Hanno van Keulen

Assessment of competence in clinical reasoning and decision‐making under uncertainty: the script concordance test method

Real‐life, complex problems often require that decisions are made despite limited information or insufficient time to explore all relevant aspects. Incorporating authentic uncertainties into an assessment, however, poses problems in establishing results and analysing their methodological qualities. This study aims at developing a test on clinical decision‐making in veterinary medicine and establishing its reliability and validity. The test is based on the script concordance test method and covers a large sample of authentic cases and uncertainties. The answer key was compiled with reference to the professional judgements and decisions of a panel of experienced practitioners. From a substantive appraisal of the cases and items, the analysis of the test results and the responses from the experienced practitioners, it is concluded that this test validly represents the problems, decisions and uncertainties of clinical practice. In spite of the hindrances caused by the uncertainties included in the test, the reliability and validity of the test and its results could be evaluated and proved to meet measurement criteria.

Promoting science and technology in primary education: a review of integrated curricula

Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.

Effectiveness of a programme design for the development of competence in solving clinical problems

Background: To apply what has been learned theoretically in a clinical context is for many students a major challenge. In order to ease their transition into practice, a training programme was developed, focusing on learning to solve clinical problems. Aims: The programme is designed for veterinary medicine students in the preclinical phase with already a sound theoretical base in biomedical and clinical sciences. The design is based on the engagement in learning and work processes derived from clinical practice and exposure to a large variety of real and paper-based cases. This article addresses the effectiveness of this programme design. Method: Programme effectiveness was defined in terms of the progress made by the students. This progress was established using methodological triangulation of the results from student questionnaires, performance observations and (pre and post) assessment. Results: On all dimensions of effectiveness, the results consistently showed that the programme was perceived as effective and led to improved performances in solving clinical problems and better solutions in the assessment. The students’ progress was substantial. Conclusions: At preclinical level, a course design based on the work processes in clinical practice and a mixture of real and paper-based patients is effective in enhancing problem-solving competence.

A Science and Technology Knowledge Base for Primary Teachers

In this study, we reflect on questions pertaining to the knowledge and skills that are needed to teach science and technology in primary education. What should primary teachers know of science and technology? As non-specialists in a huge and everexpanding domain, primary teachers can use some advice on the priorities. A second incentive for pursuing this question concerns the doubts expressed in various parts of society as to the generic level of knowledge of primary teachers. Trust in teacher competence, so it is said, can be regained when teachers themselves pass rigorous tests. In this study, we investigate what the content of a science and technology knowledge base could be, and which challenges will have to be resolved for its use in practice.

What Everyone Should Know About Science and Technology

For many teachers in primary schools, teaching science and technology is a challenge. Recent surveys in the Netherlands (Walma van der Molen, 2009) indicate that teachers think science and technology education is important to their pupils. Besides, teachers express that pupils in general enjoy science and technology lessons. Yet, it is known that primary school teachers have little knowledge of science and technology and their self-efficacy with regard to teaching in this domain is rather low (e.g., Akerson, Morrison & McDuffie, 2006; Appleton, 2008; Traianou, 2007; Yilmaz-Tuzun, 2008). Hence, teachers might welcome a concise handbook or framework that tells them what is really important to know and teach about science and technology.