht University Medical Center - Dr PW Teunissen, Maastricht University Medical
Center PhD student: Kartinie Martowirono Issues in patient safety teaching to surgical residents in the Netherlands In the Netherlands, patient safety courses are progressively integrated in postgraduate medical training. However, research showed that the long-term effect of a stand-alone patient safety course is limited. To achieve long-lasting effects, it is recommended to integrate patient safety education into training at the workplace. As a first step in developing a suitable training program, surgical residents’ perceptions of the patient safety climate in Dutch teaching hospitals were evaluated by means of questionnaires. The results highlight opportunities for safety climate improvement through changes in their training. Structural feedback on safety issues after operations is such an opportunity. The possible introduction of one such a feedback method, based on the framework of the NOTSS (non-technical skills for surgeons) has been evaluated through focus-group discussions with operating room staff, supervisors, anesthesiologists, residents, and other personnel involved and led to a Dutch version of the NOTSS. The implementation of that framework in Dutch teaching hospitals is presently under study. PhD position: 2010-2015 Doctoral Advisor:
- Prof (Emeritus) Dr AB Bijnen, VUmc School of Medical Sciences, and MCA Alkmaar
PhD student: Ayako Okuyama Speaking-up for patient safety by hospital based health care professionals Speaking up is important for patient safety, but often health care professionals hesitate to voice their concerns. Understanding the influencing factors can help to improve speaking-up behavior and team communication. At first, the literature was reviewed with the aim to (1) assess the effectiveness of speaking up, (2) evaluate the effectiveness of speaking-up training, (3) identify the factors influencing speaking-up behavior, and (4) develop a model for speaking-up behavior. In a further study, assertiveness in speaking up was evaluated by reviewing the literature with a focus on nurses as patient advocates. Finally, the speaking up behavior of groups of residents in both the Netherlands and in Japan was explored by means of questionnaires and mutually compared with a focus on barriers and cultural differences. The resulting model may aid in developing suitable teaching programs. PhD position: 2012-2015 Affiliation: Department of Total Health Promotion, Graduate School of Medicine, Osaka University Doctoral Advisor:
- Prof (Emeritus) Dr AB Bijnen, VUmc School of Medical Sciences, and MCA Alkmaar
- Prof Dr C Wagner, EMGO+/NIVEL
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National and International collaborations
Within the VU University
LEARN! Research Institute and Faculty of Psychology & Education VU
Prof Dr J Jolles, Prof Dr L Krabbendam – Chronic fatigue in medical students
Faculty of Psychology and Education, VU Amsterdam Prof Dr J Beishuizen – Development of teacher identity
Metamedica, VUmc Amsterdam Prof Dr T Abma - Cultural competence and interculturalization training of medical students Other universities within the Netherlands
Maastricht University Medical Center We have a successfully working partnership with Maastricht University Medical Center since 2005. Prof Dr C van der Vleuten and Prof Dr A Scherpbier are Doctoral Advisors of several PhD students at VUmc and visit Research in Education VUmc every six weeks in an advisory role. Dr S J van Luijk, Dr E Driessen, Dr W van Mook and Dr P Teunissen are members of the research teams of some of the PhD students.
University Medical Center Groningen Prof Dr J Cohen-Schotanus – Effects of selection for medical school
University Medical Center Utrecht Prof Dr Olle ten Cate – Combining quality and quantity of motivation approaches in understanding the academic performance of medical students
University of Amsterdam Prof Dr M L L Volman - Development of teacher identity
University of Utrecht, Pharmaceutical Sciences Prof Dr A de Boer, Dr A Koster and S Schouten – Motivation for continuing professional development of pharmacists Universities outside the Netherlands
University of Dalhousie, Canada Prof Dr KV Mann - Combining quality and quantity of motivation approaches in understanding the academic performance of medical students
Affiliations
1. Kusurkar RA. Staff Website Self-determination theory www.selfdeterminationtheory.org/sdtfaculty
2. Kusurkar RA, Croiset G. Staff members – The Dutch Interuniversity Centre for Educational Sciences (ICO) htts://sites.google.com/site/researchschoolico/organization/members/staff-members
3. Kusurkar RA. Faculty GSMC-FAIMER Regional Institute, Mumbai, India
4. Team Research in Education - LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam www.learn.vu.nl
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Prizes and Honours
1. Best Thesis Prize 2014 by the Dutch Medical Education Association (NVMO) for the years 2012-2013 – Rashmi Kusurkar, Motivation in Medical students.
2. Nomination (among the top 3) for best thesis prize by NVMO.
Westerman M. Mind the gap; the transition to hospital consultant.
3. Best scientific paper prize based on abstract at NVMO
Conference 2014 – Ariadne Meiboom, NVMO conference 2014, Egmond aan Zee, the Netherlands.
4. Nomination (among the top 3) for best poster prize based on abstract at NVMO Conference 2014. Koens F, NVMO conference 2014, Egmond aan Zee, the Netherlands.
5. Deemed to be the Second Most cited article by the journal “Advances in Health Sciences Education” for 2013-2014: Kusurkar RA, Ten Cate TJ, Vos CM, Westers P, Croiset G. How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education 2013; 18: 57–69. One of the most popular contents within this journal. http://link.springer.com/article/10.1007/s10459-012-9354-3#page-1
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Conferences and Symposia organised
1. Verdonk P, Croiset G. Symposium ‘Anders in de Witte Jas. Over diversiteit in het medisch onderwijs’. Amsterdam: VUmc, 17 juni 2014. Funded by VUmc IOO. In het kader van de Week Kleurrijk Verbinden VUmc. Organizers: Verdonk P, Issa L, Boer S, Sarsini A, Croiset G. Speakers: Croiset G, Verdonk P, Issa L, Stegers-Jager K, Seeleman C, Soethout M, Nanayakkara P, Suurmond J.
2. Symposium ‘Een nieuw bachelor curriculum in 2015’, Amsterdam 2014. Organizers: Croiset G. Speakers: Croiset G, Horrevoets A, Peerdeman S, Meijerink J, Bretschneider J.
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Publications 2014
International publications
1. Alers M, Pepping T, Bor H, Verdonk P, Hamberg K, Lagro-
Janssen A. Speciality preferences in Dutch medical students influenced by their anticipation on family responsibilities. Perspectives on Medical Education 2014; 3:443–454. http://link.springer.com/article/10.1007%2Fs40037-014-0149-5
2. Alers M, Verdonk P, Bor H, Hamberg K, Lagro-Janssen A. Gendered career considerations consolidate from the start of medical education. International Journal of Medical Education 2014; 5,178-184. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4216727/
3. Bosma H, Theunissen MJ, Verdonk P, Feron F. Low Control Beliefs In Relation To School Dropout and Poor Health. Findings from The SIODO Case-Control Study. Accepted BMC Public Health. BMC Public Health 2014; 14:1237. http://www.biomedcentral.com.proxy.library.uu.nl/1471-2458/14/1237
4. Brinkman DJ, Tichelaar J, Van Agtmael MA, Schotsman R, de Vries ThGPM, Richir MC. The Prescribing Performance and Confidence of Final-Year Medical Students. Clinical Pharmacology & Therapeutics 2014; 96(5): 531-533. http://www.nature.com/clpt/journal/v96/n5/full/clpt2014162a.html
5. Dielissen P, Verdonk P, Wieringa-De Waard M, Bottema B, Lagro-Janssen T. The effect of gender medicine education in
GP training: a prospective cohort study. Perspectives on Medical Education 2014. Online first. DOI 10.1007/s40037-014-0122-3
6. Gercama A, van Lankveld T, Kleinveld J, Croiset G, Kusurkar RA. Bridging the gap between CBME in theory and practice: the role of a teacher community. Perspectives on Medical Education 2014; 3:486–491. http://link.springer.com/article/10.1007/s40037-014-0147-7
7. Fokkema JPI, Scheele F, Westerman M, van Exel NJA, Scherpbier AJJA, van der Vleuten CPM, Dörr PJ, Teunissen PW. Perceived effects of innovations in postgraduate medical education: a Q study focusing on workplace-based assessment. Academic Medicine 2014; 89(9):1259-66. http://journals.lww.com/academicmedicine/pages/articleviewer.aspx?year=2014&issue=09000&article=00023&type=abstract
8. Hammarström A, Johansson K, Annandale E, Ahlgren C, Aléx L, Christianson M, Elwér S, Eriksson C, Fjellman-Wiklund A, Gilenstam K, Gustafsson PE, Harryson L, Lehti A, Stenberg G, Verdonk P. Central gender theoretical concepts in health research. Journal of Epidemiology and Community Health 2014; 68, 185-190. http://www.ncbi.nlm.nih.gov/pubmed/24265394
9. Jacobs JCG, Muijtjens AMM, van Luijk SJ, van der Vleuten
CPM, Croiset G, Scheele F. Impact of institute and person
variables on teachers’ conceptions of learning and teaching.
Medical Teacher 2014; Early Online, 1-9.
http://informahealthcare.com/doi/abs/10.3109/0142159x.20
14.970985
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10. Jacobs JCG, van Luijk SJ, Galindo-Garré F, Muijtjens AMM, van
der Vleuten CPM, Croiset G, Scheele F. Five teacher profiles in
student-centred curricula based on their conceptions of
learning and teaching. BMC Medical Education 2014; 14:220.
http://www.biomedcentral.com/1472-6920/14/220
11. Kusurkar RA, Croiset G. Electives support autonomy and
autonomous motivation in undergraduate medical education.
Medical Teacher 2014; 36(10): 915-916.
http://informahealthcare.com/doi/abs/10.3109/0142159X.2014.940876?journalCode=mte
12. Leyerzapf H, Abma T, Steenwijk RR, Croiset G, Verdonk P.
Standing out & moving up: performance appraisal of cultural
minority physicians. Advances in Health Sciences Education
2014, Early Online, DOI 10.1007/s10459-014-9577-6.
http://link.springer.com/journal/10459#page-1
13. Mak-van der Vossen M, Peerdeman SM, Van Mook W, Croiset
G, Kusurkar RA. Assessing professional behaviour: overcoming
teachers' reluctance to fail students. BMC Research Notes
2014; 7:368 doi:10.1186/1756-0500-7-368
http://www.biomedcentral.com/1756-0500/7/368
14. Meiboom A, Diedrich C, Vries HD, Hertogh C, Scheele F. The Hidden Curriculum of the Medical Care for Elderly Patients in Medical Education: A Qualitative Study. Gerontology Geriatric Education 2014; 6:1-15. [Epub ahead of print] http://www.tandfonline.com.proxy.library.uu.nl/doi/abs/10.1080/02701960.2014.966902
15. Paternotte E, Fokkema JPI, van Loon KA , van Dulmen S, Scheele F. Cultural diversity: blind spot in medical curriculum documents, a document analysis. BMC Medical Education 2014; 14:176. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4236597/pdf/1472-6920-14-176.pdf
16. Scheele F, Van Luijk SJ, Mulder H, Baane C, Den Rooyen C, De Hoog M, Fokkema JPI, Heineman E, Sluiter H. Is the modernisation of postgraduate medical training in the Netherlands successful? Views of the NVMO Special Interest Group on Postgraduate Medical Education. Medical Teacher 2014; 36(2):116 -120. http://informahealthcare.com/doi/abs/10.3109/0142159x.2013.849333
17. Scheele F, Novaka Z, Vettera K, Cacciaf N, Goverde A. Obstetrics and gynaecology training in Europe needs a next step. European journal of obstetrics & gynecology and reproductive biology 2014; 180:130 -132. http://www.sciencedirect.com/science/article/pii/S0301211514002231
18. Theunissen MJ, De Man I, Verdonk P, Bosma H, Feron F. Are Barbie and Ken too cool for school? A case-control study on the relation between gender and school dropout. European Journal of Public Health 2014; DOI 10.1093/eurpub/cku097 http://eurpub.oxfordjournals.org.proxy.library.uu.nl/content/early/2014/07/20/eurpub.cku097.long
19. Van der Lee N, Driessen EW, Houwaart ES, Caccia NC, Scheele F. An examination of the historical context of interprofessional collaboration in Dutch obstetrical care. Journal of Interprofessional Care 2014; 28(2):123-7.
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http://informahealthcare.com/doi/abs/10.3109/13561820.2013.869196
20. Van Loon KA, Driessen EW, Teunissen PW, Scheele F. Experiences with EPAs, potential benefits and pitfalls. Medical Teacher 2014; 36(8):698-702. http://informahealthcare.com/doi/abs/10.3109/0142159x.2014.909588
21. Verdonk P, Räntzsch V, de Vries R, Houkes I. Show what you know, and deal with stress yourself. A qualitative interview study of medical interns’ perceptions of stress and gender. BMC Medical Education 2014; 14:96. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4035857/pdf/1472-6920-14-96.pdf
22. Veroude K, Jolles J, Croiset G, Krabbendam L. Sex differences in the neural bases of social appraisals. Social cognitive and affective neuroscience 2014; 9(4):513 -519. http://scan.oxfordjournals.org/content/9/4/513
23. Westerman M. Reflections on having a ‘calling’ as a medical doctor. Perspectives on Medical Education 2014; 3:73–75. http://link.springer.com/article/10.1007/s40037-014-0112-5
24. Westerman M. Mind the gap: the transition to hospital consultant. Perspectives on Medical Education 2014; 3(3): 219-221. http://link.springer.com/article/10.1007/s40037-013-0104-x
25. Whitehead, C, Selleger, V, van de Kreeke, J, & Hodges, B. The 'missing person' in roles-based competency models: a historical, cross-national, contrastive case study. Medical Education 2014; 48(8):785-795.
http://onlinelibrary.wiley.com.proxy.library.uu.nl/doi/10.1111/medu.12482/pdf
26. Wouters A, Bakker AH, van Wijk IJ, Croiset G, Kusurkar RA. A
qualitative analysis of statements on motivation of applicants for medical school. BMC Medical Education 2014; 14:200. Highly Accessed article DOI:10.1186/1472-6920-14-200 http://www.biomedcentral.com/1472-6920/14/200
National publications
1. Langendijk-van den Berg I, Verdonk P, Abma T. De professionele tolk verdwijnt: kwaliteit onder druk. Nederlands Tijdschrift voor Geneeskunde 2014, 158:A7702.
2. Daouairi S, Teeuw T, de Jong A, Ridder M, Verdonk P. (2014). Gezin, gezondheid en genetic. Handboek cursusleiders. Amsterdam/Rotterdam: VU, VUmc, Dona Daria, Diversiteitsland.
3. Verdonk, P. (2014). CSG Eindrapportage. Gezin, gezondheid en
genetica (G3) Fase IG3 projectcode 62000550. Amsterdam: VUmc, afd. Metamedica.
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Abstracts in Conference books
1. Bekkers L, Albers-Heitner P, Berghmans B, Verdonk P. Is urinary incontinence during and after pregnancy related to family history? (motherfit project). Rio de Janeiro: International Continence Society (ICS), October 2014.
2. Bosma H, Theunissen MJ, Verdonk P, Feron F. School dropout and poor health: causation, direct selection, or indirect selection. International Journal of Behavioral Medicine 2014; 21(S1), S154.
3. Bosma H, Theunissen MJ, Verdonk P, Feron F. School dropout and poor health: causation, direct selection, or indirect selection? Groningen: 13th International Congress of Behavioral Medicine (ICBM), August 2014.
4. Daelmans HEM, Kusurkar RA, Bronzwaer JGF, Cornel MC,
Meiboom A, Croiset G. Needs assessment of teachers
conducting workplace based assessments of professional
behavior, Ottawa conference 2014, Ottawa, Canada.
5. Daelmans HEM, Trotsenburg van ASP. Het schakeljaar in AMC
en VUMC. NVMO conference 2014, Egmond aan Zee.
6. Ehrlich N, van de Kreeke J. ‘Difficult patient encounters:
setting a limit while preserving a good relationship’. AMEE conference 2014, Milan, Italy.
7. Ehrlich N, van de Kreeke J. ‘Difficult patient encounters: setting a limit while preserving a good relationship’. EACH conference 2014.
8. Jacobs JCG, van Luijk SJ, Galindo-Garré F, Muijtjens AMM, van der Vleuten CPM, Croiset G, Scheele F. Five teacher profiles in student centred medical education. AMEE Conference 2014, Milan, Italy.
9. Jacobs JCG, van Luijk SJ, Galindo-Garré F, Muijtjens AMM, van der Vleuten CPM, Croiset G, Scheele F. Vijf docentprofielen met verschillende opvattingen over onderwijs, in studentgecentreerd onderwijs Geneeskunde. NVMO Conference 2014, Egmond aan Zee.
10. Jaarsma D, Croiset G, Lankveld TAM, Van den Berg J, Irby D. Creating a Supportive Teaching Culture in Medical Schools. AMEE Conference 2014, Milan, Italy.
11. Jaarsma D, Helmich E, Yardley S, Scheele F, Westerman M, Maniate J, Frambach J. Death comes to us all: practical opportunities to integrate learning about living with dying into medical education and practice. Pre-conference workshop, AMEE conference 2014, Milan, Italy.
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12. Koens F, Mulder BF, Daelmans HEM, Croiset G. Functioneren in de masteropleiding als voorspeller voor het cijfer van de semi-artsstage. NVMO conference 2014, Egmond aan Zee.
13. Koens F, Mulder BF, Daelmans HEM, Croiset G. Final clerkship grades correlate with written feedback in previous clerkships. Ottawa Conference 2014, Ottawa, Canada.
14. Kusurkar RA, Wouters A, Croiset G. The influence of
motivation on learning and academic performance of medical
students: A review of the literature. AMEE conference 2014,
Milan, Italy.
15. Mak M, Peerdeman SM, Croiset G, Kusurkar RA. Can students’
learning objectives for professional behaviour predict success
of remediation? AMEE conference 2014, Milan, Italy.
16. Mak-Van der Vossen M, Kusurkar RA, Croiset G. Remediering
van onprofessioneel gedrag met behulp van de Kernkwadranten van Ofman. NVMO conference 2014 abstracts, Egmond aan Zee.
17. Putnik K, Verdonk P, Houkes I, Jansen N, Kant IJ, Nijhuis F. Cultural context in relation to work-life interface across countries: An intersectionality perspective (work in progress). Keele University, UK: Gender, Work and Organization, 8th Biennial International Interdisciplinary Conference, June 2014.
18. Reefman K, Kruijswijk Jansen JH, Daelmans HEM, Croiset G. Symposia voor studenten als onderwijsonderdeel in M3 VUmc-compas, NVMO conference 2014, Egmond aan Zee.
19. Schönrock-Adema J, Wouters A, Cohen-Schotanus J. Cretans in research: Do recalcitrant respondents disturb outcomes of perception studies? AMEE conference, Milan, Italy, 2014.
20. Selleger V, Wenisch A, van de Kreeke J. Draw your dream: an artistic tool for reflection on students’ career choices. AMEE conference 2014, Milan, Italy.
21. Selleger V, Suurmond JL, Ehrlich N. ‘Coming out’: three simple
steps for reflection on medical students’ stereotypes, taboos
and cultural values. EACH conference 2014.
22. Selleger V, Wenisch A, van de Kreeke J. Draw your dream: an artistic tool for reflection on students’ career choices. EACH conference 2014.
23. Selleger V, Bonke B. Geen moordkuil: twee werkvormen voor
reflectie op sterven en dood. NVMO congress 2014, Egmond
aan Zee, the Netherlands.
24. Suurmond J, Carter-Pokras O, Dogra N, Garcia-Ramirez M,
Hendrickx K, Hudelson P, Knipper M, Krasnik A, Kumar B,
MacFarlane A, Sim J, Szilard I, Verdonk P, Essink-Bot M-L.
Culturally Competent Medical Education (C2ME) – outline of a
European project. Granada: EUPHA’s 5th European
Conference on Migrant and Ethnic Minority Health, April 2014.
25. Meiboom AA, Vries H de, Hertogh CMPM, Scheele F -
Het verborgen curriculum in medisch onderwijs in relatie tot de medische zorg voor oudere patiënten: een kwalitatieve studie. NVMO conference 2014 abstracts, Egmond aan Zee, the Netherlands.
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26. Suurmond J, Carter-Pokras O, Dogra N, Garcia-Ramirez M, Hendrickx K, Hudelson P, Knipper M, Krasnik A, Kumar B, MacFarlane A, Sim J, Szilard I, Verdonk P, Essink-Bot M-L. Culturally Competent Medical Education (C2ME) – outline of a European project. Ottawa Canada: Canadian Conference on Medical Education (CCME) & The Ottawa Conference (Transforming Healthcare through Excellence in Evaluation and Assessment), April 2014.
27. Theunissen MJ, De Man I, Verdonk P, Bosma H, Feron F. Are Barbie and Ken too cool for school? A case-control study on the relation between gender and school dropout. EUPHA Glasgow 19-22 November 2014.
28. Tsoi STA, de Boer A, Koster A, Kusurkar RA. Motivation of
pharmacists in CE. PhD Day2014, NVMO, Utrecht.
29. Tsoi STA, de Boer A, Koster A, Kusurkar RA. Motivation of
pharmacists in CE. Prismasymposium 2014, Amersfoort.
30. Tsoi STA, de Boer A, Koster A, Kusurkar RA. Motivation of
pharmacists in CE. Lifelong learning in Pharmacy education,
Orlando, 2014.
31. Van Lankveld TAM, Croiset G, Beishuizen J, Schoonenboom J,
Volman M. The hidden curriculum of medical education and how it affects teacher identity. AMEE conference 2014, Milan, Italy.
32. Van Wijk I, Westerhof-Sinke M, Van Lambalgen T, Jansen J,
Croiset G, Kusurkar RA. Effectiveness of a graduate entry
programme in encouraging students to become physician-
scientists. AMEE conference 2014, Milan, Italy.
33. Van Wijk I, Westerhof-Sinke M, Van Lambalgen T, Jansen J,
Croiset G, Kusurkar RA. Effectiviteit van een zij-instroomprogramma in het opleiden van geselecteerde studenten tot arts en onderzoeker. NVMO conference 2014, Egmond aan Zee.
34. Van Zanten D, Wenisch A. Maak het boeiend! Ervarend leren tijdens practica. NVMO congress 2014, Egmond aan Zee, the Netherlands.
35. Verdonk, P. Defining context of gender medicine in medical education. Brussels: EUGENMED kick-off meeting, April 2014.
36. Verdonk P, Ridder M, Bartels EAC, De Jong I, Teeuw M, Abma T. Training Community Health Workers to discuss cousin marriage and genetic risk with migrant women in the Netherlands (Family, Health and Genetics, G3-project phase I). EUPHA Glasgow, UK, November 2014. European Journal of Public Health, 24(S2), 182.
37. Verdonk P, Issa L. Different in the white coat. In symposium ‘Teaching cross-cultural communication to medical students: strategies and challenges from around Europe’. Amsterdam: International Conference for Communication in Healthcare (EACH), October 2014.
38. Visser CLF, Croiset G, Kusurkar RA. Readiness, facilitators and
barriers for Interprofessional Education for medical and
nursing students: A literature review. AMEE conference 2014,
Milan, Italy.
39. Visser CLF, Croiset G, Kusurkar RA. Bevorderende en
belemmerende factoren voor Interprofessioneel Opleiden van
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medische en verpleegkundige studenten. NVMO conference 2014 abstracts, Egmond aan Zee.
40. Wouters A, Galindo-Garré F, Croiset G, Kusurkar RA.
Motivation of medical students: Selection by motivation
and/or motivation by selection. AMEE conference 2014, Milan,
Italy.
41. Wouters A, Galindo-Garré F, Croiset G, Kusurkar RA. Motivatie
van geneeskundestudenten: selectie van gemotiveerde
studenten en/of gemotiveerde studenten door selectie?
NVMO conference 2014 abstracts, Egmond aan Zee.
National and International presentations (excluding conferences)
1. Croiset G. Missie en Visie beleid en strategie in het onderwijs,
Onderwijsdirectie Universiteit Utrecht, Baarn, 2014.
2. Croiset G. Het dedicated schakeljaar. Stafdag Huisartsgeneeskunde, Universiteit van Amsterdam, Hilvarenbeek, 2014.
3. Croiset G. Diversiteit en Kunst. KPMG Inspire bijeenkomst, Maarssen, 2014.
4. Croiset G, Over academisering in de verloskunde. AVAG Keynote lecture, Amsterdam, 2014.
5. Daelmans HEM, Jacobs AJ, workshop feedback geven, affiliatiedag kindergeneeskunde VUmc, March 2014.
6. Daelmans HEM, Masteropleiding geneeskunde, themaochtend masteropleiding geneeskunde VUmc, June 2014.
7. Daelmans HEM, Het schakeljaar, pilot schakelstage, centrale opleidingscommissie VUmc, September 2014.
8. Daelmans HEM, Het schakeljaar, schakelstage, regionale opleidingscommissie SLAZ, September 2014.
9. Daelmans HEM, het schakeljaar, invited speaker werkconferentie ‘het schakeljaar en verkorting beroepsopleiding’, Medisch Centrum Alkmaar (MCA), October 2014.
10. De Graaf S, Verdonk P, Dogra N, Croiset G, Suurmond J. (on behalf of C2ME steering group). Cultural competence in health care education. Systematic review of the teachers’ perspective. Leicester: C2ME Midterm meeting, December 2014.
11. De Jong A, Ridder M, Bartels E, Verdonk P, Koopmans A. ‘Is genetische screening zinvol?’ Den Haag: ZonMW, bijeenkomst Onderzoekersnetwerk Diversiteit, May 2014.
12. Issa L, Verdonk P. Hoe Anders? Diversiteit in het VUmc geneeskundeonderwijs Symposium “Anders in de Witte Jas. Over diversiteit in het medische onderwijs. Amsterdam: VUmc, June 2014.
13. Kusurkar RA. Invited lecture on “Academic motivation of ethnic minority students” during the symposium on “Anders in de witte jas”, VUmc Amsterdam, June 2014.
14. Kusurkar RA. Invited workshops on “Enhancing intrinsic motivation in students in the classroom: Using Self- Determination Theory” for curriculum committee members at InHolland, Den Haag, April 2014.
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15. Kusurkar RA. Invited workshops on “Enhancing student motivation: Using SDT” for curriculum committee members at InHolland, Den Haag, April 2014.
16. Kusurkar RA. Invited workshop on “Stimulation of intrinsic motivation in students: What should a curriculum look like?” for curriculum committee members at In Holland, Haarlem, March 2014.
17. Kusurkar RA. Invited workshop on “Enhancing student motivation: Using SDT” for Faculty of Earth and Life Sciences (FALW) Education Day, Amsterdam, March 2014.
18. Selleger V, Bonke B. Reflection on professional growth during clerkships and residencies: Cherish the person behind the curtain….. Pre-conference workshop, INMED, Annual Scientific Meeting, Belfast, 2014.
19. Selleger V, Vernon B. Preparing students to discuss dying: tools for educators. Workshop for teachers, Newcastle University, UK, 2014.
20. Selleger V, Ehrlich N, Suurmond J. Hokjes, vakjes en coming out: drie eenvoudige stappen voor reflectie op stereotypen, taboes en eigen cultuur. Workshop for teachers, NVMO-werkgroep PMO.
21. Suurmond J, Verdonk P, Leyerzapf H. Diversiteit in medische (vervolg)opleidingen. Den Haag: ZonMW, bijeenkomst Onderzoekersnetwerk Diversiteit, May 2014.
22. Verdonk P, Issa L. Different in the white coat. Leicester: C2ME Midterm meeting, December 2014.
23. Verdonk P. Diversity in health sciences and medical education. Maastricht: UM, Linking in learning Towards an international focus in FHML. Workshop on “Cultural differences in education”, May 2014.
24. Verdonk P. Vrouwen, arbeid en gezondheid. Amsterdam: Soroptimisten, March 2014.
25. Verdonk P. Culturele competentie: teach-the-teacher. Amsterdam: VUmc, Faculty Development, January 2014.
26. Verdonk P. Gender and depression, physicians and burnout. Maastricht University: FHML. Guest lecture elective course ‘The promises of Gender Medicine: Better health for women and men’, January 2014.
27. Verdonk P. Global Health in de Amsterdamse spreekkamer. Afscheidssymposium dr. Roos Pereboom. Amsterdam: VUmc, September 2014.
28. Westerman M. Transition within the medical Trajectory. Medical Education Seminar, Durham University, May 2014. Durham, United Kingdom.
29. Westerman M. Succesvol promoveren binnen medisch onderwijs. NVMO promovendidag April 2014, Utrecht, the Netherlands.
30. Wouters A, Bakker AH, van Wijk IJ, Croiset G, Kusurkar RA. A qualitative analysis of statements on motivation of applicants for medical school. ICO International Fall School, Blankenberge, Belgium, 2014.
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