Karen D. Könings

Electrophysiologic mechanisms of perpetuation of atrial fibrillation

The presence of an excitable gap during atrial fibrillation (AF), although short and variable, may be of potential importance for the development of alternative techniques for termination of AF by rapid pacing. Also the notion that perpetuation of AF may be partly dependent on macroreentry around the natural atrial orifices, may provide a new therapeutic option for the permanent cure of AF by interrupting the anatomical circular pathways in the atria by radiofrequency ablation. In our opinion the rapidly growing understanding of the electrophysiologic mechanisms of AF certainly warrants some optimism about the possibility of cure of AF in the near future without causing too much discomfort and without carrying on unacceptable risk.

Web-based feedback after summative assessment: how do students engage?

There is little research into how to deliver summative assessment student feedback effectively. The main aims of this study were to clarify how students engage with feedback in this context and to explore the roles of learning‐related characteristics and previous and current performance.

Barriers to the uptake and use of feedback in the context of summative assessment

Despite calls for feedback to be incorporated in all assessments, a dichotomy exists between formative and summative assessments. When feedback is provided in a summative context, it is not always used effectively by learners. In this study we explored the reasons for this. We conducted individual interviews with 17 students who had recently received web based feedback following a summative assessment. Constant comparative analysis was conducted for recurring themes. The summative assessment culture, with a focus on avoiding failure, was a dominant and negative influence on the use of feedback. Strong emotions were prevalent throughout the period of assessment and feedback, which reinforced the focus on the need to pass, rather than excel. These affective factors were heightened by interactions with others. The influence of prior learning experiences affected expectations about achievement and the need to use feedback. The summative assessment and subsequent feedback appeared disconnected from future clinical workplace learning. Socio-cultural influences and barriers to feedback need to be understood before attempting to provide feedback after all assessments. A move away from the summative assessment culture may be needed in order to maximise the learning potential of assessments.

In search for a public health leadership competency framework to support leadership curriculum-a consensus study.

BACKGROUND Competency-based education is increasingly popular, especially in the area of continuing professional development. Many competency frameworks have been developed; however, few address leadership competencies for European public health professionals. The aim of this study was to develop a public health leadership competency framework to inform a leadership curriculum for public health professionals. The framework was developed as part of the Leaders for European Public Health project-supported by the EU Lifelong Learning Programme. METHODS The study was carried out in three phases: a literature review, consensus development panel and Delphi survey. The public health leadership competency framework was initially developed from a literature review. A preliminary list of competencies was submitted to a panel of experts. Two consensus development panels were held to evaluate and make changes to the initial draft competency framework. Then two rounds of a Delphi survey were carried out in an effort to reach consensus. Both surveys were presented through Survey Monkey to members of the Association of the Schools of Public Health in the European Region Working Group on Innovation in Public Health Teaching and Education. RESULTS The framework was developed consisting of 52 competencies organized into eight domains: Systems Thinking; Political Leadership; Collaborative Leadership: Building and Leading Interdisciplinary Teams; Leadership and Communication; Leading Change; Emotional Intelligence and Leadership in Team-based Organizations; Leadership, Organizational Learning and Development and Ethics and Professionalism. CONCLUSION The framework can serve as a useful tool in identifying gaps in knowledge and skills, and shaping competency-based continuing professional development leadership curricula for public health professionals in Europe.

Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures

IntroductionFeedback after assessment is essential to support the development of optimal performance, but often fails to reach its potential. Although different assessment cultures have been proposed, the impact of these cultures on students’ receptivity to feedback is unclear. This study aimed to explore factors which aid or hinder receptivity to feedback.MethodsUsing a constructivist grounded theory approach, the authors conducted six focus groups in three medical schools, in three separate countries, with different institutional approaches to assessment, ranging from a traditional summative assessment structure to a fully implemented programmatic assessment system. The authors analyzed data iteratively, then identified and clarified key themes.ResultsHelpful and counterproductive elements were identified within each school’s assessment system. Four principal themes emerged. Receptivity to feedback was enhanced by assessment cultures which promoted students’ agency, by the provision of authentic and relevant assessment, and by appropriate scaffolding to aid the interpretation of feedback. Provision of grades and comparative ranking provided a helpful external reference but appeared to hinder the promotion of excellence.ConclusionsThis study has identified important factors emerging from different assessment cultures which, if addressed by programme designers, could enhance the learning potential of feedback following assessments. Students should be enabled to have greater control over assessment and feedback processes, which should be as authentic as possible. Effective long-term mentoring facilitates this process. The trend of curriculum change towards constructivism should now be mirrored in the assessment processes in order to enhance receptivity to feedback.

Enhancing the academic internship learning experience for business education - A critical review and future directions

Academic internships represent an approach for professional development of student’s generic and specific skills and allow students to gain relevant work experience. Despite the growing popularity of internships, limited research has examined the potential benefits of internship supervision at a distance through Computer-Supported Collaborative Learning (CSCL). This chapter combines the findings of a literature review with insights from a concept-mapping exercise with 22 experts from 15 business schools to identify what constitutes effective collaboration of the three stakeholders: students, company, and business school. Results reveal the inherent goals and expectations of internship supervision differ for companies and business schools. Therefore, the substantial benefits could be obtained through CSCL by effective communication and collaboration between the three stakeholders during internships. Future research has to address whether the identified concept map of internships can be successfully implemented in practice.

The differential effects of task complexity on domain-specific and peer assessment skills

In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n = 51; complex, n = 59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed.

ECG 10+: Systematisch ECG’s beoordelen

SamenvattingKonings KTS, Willemsen RTA. ECG 10+: Systematisch ECG’s beoordelen. Huisarts Wet 2016;59(4):166-70.Huisartsen hebben behoefte aan een hulpmiddel voor begrip van de systematiek en interpretatie van ECG’s. Bij ECG-onderwijs aan huisartsen en andere niet-cardiologen is de ECG 10+ een bruikbaar instrument gebleken, dat ook daarna beklijft en in de praktijk bruikbaar blijft. Met de ECG 10+ kunnen ECG’s veilig als normaal worden afgegeven, wanneer op geen van de tien punten afwijkingen te zien zijn. Wanneer er wel afwijkingen zijn, helpt de ECG 10+ de beoordelaar om deze met de klinische bevindingen te integreren en tot een diagnose te komen (de ‘+’ in de ECG 10+). In dit artikel geven we een samenvatting van deze methode. Bij ieder van de tien te beoordelen punten beschrijven we kort de achtergrond, normaalwaarden en meestvoorkomende afwijkingen.AbstractKonings KTS, Willemsen RTA. ECG 10+: Systematic assessment of ECGs by general practitioners. Huisarts Wet 2016;59(4):166-70. General practitioners need a tool to help them assess and interpret ECGs. The ECG 10+ has proven a useful tool during ECG training for GPs and non-cardiologists and can be used in daily practice. With this tool, ECGs can safely be considered normal if there are no abnormalities at any of the 10 points. If there are abnormalities, the tool helps the assessor to integrate these with clinical findings so as to come to a diagnosis (the ‘plus’ point of the tool). In this article, the method is described, giving the background, normal values, and most common abnormalities of each of the 10 points assessed.

Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure students’ preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.

Recovering Lost Histories of Educational Design: A Case Study in Contemporary Participatory Strategies.

Abstract Past practices shape and limit the design imagination of teachers, pupils, parents, governors, and others concerned with designing modern schools. Bringing histories of education to the table in the participatory design process of new school buildings and curricula is necessary. Schools having an extraordinary past have the potential to draw from that prefigurative practice. This paper reports a case study on how the Kees Boeke School in The Netherlands recently has returned to its own history in addressing the needs of its current and future learners in a redesign project. Through addressing the question of how the redesign might reflect a reconnection with the original vision of education espoused by Boeke—learning in relative freedom, with awareness of responsibilities for own and community’s well-being—the school management, architects, teachers, and students took part in a participatory design process. That process and the resulting school design is discussed. From this case study we argue that past adventures in education can inspire current redesign. Past experiences as well as concerns and beliefs about the future are an inevitable influence on initiatives to realise schools for the future, both for schools with experimental and those with traditional histories.