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Between 2009 and 2013, he was the Vice-Chancellor (“Rector Magnificus”) of Erasmus University Rotterdam. Previously, Schmidt held academic positions as professor of cognitive psychology, faculty of psychology, Maastricht University, and as professor of health professions education at the same university. 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Between 2009 and 2013, he was the Vice-Chancellor (“Rector Magnificus”) of Erasmus University Rotterdam. Previously, Schmidt held academic positions as professor of cognitive psychology, faculty of psychology, Maastricht University, and as professor of health professions education at the same university. His research areas of interest are learning and memory, and he has published on problem-based learning, long-term memory, and the development of expertise in medicine.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://erasmusmc.academia.edu/JeromeRotgans"><img class="profile-avatar u-positionAbsolute" alt="Jerome I Rotgans related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/327263/96335/31105318/s200_jerome.rotgans.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">ErasmusMC Rotterdam</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://rp.academia.edu/WAlwis"><img class="profile-avatar u-positionAbsolute" alt="W. 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class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39355133/A_Psychological_Foundation_for_Team_Based_Learning_Knowledge_Reconsolidation"><img alt="Research paper thumbnail of A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation" class="work-thumbnail" src="https://attachments.academia-assets.com/59496801/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39355133/A_Psychological_Foundation_for_Team_Based_Learning_Knowledge_Reconsolidation">A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Academic Medicine</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">AUTHORS: Henk G. Schmidt, PhD, Jerome I. Rotgans, PhD, Preman Rajalingam, PhD, and Naomi Low- Bee...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">AUTHORS: Henk G. Schmidt, PhD, Jerome I. Rotgans, PhD, Preman Rajalingam, PhD, and Naomi Low- Beer, MD<br /><br />Although team-based learning is a popular instructional approach, little is known about its psychological foundation. In this Perspective, the authors propose a theoretical account of the psychological mechanisms through which team-based learning works. They suggest a knowledge reconsolidation hypothesis to explain how the distinct phases of team-based learning enable students to learn. Knowledge reconsolidation is the process whereby previously consolidated knowledge is retrieved from memory with the purpose of actively consolidating it again. Reconsolidation aims to preserve, strengthen, and adjust knowledge that is already stored in long-term memory. This process is generally considered an important reason why people who reactivate what they have previously learned many times develop knowledge structures that are extremely stable and easily retrieved.<br />The authors propose that four psychological mechanisms enable knowledge reconsolidation, each of which is tied to a district phase of team-based learning: retrieval practice, peer elaboration, feedback, and transfer of learning. Before a team-based learning session, students engage in independent, self-directed learning that is often followed by at least one night of sleep. The latter is known to facilitate synaptic consolidation in the brain. During the actual team-based learning session, students are first tested individually on what they learned, then they discuss the answers to the test with a small group of peers, ask remaining “burning questions” to the teacher, and finally engage in a number of application exercises.<br />This knowledge reconsolidation hypothesis may be considered a framework to guide future research into how team-based learning works and its outcomes.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-39355133-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-39355133-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1028328/table-1-psychological-foundation-for-team-based-learning"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/59496801/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-39355133-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8046351a8ec402dbca389cc2b7084d1d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59496801,"asset_id":39355133,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59496801/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39355133"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39355133"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39355133; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39355133]").text(description); $(".js-view-count[data-work-id=39355133]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39355133; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39355133']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8046351a8ec402dbca389cc2b7084d1d" } } $('.js-work-strip[data-work-id=39355133]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39355133,"title":"A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation","translated_title":"","metadata":{"doi":"10.1097/ACM.0000000000002810","abstract":"AUTHORS: Henk G. Schmidt, PhD, Jerome I. Rotgans, PhD, Preman Rajalingam, PhD, and Naomi Low- Beer, MD\n\nAlthough team-based learning is a popular instructional approach, little is known about its psychological foundation. In this Perspective, the authors propose a theoretical account of the psychological mechanisms through which team-based learning works. They suggest a knowledge reconsolidation hypothesis to explain how the distinct phases of team-based learning enable students to learn. Knowledge reconsolidation is the process whereby previously consolidated knowledge is retrieved from memory with the purpose of actively consolidating it again. Reconsolidation aims to preserve, strengthen, and adjust knowledge that is already stored in long-term memory. This process is generally considered an important reason why people who reactivate what they have previously learned many times develop knowledge structures that are extremely stable and easily retrieved.\nThe authors propose that four psychological mechanisms enable knowledge reconsolidation, each of which is tied to a district phase of team-based learning: retrieval practice, peer elaboration, feedback, and transfer of learning. Before a team-based learning session, students engage in independent, self-directed learning that is often followed by at least one night of sleep. The latter is known to facilitate synaptic consolidation in the brain. 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During the actual team-based learning session, students are first tested individually on what they learned, then they discuss the answers to the test with a small group of peers, ask remaining “burning questions” to the teacher, and finally engage in a number of application exercises.\nThis knowledge reconsolidation hypothesis may be considered a framework to guide future research into how team-based learning works and its outcomes.\n","internal_url":"https://www.academia.edu/39355133/A_Psychological_Foundation_for_Team_Based_Learning_Knowledge_Reconsolidation","translated_internal_url":"","created_at":"2019-06-03T05:11:44.941-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32668726,"work_id":39355133,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":1,"name":"Henk Schmidt","title":"A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation"}],"downloadable_attachments":[{"id":59496801,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59496801/thumbnails/1.jpg","file_name":"Knowledge_Reconsolidation__A_Psychological.9757520190603-80421-38fgeg.pdf","download_url":"https://www.academia.edu/attachments/59496801/download_file","bulk_download_file_name":"A_Psychological_Foundation_for_Team_Base.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59496801/Knowledge_Reconsolidation__A_Psychological.9757520190603-80421-38fgeg-libre.pdf?1559564396=\u0026response-content-disposition=attachment%3B+filename%3DA_Psychological_Foundation_for_Team_Base.pdf\u0026Expires=1743245099\u0026Signature=Yv-Fs8bS~yyp1jquOIm5Q7fYrf3lj-TnVnUNWONEGpxRBrHOTSW1qEJ93bue1aePx~I3j6efEwSCxWLS-lD9kFeC0i5iiSKDOBTdaIZNqS9EhLXoVS4w~2oZDW6RvHoff6Yu9cpNwSbS5eZ7Gjhw2Yq5OQ9Lh1o0mj9Vwg9EO0elYPrZsNFKJBiuDGNbyqXU-XlXSck6M1Q4zZHVB6JgKPPYUwsQ2z0KvR62mwacgGhA-SRCNNsCyF2MwYVuR~vux2K-cHAn0ymWO3f8WYDt2GURKxtWuMnDKZpnjSHuYUbEukKiqYY6oHl8I2MB4XWUMyO3MVHfyYFvdR86zpl~JQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Psychological_Foundation_for_Team_Based_Learning_Knowledge_Reconsolidation","translated_slug":"","page_count":24,"language":"en","content_type":"Work","summary":"AUTHORS: Henk G. Schmidt, PhD, Jerome I. Rotgans, PhD, Preman Rajalingam, PhD, and Naomi Low- Beer, MD\n\nAlthough team-based learning is a popular instructional approach, little is known about its psychological foundation. In this Perspective, the authors propose a theoretical account of the psychological mechanisms through which team-based learning works. They suggest a knowledge reconsolidation hypothesis to explain how the distinct phases of team-based learning enable students to learn. Knowledge reconsolidation is the process whereby previously consolidated knowledge is retrieved from memory with the purpose of actively consolidating it again. Reconsolidation aims to preserve, strengthen, and adjust knowledge that is already stored in long-term memory. This process is generally considered an important reason why people who reactivate what they have previously learned many times develop knowledge structures that are extremely stable and easily retrieved.\nThe authors propose that four psychological mechanisms enable knowledge reconsolidation, each of which is tied to a district phase of team-based learning: retrieval practice, peer elaboration, feedback, and transfer of learning. Before a team-based learning session, students engage in independent, self-directed learning that is often followed by at least one night of sleep. The latter is known to facilitate synaptic consolidation in the brain. During the actual team-based learning session, students are first tested individually on what they learned, then they discuss the answers to the test with a small group of peers, ask remaining “burning questions” to the teacher, and finally engage in a number of application exercises.\nThis knowledge reconsolidation hypothesis may be considered a framework to guide future research into how team-based learning works and its outcomes.\n","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":59496801,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59496801/thumbnails/1.jpg","file_name":"Knowledge_Reconsolidation__A_Psychological.9757520190603-80421-38fgeg.pdf","download_url":"https://www.academia.edu/attachments/59496801/download_file","bulk_download_file_name":"A_Psychological_Foundation_for_Team_Base.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59496801/Knowledge_Reconsolidation__A_Psychological.9757520190603-80421-38fgeg-libre.pdf?1559564396=\u0026response-content-disposition=attachment%3B+filename%3DA_Psychological_Foundation_for_Team_Base.pdf\u0026Expires=1743245099\u0026Signature=Yv-Fs8bS~yyp1jquOIm5Q7fYrf3lj-TnVnUNWONEGpxRBrHOTSW1qEJ93bue1aePx~I3j6efEwSCxWLS-lD9kFeC0i5iiSKDOBTdaIZNqS9EhLXoVS4w~2oZDW6RvHoff6Yu9cpNwSbS5eZ7Gjhw2Yq5OQ9Lh1o0mj9Vwg9EO0elYPrZsNFKJBiuDGNbyqXU-XlXSck6M1Q4zZHVB6JgKPPYUwsQ2z0KvR62mwacgGhA-SRCNNsCyF2MwYVuR~vux2K-cHAn0ymWO3f8WYDt2GURKxtWuMnDKZpnjSHuYUbEukKiqYY6oHl8I2MB4XWUMyO3MVHfyYFvdR86zpl~JQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"},{"id":100186,"name":"Team-Based Learning","url":"https://www.academia.edu/Documents/in/Team-Based_Learning"},{"id":204088,"name":"Academic Medicine","url":"https://www.academia.edu/Documents/in/Academic_Medicine"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-39355133-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="38146263"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38146263/Evidence_Supporting_Dual_Process_Theory_of_Medical_Diagnosis_A_Functional_Near_Infrared_Spectroscopy_Study_AUTHORS_Jerome_I_Rotgans_Henk_G_Schmidt_Lucy_V_Rosby_Gerald_J_S_Tan_Silvia_Mamede_Laura_Zwaan_and_Naomi_Low_Beer"><img alt="Research paper thumbnail of Evidence Supporting Dual-Process Theory of Medical Diagnosis: A Functional Near-Infrared Spectroscopy Study. AUTHORS: Jerome I Rotgans, Henk G Schmidt, Lucy V Rosby, Gerald J S Tan, Silvia Mamede, Laura Zwaan & Naomi Low-Beer" class="work-thumbnail" src="https://attachments.academia-assets.com/58178573/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38146263/Evidence_Supporting_Dual_Process_Theory_of_Medical_Diagnosis_A_Functional_Near_Infrared_Spectroscopy_Study_AUTHORS_Jerome_I_Rotgans_Henk_G_Schmidt_Lucy_V_Rosby_Gerald_J_S_Tan_Silvia_Mamede_Laura_Zwaan_and_Naomi_Low_Beer">Evidence Supporting Dual-Process Theory of Medical Diagnosis: A Functional Near-Infrared Spectroscopy Study. AUTHORS: Jerome I Rotgans, Henk G Schmidt, Lucy V Rosby, Gerald J S Tan, Silvia Mamede, Laura Zwaan & Naomi Low-Beer</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Medical Education</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose. The objective of the present study was to determine the extent to which dual-process the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose. The objective of the present study was to determine the extent to which dual-process theory of medical diagnosis enjoys neuroscientific support. To that end, the study explored if neurological correlates of system-2 thinking could be located in the brain. It was hypothesised that system-2 thinking could be observed as the activation of the prefrontal cortex.<br />Method. An experimental paradigm was applied that consisted of a learning and a test phase. During the learning phase, 22 medical students were trained in diagnosing chest x-rays. Four of these eight cases were presented repeatedly, to develop a high level of expertise for these cases. During the test phase, all eight cases were presented and the participants’ prefrontal cortex was scanned using functional near-infrared spectroscopy. Response time and diagnostic accuracy were recorded as behavioural indicators. <br />Results. The results revealed that participants’ diagnostic accuracy in the test phase was significantly higher for the trained cases as compared to the untrained cases F(1, 21) = 138.80, P < 0.001, η2 = 0.87. Also, their response time was significantly shorter for these cases F(1, 21) = 18.12, P < 0.001, η2 = 0.46. Finally, the results revealed that only for the untrained cases, a significant activation of the anterolateral prefrontal cortex could be observed F(1, 21) = 21.00, P < 0.01, η2 = 0.34.<br />Conclusion. The fact that only untrained cases triggered higher levels of blood oxygenation in the prefrontal cortex is an indication that system-2 thinking is a cognitive process distinct from system 1. Implications of these findings for the validity of dual-process theory are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d375cc6ecac707ef49ee66e09a895e78" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58178573,"asset_id":38146263,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58178573/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38146263"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38146263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38146263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38146263]").text(description); $(".js-view-count[data-work-id=38146263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38146263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38146263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d375cc6ecac707ef49ee66e09a895e78" } } $('.js-work-strip[data-work-id=38146263]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38146263,"title":"Evidence Supporting Dual-Process Theory of Medical Diagnosis: A Functional Near-Infrared Spectroscopy Study. AUTHORS: Jerome I Rotgans, Henk G Schmidt, Lucy V Rosby, Gerald J S Tan, Silvia Mamede, Laura Zwaan \u0026 Naomi Low-Beer","translated_title":"","metadata":{"doi":"10.1111/medu.13681","abstract":"Purpose. The objective of the present study was to determine the extent to which dual-process theory of medical diagnosis enjoys neuroscientific support. To that end, the study explored if neurological correlates of system-2 thinking could be located in the brain. It was hypothesised that system-2 thinking could be observed as the activation of the prefrontal cortex.\nMethod. An experimental paradigm was applied that consisted of a learning and a test phase. During the learning phase, 22 medical students were trained in diagnosing chest x-rays. Four of these eight cases were presented repeatedly, to develop a high level of expertise for these cases. During the test phase, all eight cases were presented and the participants’ prefrontal cortex was scanned using functional near-infrared spectroscopy. Response time and diagnostic accuracy were recorded as behavioural indicators. \nResults. The results revealed that participants’ diagnostic accuracy in the test phase was significantly higher for the trained cases as compared to the untrained cases F(1, 21) = 138.80, P \u003c 0.001, η2 = 0.87. Also, their response time was significantly shorter for these cases F(1, 21) = 18.12, P \u003c 0.001, η2 = 0.46. Finally, the results revealed that only for the untrained cases, a significant activation of the anterolateral prefrontal cortex could be observed F(1, 21) = 21.00, P \u003c 0.01, η2 = 0.34.\nConclusion. The fact that only untrained cases triggered higher levels of blood oxygenation in the prefrontal cortex is an indication that system-2 thinking is a cognitive process distinct from system 1. Implications of these findings for the validity of dual-process theory are discussed.\n","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Medical Education"},"translated_abstract":"Purpose. The objective of the present study was to determine the extent to which dual-process theory of medical diagnosis enjoys neuroscientific support. To that end, the study explored if neurological correlates of system-2 thinking could be located in the brain. It was hypothesised that system-2 thinking could be observed as the activation of the prefrontal cortex.\nMethod. An experimental paradigm was applied that consisted of a learning and a test phase. During the learning phase, 22 medical students were trained in diagnosing chest x-rays. Four of these eight cases were presented repeatedly, to develop a high level of expertise for these cases. During the test phase, all eight cases were presented and the participants’ prefrontal cortex was scanned using functional near-infrared spectroscopy. Response time and diagnostic accuracy were recorded as behavioural indicators. \nResults. The results revealed that participants’ diagnostic accuracy in the test phase was significantly higher for the trained cases as compared to the untrained cases F(1, 21) = 138.80, P \u003c 0.001, η2 = 0.87. Also, their response time was significantly shorter for these cases F(1, 21) = 18.12, P \u003c 0.001, η2 = 0.46. Finally, the results revealed that only for the untrained cases, a significant activation of the anterolateral prefrontal cortex could be observed F(1, 21) = 21.00, P \u003c 0.01, η2 = 0.34.\nConclusion. The fact that only untrained cases triggered higher levels of blood oxygenation in the prefrontal cortex is an indication that system-2 thinking is a cognitive process distinct from system 1. Implications of these findings for the validity of dual-process theory are discussed.\n","internal_url":"https://www.academia.edu/38146263/Evidence_Supporting_Dual_Process_Theory_of_Medical_Diagnosis_A_Functional_Near_Infrared_Spectroscopy_Study_AUTHORS_Jerome_I_Rotgans_Henk_G_Schmidt_Lucy_V_Rosby_Gerald_J_S_Tan_Silvia_Mamede_Laura_Zwaan_and_Naomi_Low_Beer","translated_internal_url":"","created_at":"2019-01-13T21:34:45.632-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32210646,"work_id":38146263,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":1,"name":"Henk Schmidt","title":"Evidence Supporting Dual-Process Theory of Medical Diagnosis: A Functional Near-Infrared Spectroscopy Study. 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The objective of the present study was to determine the extent to which dual-process theory of medical diagnosis enjoys neuroscientific support. To that end, the study explored if neurological correlates of system-2 thinking could be located in the brain. It was hypothesised that system-2 thinking could be observed as the activation of the prefrontal cortex.\nMethod. An experimental paradigm was applied that consisted of a learning and a test phase. During the learning phase, 22 medical students were trained in diagnosing chest x-rays. Four of these eight cases were presented repeatedly, to develop a high level of expertise for these cases. During the test phase, all eight cases were presented and the participants’ prefrontal cortex was scanned using functional near-infrared spectroscopy. Response time and diagnostic accuracy were recorded as behavioural indicators. \nResults. The results revealed that participants’ diagnostic accuracy in the test phase was significantly higher for the trained cases as compared to the untrained cases F(1, 21) = 138.80, P \u003c 0.001, η2 = 0.87. Also, their response time was significantly shorter for these cases F(1, 21) = 18.12, P \u003c 0.001, η2 = 0.46. Finally, the results revealed that only for the untrained cases, a significant activation of the anterolateral prefrontal cortex could be observed F(1, 21) = 21.00, P \u003c 0.01, η2 = 0.34.\nConclusion. The fact that only untrained cases triggered higher levels of blood oxygenation in the prefrontal cortex is an indication that system-2 thinking is a cognitive process distinct from system 1. Implications of these findings for the validity of dual-process theory are discussed.\n","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":58178573,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58178573/thumbnails/1.jpg","file_name":"Uncorrected_proofs.pdf","download_url":"https://www.academia.edu/attachments/58178573/download_file","bulk_download_file_name":"Evidence_Supporting_Dual_Process_Theory.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58178573/Uncorrected_proofs-libre.pdf?1547480282=\u0026response-content-disposition=attachment%3B+filename%3DEvidence_Supporting_Dual_Process_Theory.pdf\u0026Expires=1743373909\u0026Signature=SOVkFOsa610UhPkQdwCVptCSFUhBFvRDlWNoqfjcciiIZiPAsFM2RU4oFS3xkERQJq~cfhEPANBKtshhDs8CtVOsgQJSKThYRHy5ae5Hj7wEVRfx5fdKbQeveLLB1dtvzCFfNn1ZyjQNzGRjjFJ1D5ujNKRiMAMLuq0aXnhwu44bJ8aSg-Ofz3AoY7Xlcq7rej11JCyrqOxrR13cmkr4JAI4d9HXBfXoN2NtTn-9Mk2VAriEeh3cST30izTA5QSXRx4yAIxKMwBsAbb7iQaTqmN2Ct3ZiXDCtVlIJiINUfknbpvcRttmyesfsbT8iUipwxV0japXiWNuzQwsKwcrcw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2639,"name":"Neuroimaging","url":"https://www.academia.edu/Documents/in/Neuroimaging"},{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"},{"id":16299,"name":"Clinical Reasoning","url":"https://www.academia.edu/Documents/in/Clinical_Reasoning"},{"id":67514,"name":"Dual Process Theory","url":"https://www.academia.edu/Documents/in/Dual_Process_Theory"},{"id":509029,"name":"Functional Neuroimaging","url":"https://www.academia.edu/Documents/in/Functional_Neuroimaging"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-38146263-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="36931513"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36931513/Inducing_System_1_type_diagnostic_reasoning_in_second_year_medical_students_within_15_minutes_AUTHORS_Lucy_Victoria_Rosby_Jerome_I_Rotgans_Gerald_Tan_Naomi_Low_Beer_Silvia_Mamede_Laura_Zwaan_and_Henk_Schmidt"><img alt="Research paper thumbnail of Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes . AUTHORS: Lucy Victoria Rosby, Jerome I. Rotgans, Gerald Tan, Naomi Low-Beer, Silvia Mamede, Laura Zwaan & Henk Schmidt" class="work-thumbnail" src="https://attachments.academia-assets.com/56881762/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36931513/Inducing_System_1_type_diagnostic_reasoning_in_second_year_medical_students_within_15_minutes_AUTHORS_Lucy_Victoria_Rosby_Jerome_I_Rotgans_Gerald_Tan_Naomi_Low_Beer_Silvia_Mamede_Laura_Zwaan_and_Henk_Schmidt">Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes . AUTHORS: Lucy Victoria Rosby, Jerome I. Rotgans, Gerald Tan, Naomi Low-Beer, Silvia Mamede, Laura Zwaan & Henk Schmidt</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">(2018): Inducing System-1-type diagnostic reasoning in second-year medical students within 15 min...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">(2018): Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes, Medical Teacher, ABSTRACT Purpose: Diagnostic reasoning literature debates the significance of " dual-process theory " and the importance of its constituent types of thinking: System-1and System-2. This experimental study aimed to determine whether novice medical students could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnostic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score ¼ 3.56/4, mean time ¼ 2.34 s) compared with cases which had been seen only twice (mean score ¼ 1.59/4, mean time ¼ 7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. The full experimental design and the chest X-rays used may provide new opportunities to explore some of the issues surrounding dual-process theory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ebda5960876a3df4b04c8ba67bc8d931" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56881762,"asset_id":36931513,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56881762/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36931513"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36931513"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36931513; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36931513]").text(description); $(".js-view-count[data-work-id=36931513]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36931513; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36931513']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ebda5960876a3df4b04c8ba67bc8d931" } } $('.js-work-strip[data-work-id=36931513]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36931513,"title":"Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes . AUTHORS: Lucy Victoria Rosby, Jerome I. Rotgans, Gerald Tan, Naomi Low-Beer, Silvia Mamede, Laura Zwaan \u0026 Henk Schmidt","translated_title":"","metadata":{"abstract":"(2018): Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes, Medical Teacher, ABSTRACT Purpose: Diagnostic reasoning literature debates the significance of \" dual-process theory \" and the importance of its constituent types of thinking: System-1and System-2. This experimental study aimed to determine whether novice medical students could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnostic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score ¼ 3.56/4, mean time ¼ 2.34 s) compared with cases which had been seen only twice (mean score ¼ 1.59/4, mean time ¼ 7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. The full experimental design and the chest X-rays used may provide new opportunities to explore some of the issues surrounding dual-process theory.","ai_title_tag":"Training Second-Year Medical Students in System-1 Diagnostics","publication_date":{"day":null,"month":null,"year":2018,"errors":{}}},"translated_abstract":"(2018): Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes, Medical Teacher, ABSTRACT Purpose: Diagnostic reasoning literature debates the significance of \" dual-process theory \" and the importance of its constituent types of thinking: System-1and System-2. This experimental study aimed to determine whether novice medical students could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnostic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score ¼ 3.56/4, mean time ¼ 2.34 s) compared with cases which had been seen only twice (mean score ¼ 1.59/4, mean time ¼ 7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. The full experimental design and the chest X-rays used may provide new opportunities to explore some of the issues surrounding dual-process theory.","internal_url":"https://www.academia.edu/36931513/Inducing_System_1_type_diagnostic_reasoning_in_second_year_medical_students_within_15_minutes_AUTHORS_Lucy_Victoria_Rosby_Jerome_I_Rotgans_Gerald_Tan_Naomi_Low_Beer_Silvia_Mamede_Laura_Zwaan_and_Henk_Schmidt","translated_internal_url":"","created_at":"2018-06-27T18:19:50.289-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":31603565,"work_id":36931513,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":1,"name":"Henk Schmidt","title":"Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes . 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This experimental study aimed to determine whether novice medical students could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnostic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score ¼ 3.56/4, mean time ¼ 2.34 s) compared with cases which had been seen only twice (mean score ¼ 1.59/4, mean time ¼ 7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. 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Rejoinder to Hidi and Renninger (2017)" class="work-thumbnail" src="https://attachments.academia-assets.com/55715889/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35837856/Like_it_or_not_Individual_interest_is_not_a_cause_but_a_consequence_of_learning_Rejoinder_to_Hidi_and_Renninger_2017_">Like it or not: Individual interest is not a cause but a consequence of learning. Rejoinder to Hidi and Renninger (2017)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Rejoinder</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-35837856-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-35837856-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22656063/table-1-like-it-or-not-individual-interest-is-not-cause-but"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/55715889/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-35837856-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="341a8a63bae4e571b3503ee360a5a4d9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55715889,"asset_id":35837856,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55715889/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35837856"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35837856"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35837856; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35837856]").text(description); $(".js-view-count[data-work-id=35837856]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35837856; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35837856']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "341a8a63bae4e571b3503ee360a5a4d9" } } $('.js-work-strip[data-work-id=35837856]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35837856,"title":"Like it or not: Individual interest is not a cause but a consequence of learning. 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AUTHORS: Jerome I. Rotgans, Henk G. Schmidt, Preman Rajalingam, Joey Wong Ying Hao, Claire Ann Canning, Michael A. Ferenczi, Naomi Low-Beer" class="work-thumbnail" src="https://attachments.academia-assets.com/55166074/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35305754/How_cognitive_engagement_fluctuates_during_a_team_based_learning_session_and_how_it_predicts_academic_achievement_AUTHORS_Jerome_I_Rotgans_Henk_G_Schmidt_Preman_Rajalingam_Joey_Wong_Ying_Hao_Claire_Ann_Canning_Michael_A_Ferenczi_Naomi_Low_Beer">How cognitive engagement fluctuates during a team- based learning session and how it predicts academic achievement. AUTHORS: Jerome I. Rotgans, Henk G. Schmidt, Preman Rajalingam, Joey Wong Ying Hao, Claire Ann Canning, Michael A. Ferenczi, Naomi Low-Beer</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://nanyang.academia.edu/PremanRajalingam">Preman Rajalingam</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The objective of the paper is to report findings of two studies that attempted to find answers to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and-2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (b = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9450f4d1811f52d05236c36d9c1640dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55166074,"asset_id":35305754,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55166074/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35305754"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35305754"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35305754; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35305754]").text(description); $(".js-view-count[data-work-id=35305754]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35305754; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35305754']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9450f4d1811f52d05236c36d9c1640dd" } } $('.js-work-strip[data-work-id=35305754]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35305754,"title":"How cognitive engagement fluctuates during a team- based learning session and how it predicts academic achievement. AUTHORS: Jerome I. Rotgans, Henk G. Schmidt, Preman Rajalingam, Joey Wong Ying Hao, Claire Ann Canning, Michael A. Ferenczi, Naomi Low-Beer","translated_title":"","metadata":{"abstract":"The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and-2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (b = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. 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(2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and-2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (b = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed.","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":55166074,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55166074/thumbnails/1.jpg","file_name":"2017_Rotgans_et_al_AHSE.pdf","download_url":"https://www.academia.edu/attachments/55166074/download_file","bulk_download_file_name":"How_cognitive_engagement_fluctuates_duri.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55166074/2017_Rotgans_et_al_AHSE-libre.pdf?1512099924=\u0026response-content-disposition=attachment%3B+filename%3DHow_cognitive_engagement_fluctuates_duri.pdf\u0026Expires=1743373910\u0026Signature=dNQeFFhOcAuHdFlq5s1tKy2J6XR-3ZZO~7cCy39d3bATmoQL56vhwmbXwIEEFoexsQpRUezwnhmyPOGTUbcB6AQ9C5JMj09NJHrSiszvtXI2~V3-gDt8BUG8JQQ~dObTwr19y5qhlLdbNGi5kj-Fer5kXCeOKjABzl425DEVPxbIcOmm6b3I5KWf2ocq7YQ8Moks~L6FNDVUX1Qh3D9VR~IU6vvUMGePYCwA1QwBaw4aAhe7NaKsz4NYKdOUgOGCVempEOj5GRTaFsRMvhzFezsv68~vqQl1q3YFazKxEAo~LZL1zCMWy5BYELlstb826AptMkLgz-~SvV6BcdmZfQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":595,"name":"Medical Sciences","url":"https://www.academia.edu/Documents/in/Medical_Sciences"},{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"},{"id":4803,"name":"Active Learning","url":"https://www.academia.edu/Documents/in/Active_Learning"},{"id":4885,"name":"Structural Equation Modeling","url":"https://www.academia.edu/Documents/in/Structural_Equation_Modeling"},{"id":100186,"name":"Team-Based Learning","url":"https://www.academia.edu/Documents/in/Team-Based_Learning"},{"id":246733,"name":"Team Based Learning","url":"https://www.academia.edu/Documents/in/Team_Based_Learning"},{"id":414804,"name":"Cognitve psychology","url":"https://www.academia.edu/Documents/in/Cognitve_psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-35305754-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="33402322"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33402322/How_individual_interest_influences_situational_interest_and_how_both_are_related_to_knowledge_acquisition_A_microanalytical_investigation"><img alt="Research paper thumbnail of How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation" class="work-thumbnail" src="https://attachments.academia-assets.com/55165933/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33402322/How_individual_interest_influences_situational_interest_and_how_both_are_related_to_knowledge_acquisition_A_microanalytical_investigation">How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The extent to which a student experiences situational interest during a learning task is dependen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N D 186) and secondary school history students (N D 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="54609845349b04c5afb3f0278c4fb6ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55165933,"asset_id":33402322,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55165933/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33402322"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33402322"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33402322; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33402322]").text(description); $(".js-view-count[data-work-id=33402322]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33402322; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33402322']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "54609845349b04c5afb3f0278c4fb6ad" } } $('.js-work-strip[data-work-id=33402322]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33402322,"title":"How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation","translated_title":"","metadata":{"abstract":"The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N D 186) and secondary school history students (N D 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed."},"translated_abstract":"The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N D 186) and secondary school history students (N D 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed.","internal_url":"https://www.academia.edu/33402322/How_individual_interest_influences_situational_interest_and_how_both_are_related_to_knowledge_acquisition_A_microanalytical_investigation","translated_internal_url":"","created_at":"2017-06-10T06:48:03.731-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":29284184,"work_id":33402322,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":1,"name":"Henk Schmidt","title":"How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation"}],"downloadable_attachments":[{"id":55165933,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55165933/thumbnails/1.jpg","file_name":"2017_Rotgans___Schmidt_JER.pdf","download_url":"https://www.academia.edu/attachments/55165933/download_file","bulk_download_file_name":"How_individual_interest_influences_situa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55165933/2017_Rotgans___Schmidt_JER-libre.pdf?1512098687=\u0026response-content-disposition=attachment%3B+filename%3DHow_individual_interest_influences_situa.pdf\u0026Expires=1743373910\u0026Signature=NGMz0QsGfOmiGHCK6MvcJYa88S1nHD0AHd2qOkiaMqQgpmWszKupgXnHXjGVUHOfbmXDhgljq4Nl9ZDcceWh2SmheH-T7Ms~ubqRJ~0oVrvw2Op1BvBOzq9BThXZk5OC-U4Z5-E1kI4qBT1NSa3PKX1WKoiip6KZ-PRa7KPI1Ctmk4cgIk5mqedF6ooNzgSTBs~SK-KNn-3muggIaT9HvsefDtQH77mww-9-a-lElD6N2MYShpnDF2yxpPUE9bnG-qivu-xQkQZQKrcmPiRbkwe3ndRWL0MioAfDkbPEDMgCGTHbhZi7teHILEdSG9Q6NKSnBRMu5OqsN7XV-IAvDA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"How_individual_interest_influences_situational_interest_and_how_both_are_related_to_knowledge_acquisition_A_microanalytical_investigation","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N D 186) and secondary school history students (N D 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed.","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":55165933,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55165933/thumbnails/1.jpg","file_name":"2017_Rotgans___Schmidt_JER.pdf","download_url":"https://www.academia.edu/attachments/55165933/download_file","bulk_download_file_name":"How_individual_interest_influences_situa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55165933/2017_Rotgans___Schmidt_JER-libre.pdf?1512098687=\u0026response-content-disposition=attachment%3B+filename%3DHow_individual_interest_influences_situa.pdf\u0026Expires=1743373910\u0026Signature=NGMz0QsGfOmiGHCK6MvcJYa88S1nHD0AHd2qOkiaMqQgpmWszKupgXnHXjGVUHOfbmXDhgljq4Nl9ZDcceWh2SmheH-T7Ms~ubqRJ~0oVrvw2Op1BvBOzq9BThXZk5OC-U4Z5-E1kI4qBT1NSa3PKX1WKoiip6KZ-PRa7KPI1Ctmk4cgIk5mqedF6ooNzgSTBs~SK-KNn-3muggIaT9HvsefDtQH77mww-9-a-lElD6N2MYShpnDF2yxpPUE9bnG-qivu-xQkQZQKrcmPiRbkwe3ndRWL0MioAfDkbPEDMgCGTHbhZi7teHILEdSG9Q6NKSnBRMu5OqsN7XV-IAvDA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":50509,"name":"Situational Interest","url":"https://www.academia.edu/Documents/in/Situational_Interest"},{"id":160939,"name":"Path Analysis","url":"https://www.academia.edu/Documents/in/Path_Analysis"},{"id":643132,"name":"Educational Psychology -- Learning Sciences","url":"https://www.academia.edu/Documents/in/Educational_Psychology_--_Learning_Sciences"},{"id":1448732,"name":"Individual Interest","url":"https://www.academia.edu/Documents/in/Individual_Interest"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-33402322-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="31585187"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31585187/Interest_development_Arousing_situational_interest_affects_the_growth_trajectory_of_individual_interest"><img alt="Research paper thumbnail of Interest development: Arousing situational interest affects the growth trajectory of individual interest" class="work-thumbnail" src="https://attachments.academia-assets.com/55165964/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31585187/Interest_development_Arousing_situational_interest_affects_the_growth_trajectory_of_individual_interest">Interest development: Arousing situational interest affects the growth trajectory of individual interest</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Interest has become a central topic in the educational-psychology literature and Hidi and Renning...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Interest has become a central topic in the educational-psychology literature and Hidi and Renninger’s (2006) four-phase model of interest development is its most recent manifestation. However, this model presently enjoys only limited empirical support. To contribute to our understanding of how individual interest in a subject develops in learners, two studies were conducted with primary school science stu- dents. The first study (N = 187) tested the assumption that repeated arousal of situational interest affects the growth of individual interest. Latent growth curve modeling was applied and the results suggest that the arousal of situational interest has a positive effect on the development of individual interest and sig- nificantly influences its growth trajectory. The second study tested the assumption that engaging stu- dents with interest-provoking didactic stimuli, such as problems, is critical to triggering situational interest and increasing individual interest. To test this assumption, four classes of primary school stu- dents (N = 129) were randomly assigned to two conditions in a quasi-experimental setup. The treatment condition received four situational-interest-inducing science problems as part of a course whereas the control condition did not, all other things being equal. The results of latent growth curve modeling revealed that only the group receiving problems experienced repeated arousal of situational interest and its related growth in individual interest. Implications for, and amendments to, the four-phase model of interest development are proposed.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-31585187-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-31585187-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733648/figure-1-study-hypothesized-lgc-model-representing-the"><img alt="Fig. 1. Study 1, hypothesized LGC model representing the different steps in the analyses: Part A: An unconditional growth model of individual interest (II) and part B: LGC model with mean situational interest arousal as a predictor variable. " class="figure-slide-image" src="https://figures.academia-assets.com/55165964/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733650/table-1-study-zero-order-correlations-between-mean"><img alt="Study 1: Zero-order correlations between mean situational interest arousal (Sla) anc individual interest measurements (II1-II4) as well as descriptive statistics (N = 187) Table 1 " class="figure-slide-image" src="https://figures.academia-assets.com/55165964/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733653/table-2-study-zero-order-correlations-between-mean"><img alt="Study 2: Zero-order correlations between mean situational interest arousal (Sla) and individual interest measurements (II1-II4) as well as descriptive statistic for the treatment group (N = 68). * Note: p< 0.01 level. " class="figure-slide-image" src="https://figures.academia-assets.com/55165964/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733656/table-3-study-zero-order-correlations-between-mean"><img alt="Study 2: Zero-order correlations between mean situational interest arousal (Sla) and individual interest measurements (II1-II4) as well as descriptive statistics for the control group (N = 61). ™ Note: p< 0.01 level. " class="figure-slide-image" src="https://figures.academia-assets.com/55165964/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733659/table-4-study-model-fit-statistics-and-intraindividual-and"><img alt="Study 2: Model fit statistics and intraindividual and interindividual means and variances for the treatment (T problems) and control (C no problems) groups. 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However, this model presently enjoys only limited empirical support. To contribute to our understanding of how individual interest in a subject develops in learners, two studies were conducted with primary school science stu- dents. The first study (N = 187) tested the assumption that repeated arousal of situational interest affects the growth of individual interest. Latent growth curve modeling was applied and the results suggest that the arousal of situational interest has a positive effect on the development of individual interest and sig- nificantly influences its growth trajectory. The second study tested the assumption that engaging stu- dents with interest-provoking didactic stimuli, such as problems, is critical to triggering situational interest and increasing individual interest. To test this assumption, four classes of primary school stu- dents (N = 129) were randomly assigned to two conditions in a quasi-experimental setup. 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AUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede, Ibrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt," class="work-thumbnail" src="https://attachments.academia-assets.com/55165970/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/26238184/Does_time_pressure_have_a_negative_effect_on_diagnostic_accuracy_AUTHORS_Dalal_A_ALQahtani_Jerome_I_Rotgans_Silvia_Mamede_Ibrahim_ALAlwan_Mohi_Eldin_M_Magzoub_Fatheya_M_Altayeb_Manahil_A_Mohamedani_and_Henk_G_Schmidt_">Does time pressure have a negative effect on diagnostic accuracy? AUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede, Ibrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PURPOSE: Studies suggest time pressure has negative effects on physicians' working conditions and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PURPOSE:<br />Studies suggest time pressure has negative effects on physicians' working conditions and may lead to suboptimal patient care and medical errors. Experimental evidence supporting this is lacking, however. This study investigated the effect of time pressure on diagnostic accuracy.<br />METHOD:<br />In 2013, senior internal medicine residents at three hospitals in Saudi Arabia were divided randomly into two groups: a time-pressure condition and a control condition without time pressure. Both groups diagnosed eight written clinical cases presented on computers. In the time-pressure condition, after completing each case, participants received information that they were behind schedule. Response time was recorded, and diagnostic accuracy was scored.<br />RESULTS:<br />The 23 participants in the time-pressure condition spent significantly less time diagnosing the cases (mean = 96.00 seconds) than the 19 control participants (mean = 151.97 seconds) (P < .001). Participants under time pressure had a significantly lower diagnostic accuracy score (mean = 0.33; 95% CI, 0.23-0.43) than participants without time pressure (mean = 0.51; 95% CI, 0.42-0.60) (F[1, 41] = 6.90, P = .012, η = 0.15). This suggests participants in the time-pressure condition made on average 37% more errors than control participants.<br />CONCLUSIONS:<br />Time pressure has a negative impact on diagnostic performance. The authors propose that the effect of time pressure on diagnostic accuracy is moderated by both the case difficulty level and the physician's level of experience. Post hoc analyses demonstrated that time pressure affects diagnostic accuracy only if cases are not too difficult and physicians' expertise level is intermediate.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e90f76540154aa8c34b065bdac89a3a5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55165970,"asset_id":26238184,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55165970/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26238184"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26238184"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26238184; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26238184]").text(description); $(".js-view-count[data-work-id=26238184]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26238184; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26238184']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e90f76540154aa8c34b065bdac89a3a5" } } $('.js-work-strip[data-work-id=26238184]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26238184,"title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,","translated_title":"","metadata":{"abstract":"PURPOSE:\nStudies suggest time pressure has negative effects on physicians' working conditions and may lead to suboptimal patient care and medical errors. Experimental evidence supporting this is lacking, however. This study investigated the effect of time pressure on diagnostic accuracy.\nMETHOD:\nIn 2013, senior internal medicine residents at three hospitals in Saudi Arabia were divided randomly into two groups: a time-pressure condition and a control condition without time pressure. Both groups diagnosed eight written clinical cases presented on computers. In the time-pressure condition, after completing each case, participants received information that they were behind schedule. Response time was recorded, and diagnostic accuracy was scored.\nRESULTS:\nThe 23 participants in the time-pressure condition spent significantly less time diagnosing the cases (mean = 96.00 seconds) than the 19 control participants (mean = 151.97 seconds) (P \u003c .001). Participants under time pressure had a significantly lower diagnostic accuracy score (mean = 0.33; 95% CI, 0.23-0.43) than participants without time pressure (mean = 0.51; 95% CI, 0.42-0.60) (F[1, 41] = 6.90, P = .012, η = 0.15). This suggests participants in the time-pressure condition made on average 37% more errors than control participants.\nCONCLUSIONS:\nTime pressure has a negative impact on diagnostic performance. The authors propose that the effect of time pressure on diagnostic accuracy is moderated by both the case difficulty level and the physician's level of experience. Post hoc analyses demonstrated that time pressure affects diagnostic accuracy only if cases are not too difficult and physicians' expertise level is intermediate.","ai_title_tag":"Impact of Time Pressure on Diagnostic Accuracy in Medicine","publication_date":{"day":null,"month":null,"year":2016,"errors":{}}},"translated_abstract":"PURPOSE:\nStudies suggest time pressure has negative effects on physicians' working conditions and may lead to suboptimal patient care and medical errors. Experimental evidence supporting this is lacking, however. This study investigated the effect of time pressure on diagnostic accuracy.\nMETHOD:\nIn 2013, senior internal medicine residents at three hospitals in Saudi Arabia were divided randomly into two groups: a time-pressure condition and a control condition without time pressure. Both groups diagnosed eight written clinical cases presented on computers. In the time-pressure condition, after completing each case, participants received information that they were behind schedule. Response time was recorded, and diagnostic accuracy was scored.\nRESULTS:\nThe 23 participants in the time-pressure condition spent significantly less time diagnosing the cases (mean = 96.00 seconds) than the 19 control participants (mean = 151.97 seconds) (P \u003c .001). Participants under time pressure had a significantly lower diagnostic accuracy score (mean = 0.33; 95% CI, 0.23-0.43) than participants without time pressure (mean = 0.51; 95% CI, 0.42-0.60) (F[1, 41] = 6.90, P = .012, η = 0.15). This suggests participants in the time-pressure condition made on average 37% more errors than control participants.\nCONCLUSIONS:\nTime pressure has a negative impact on diagnostic performance. The authors propose that the effect of time pressure on diagnostic accuracy is moderated by both the case difficulty level and the physician's level of experience. Post hoc analyses demonstrated that time pressure affects diagnostic accuracy only if cases are not too difficult and physicians' expertise level is intermediate.","internal_url":"https://www.academia.edu/26238184/Does_time_pressure_have_a_negative_effect_on_diagnostic_accuracy_AUTHORS_Dalal_A_ALQahtani_Jerome_I_Rotgans_Silvia_Mamede_Ibrahim_ALAlwan_Mohi_Eldin_M_Magzoub_Fatheya_M_Altayeb_Manahil_A_Mohamedani_and_Henk_G_Schmidt_","translated_internal_url":"","created_at":"2016-06-16T17:47:27.758-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":21405746,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":122056804,"co_author_invite_id":4796016,"email":"g***@gg.com","affiliation":"University College Cork","display_order":-6,"name":"G G","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":25653736,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":3599539,"co_author_invite_id":null,"email":"q***1@live.com","affiliation":"King Abdulaziz University","display_order":-5,"name":"ĐåĻǻl ÀlQahţani","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":21405747,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":98667051,"co_author_invite_id":4796017,"email":"j***j@gg.com","affiliation":"University of Cambridge","display_order":-4,"name":"kk jj","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":21405748,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":null,"co_author_invite_id":4796018,"email":"j***j@gf.com","display_order":-3,"name":"Altayeb FM","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":21405749,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":122174747,"co_author_invite_id":4796019,"email":"g***g@f.com","display_order":-2,"name":"G G","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":21405750,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":-1,"name":"Henk Schmidt","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"}],"downloadable_attachments":[{"id":55165970,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55165970/thumbnails/1.jpg","file_name":"2016_Dalal__et_al_AM.pdf.pdf","download_url":"https://www.academia.edu/attachments/55165970/download_file","bulk_download_file_name":"Does_time_pressure_have_a_negative_effec.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55165970/2016_Dalal__et_al_AM.pdf-libre.pdf?1512099153=\u0026response-content-disposition=attachment%3B+filename%3DDoes_time_pressure_have_a_negative_effec.pdf\u0026Expires=1743245099\u0026Signature=Kxb0~2B0g6HAMeBkfi6yW4Lz8VXWhIXO1O4-D-jQsrXzB8QZ1YQ4-nTKKGGLlk6ANDGz~~3OxNsDkWTMKD326kgeSWhmZbXDCahnzlBaCOEueSJnlNIp5IYB65YnQXeLA0MY7TXPYVVYxcMjg-8bOEvIviufnUS0Hb9cQKDn0dQwMUZqMmUEq4dJoiXCHXLShRSfYtsL5vI2UUEDxzQO96iqJQE~pBNQNlr~6Fe73Rlm2mSsOHhrCZOsvHmso30crG5~eDLEtEhcPyAYEaz4exNk-xJ4txCFcJeR2zlC2avTUtPKNKi70uADLGfpibqfcv2smoU1AbQewsi4YBDLeA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Does_time_pressure_have_a_negative_effect_on_diagnostic_accuracy_AUTHORS_Dalal_A_ALQahtani_Jerome_I_Rotgans_Silvia_Mamede_Ibrahim_ALAlwan_Mohi_Eldin_M_Magzoub_Fatheya_M_Altayeb_Manahil_A_Mohamedani_and_Henk_G_Schmidt_","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"PURPOSE:\nStudies suggest time pressure has negative effects on physicians' working conditions and may lead to suboptimal patient care and medical errors. Experimental evidence supporting this is lacking, however. This study investigated the effect of time pressure on diagnostic accuracy.\nMETHOD:\nIn 2013, senior internal medicine residents at three hospitals in Saudi Arabia were divided randomly into two groups: a time-pressure condition and a control condition without time pressure. Both groups diagnosed eight written clinical cases presented on computers. In the time-pressure condition, after completing each case, participants received information that they were behind schedule. Response time was recorded, and diagnostic accuracy was scored.\nRESULTS:\nThe 23 participants in the time-pressure condition spent significantly less time diagnosing the cases (mean = 96.00 seconds) than the 19 control participants (mean = 151.97 seconds) (P \u003c .001). Participants under time pressure had a significantly lower diagnostic accuracy score (mean = 0.33; 95% CI, 0.23-0.43) than participants without time pressure (mean = 0.51; 95% CI, 0.42-0.60) (F[1, 41] = 6.90, P = .012, η = 0.15). This suggests participants in the time-pressure condition made on average 37% more errors than control participants.\nCONCLUSIONS:\nTime pressure has a negative impact on diagnostic performance. The authors propose that the effect of time pressure on diagnostic accuracy is moderated by both the case difficulty level and the physician's level of experience. Post hoc analyses demonstrated that time pressure affects diagnostic accuracy only if cases are not too difficult and physicians' expertise level is intermediate.","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":55165970,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55165970/thumbnails/1.jpg","file_name":"2016_Dalal__et_al_AM.pdf.pdf","download_url":"https://www.academia.edu/attachments/55165970/download_file","bulk_download_file_name":"Does_time_pressure_have_a_negative_effec.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55165970/2016_Dalal__et_al_AM.pdf-libre.pdf?1512099153=\u0026response-content-disposition=attachment%3B+filename%3DDoes_time_pressure_have_a_negative_effec.pdf\u0026Expires=1743245099\u0026Signature=Kxb0~2B0g6HAMeBkfi6yW4Lz8VXWhIXO1O4-D-jQsrXzB8QZ1YQ4-nTKKGGLlk6ANDGz~~3OxNsDkWTMKD326kgeSWhmZbXDCahnzlBaCOEueSJnlNIp5IYB65YnQXeLA0MY7TXPYVVYxcMjg-8bOEvIviufnUS0Hb9cQKDn0dQwMUZqMmUEq4dJoiXCHXLShRSfYtsL5vI2UUEDxzQO96iqJQE~pBNQNlr~6Fe73Rlm2mSsOHhrCZOsvHmso30crG5~eDLEtEhcPyAYEaz4exNk-xJ4txCFcJeR2zlC2avTUtPKNKi70uADLGfpibqfcv2smoU1AbQewsi4YBDLeA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"},{"id":331153,"name":"Diagnostic Reasoning","url":"https://www.academia.edu/Documents/in/Diagnostic_Reasoning"}],"urls":[{"id":7217272,"url":"http://www.ncbi.nlm.nih.gov/pubmed/26826069"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-26238184-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2293205"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2293205/Problem_based_learning_is_compatible_with_human_cognitive_architecture_Commentary_on_Kirschner_Sweller_and_Clark_2006_"><img alt="Research paper thumbnail of Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)" class="work-thumbnail" src="https://attachments.academia-assets.com/30355349/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2293205/Problem_based_learning_is_compatible_with_human_cognitive_architecture_Commentary_on_Kirschner_Sweller_and_Clark_2006_">Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Educational Psychologist</span><span>, Jan 1, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">suggest that unguided or minimally guided instructional approaches are less effective and efficie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation of problem-based learning with minimally guided instruction. In this commentary, we argue that problem-based learning is an instructional approach that allows for flexible adaptation of guidance, and that, contrary to Kirschner et al.'s conclusions, its underlying principles are very well compatible with the manner in which our cognitive structures are organized.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="016990043922eefc97049ef969c03e43" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30355349,"asset_id":2293205,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30355349/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2293205"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2293205"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2293205; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2293205]").text(description); $(".js-view-count[data-work-id=2293205]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2293205; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2293205']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "016990043922eefc97049ef969c03e43" } } $('.js-work-strip[data-work-id=2293205]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2293205,"title":"Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","grobid_abstract":"suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation of problem-based learning with minimally guided instruction. In this commentary, we argue that problem-based learning is an instructional approach that allows for flexible adaptation of guidance, and that, contrary to Kirschner et al.'s conclusions, its underlying principles are very well compatible with the manner in which our cognitive structures are organized.","publication_date":{"day":1,"month":1,"year":2007,"errors":{}},"publication_name":"Educational Psychologist","grobid_abstract_attachment_id":30355349},"translated_abstract":null,"internal_url":"https://www.academia.edu/2293205/Problem_based_learning_is_compatible_with_human_cognitive_architecture_Commentary_on_Kirschner_Sweller_and_Clark_2006_","translated_internal_url":"","created_at":"2012-12-14T16:46:01.663-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":17983453,"work_id":2293205,"tagging_user_id":2896860,"tagged_user_id":null,"co_author_invite_id":285453,"email":"l***s@fsw.eur.nl","display_order":0,"name":"Sofie Loyens","title":"Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)"},{"id":17983470,"work_id":2293205,"tagging_user_id":2896860,"tagged_user_id":40511996,"co_author_invite_id":null,"email":"v***g@fsw.eur.nl","display_order":4194304,"name":"T. 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While we concur with the authors on this point, we do not agree to their equation of problem-based learning with minimally guided instruction. In this commentary, we argue that problem-based learning is an instructional approach that allows for flexible adaptation of guidance, and that, contrary to Kirschner et al.'s conclusions, its underlying principles are very well compatible with the manner in which our cognitive structures are organized.","owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":30355349,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30355349/thumbnails/1.jpg","file_name":"schmidt_etal_ep07.pdf","download_url":"https://www.academia.edu/attachments/30355349/download_file","bulk_download_file_name":"Problem_based_learning_is_compatible_wit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30355349/schmidt_etal_ep07-libre.pdf?1390885015=\u0026response-content-disposition=attachment%3B+filename%3DProblem_based_learning_is_compatible_wit.pdf\u0026Expires=1743373910\u0026Signature=JX-J-UJEAoetueI6ZZbWXd38cuq-akHupUfdndlVEsHy-seXY7O16EcsNysZtKlS3OWzcLxBPYDQ6qeO92ir-EkoNnZl9MK3nhzq3u4GZ8tERlarOmdl6jeUoR1WkCpyBpWRntjeERl868o4nCHY7FJYteDIJXI~Df7I3L3UJaKhC~BggaUVLRBgezZXbz702QTrhwjsbkpxviihsS1ueG9Dob~Q0rRh~O2DmbCfI-ZiODAJldGCEnkZtUPJVbXyyO08WkVHy1JuEgsiB1FuAFHKmhKVXfzr2pl58WPppBkqPXVw9OpLdvD2HbXmkLlxFH~MT2F1rAg2jVX1i1o3LA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":10668,"name":"Problem Based Learning","url":"https://www.academia.edu/Documents/in/Problem_Based_Learning"},{"id":22558,"name":"Role of the Educational Psychologist","url":"https://www.academia.edu/Documents/in/Role_of_the_Educational_Psychologist"},{"id":33788,"name":"Cognitive Architecture","url":"https://www.academia.edu/Documents/in/Cognitive_Architecture"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational"},{"id":1335649,"name":"Cognitive Structure","url":"https://www.academia.edu/Documents/in/Cognitive_Structure"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2293205-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2293225"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2293225/Memory_load_and_the_cognitive_pupillary_response_in_aging"><img alt="Research paper thumbnail of Memory load and the cognitive pupillary response in aging" class="work-thumbnail" src="https://attachments.academia-assets.com/50684006/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2293225/Memory_load_and_the_cognitive_pupillary_response_in_aging">Memory load and the cognitive pupillary response in aging</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Psychophysiology</span><span>, Jan 1, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older adults was investigated. Mean pupil dilation and reaction time were measured during a Sternberg memory-search task, which involved six levels of memory load. A classic interaction pattern was obtained in which the reaction times of the elderly participants increased more as a function of memory load than the reaction times of the young participants. In the encoding phase of the experiment, mean dilation increased with memory load. No age differences were observed here. In the search phase of the experiment, however, mean pupil dilation was considerably greater in the young than in the elderly participants. Moreover, mean dilation of the older participants was not sensitive to memory load, whereas mean dilation increased as a function of memory load in the young participants. The results suggest that the usefulness of the pupillary response as a correlate of subtle fluctuations in memory load diminishes with old age.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="32a8d8243e31c7741f8a6a531f893a55" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50684006,"asset_id":2293225,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50684006/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2293225"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2293225"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2293225; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2293225]").text(description); $(".js-view-count[data-work-id=2293225]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2293225; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2293225']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "32a8d8243e31c7741f8a6a531f893a55" } } $('.js-work-strip[data-work-id=2293225]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2293225,"title":"Memory load and the cognitive pupillary response in aging","translated_title":"","metadata":{"abstract":"The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older adults was investigated. Mean pupil dilation and reaction time were measured during a Sternberg memory-search task, which involved six levels of memory load. A classic interaction pattern was obtained in which the reaction times of the elderly participants increased more as a function of memory load than the reaction times of the young participants. In the encoding phase of the experiment, mean dilation increased with memory load. No age differences were observed here. In the search phase of the experiment, however, mean pupil dilation was considerably greater in the young than in the elderly participants. Moreover, mean dilation of the older participants was not sensitive to memory load, whereas mean dilation increased as a function of memory load in the young participants. The results suggest that the usefulness of the pupillary response as a correlate of subtle fluctuations in memory load diminishes with old age.","publisher":"Wiley Online Library","publication_date":{"day":1,"month":1,"year":2004,"errors":{}},"publication_name":"Psychophysiology"},"translated_abstract":"The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older adults was investigated. Mean pupil dilation and reaction time were measured during a Sternberg memory-search task, which involved six levels of memory load. A classic interaction pattern was obtained in which the reaction times of the elderly participants increased more as a function of memory load than the reaction times of the young participants. In the encoding phase of the experiment, mean dilation increased with memory load. No age differences were observed here. In the search phase of the experiment, however, mean pupil dilation was considerably greater in the young than in the elderly participants. Moreover, mean dilation of the older participants was not sensitive to memory load, whereas mean dilation increased as a function of memory load in the young participants. The results suggest that the usefulness of the pupillary response as a correlate of subtle fluctuations in memory load diminishes with old age.","internal_url":"https://www.academia.edu/2293225/Memory_load_and_the_cognitive_pupillary_response_in_aging","translated_internal_url":"","created_at":"2012-12-14T16:46:04.590-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":17983488,"work_id":2293225,"tagging_user_id":2896860,"tagged_user_id":36968569,"co_author_invite_id":null,"email":"p***n@maastrichtuniversity.nl","affiliation":"Maastricht University, Faculty of Health Medicine and Life sciences","display_order":0,"name":"Pascal Van Gerven","title":"Memory load and the cognitive pupillary response in aging"},{"id":17983493,"work_id":2293225,"tagging_user_id":2896860,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":4194304,"name":"Henk Schmidt","title":"Memory load and the cognitive pupillary response in aging"},{"id":17983541,"work_id":2293225,"tagging_user_id":2896860,"tagged_user_id":35159325,"co_author_invite_id":null,"email":"j***r@maastrichtuniversity.nl","display_order":6291456,"name":"Jeroen van Merrienboer","title":"Memory load and the cognitive pupillary response in aging"}],"downloadable_attachments":[{"id":50684006,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50684006/thumbnails/1.jpg","file_name":"j.1469-8986.2003.00148.x20161202-29337-1cvqcyi.pdf","download_url":"https://www.academia.edu/attachments/50684006/download_file","bulk_download_file_name":"Memory_load_and_the_cognitive_pupillary.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50684006/j.1469-8986.2003.00148.x20161202-29337-1cvqcyi-libre.pdf?1480714577=\u0026response-content-disposition=attachment%3B+filename%3DMemory_load_and_the_cognitive_pupillary.pdf\u0026Expires=1743373910\u0026Signature=Jvz78p5zwWfkSnUGy0FV1OvzaL6Qqu4MpdK6wQ9z-r7uUJt7A0naHwY4HEFqu-KaivXOaAfiVGP6ldOjnEVlkaKCA1zkIPNWvudJF78NaPPvP-FtYBLSWiu0Nxir49~IuBnTfnPFb95fy6g7M7vsF-EPvIxoYTBmYkp7IozYbxbRbWXqs-XA2A8msZU-inwPXXnoiLROogDoOlehmPvhq~vvSQ4h14II4zturhsCag4xpOYMqzgh8VzC9rSc93O4R8KIi3Eozju90DCpMKIQSGngij1CWGOaHmjjWByzL2Se2e9wepOGrAz6xDSpEBRdt2oQ7mJT0~b7MbFuyaVv1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Memory_load_and_the_cognitive_pupillary_response_in_aging","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older adults was investigated. Mean pupil dilation and reaction time were measured during a Sternberg memory-search task, which involved six levels of memory load. A classic interaction pattern was obtained in which the reaction times of the elderly participants increased more as a function of memory load than the reaction times of the young participants. In the encoding phase of the experiment, mean dilation increased with memory load. No age differences were observed here. In the search phase of the experiment, however, mean pupil dilation was considerably greater in the young than in the elderly participants. Moreover, mean dilation of the older participants was not sensitive to memory load, whereas mean dilation increased as a function of memory load in the young participants. The results suggest that the usefulness of the pupillary response as a correlate of subtle fluctuations in memory load diminishes with old age.","owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":50684006,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50684006/thumbnails/1.jpg","file_name":"j.1469-8986.2003.00148.x20161202-29337-1cvqcyi.pdf","download_url":"https://www.academia.edu/attachments/50684006/download_file","bulk_download_file_name":"Memory_load_and_the_cognitive_pupillary.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50684006/j.1469-8986.2003.00148.x20161202-29337-1cvqcyi-libre.pdf?1480714577=\u0026response-content-disposition=attachment%3B+filename%3DMemory_load_and_the_cognitive_pupillary.pdf\u0026Expires=1743373910\u0026Signature=Jvz78p5zwWfkSnUGy0FV1OvzaL6Qqu4MpdK6wQ9z-r7uUJt7A0naHwY4HEFqu-KaivXOaAfiVGP6ldOjnEVlkaKCA1zkIPNWvudJF78NaPPvP-FtYBLSWiu0Nxir49~IuBnTfnPFb95fy6g7M7vsF-EPvIxoYTBmYkp7IozYbxbRbWXqs-XA2A8msZU-inwPXXnoiLROogDoOlehmPvhq~vvSQ4h14II4zturhsCag4xpOYMqzgh8VzC9rSc93O4R8KIi3Eozju90DCpMKIQSGngij1CWGOaHmjjWByzL2Se2e9wepOGrAz6xDSpEBRdt2oQ7mJT0~b7MbFuyaVv1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1026,"name":"Psychophysiology","url":"https://www.academia.edu/Documents/in/Psychophysiology"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":47884,"name":"Biological Sciences","url":"https://www.academia.edu/Documents/in/Biological_Sciences"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged"},{"id":855644,"name":"Pupil","url":"https://www.academia.edu/Documents/in/Pupil"}],"urls":[{"id":419494,"url":"http://www.blackwell-synergy.com/links/doi/10.1111%2Fj.1469-8986.2003.00148.x"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2293225-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2293231"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/2293231/Cognitive_load_theory_and_the_acquisition_of_complex_cognitive_skills_in_the_elderly_Towards_an_integrative_framework"><img alt="Research paper thumbnail of Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Educational …</span><span>, Jan 1, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Page 1. Educational Gerontology, 26 : 503521, 2000 Copyright 2000 Taylor &amp; Francis Ó 0360-12...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Page 1. Educational Gerontology, 26 : 503521, 2000 Copyright 2000 Taylor &amp; Francis Ó 0360-1277/00 $12.00 1 .00 COGNITIVE LOAD THEORY AND THE ACQUISITION OF COMPLEX COGNITIVE SKILLS IN THE ELDERLY: TOWARDS AN INTEGRATIVE FRAMEWORK ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2293231"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2293231"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2293231; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2293231]").text(description); $(".js-view-count[data-work-id=2293231]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2293231; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2293231']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2293231]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2293231,"title":"Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework","translated_title":"","metadata":{"abstract":"Page 1. 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Educational Gerontology, 26 : 503521, 2000 Copyright 2000 Taylor \u0026amp; Francis Ó 0360-1277/00 $12.00 1 .00 COGNITIVE LOAD THEORY AND THE ACQUISITION OF COMPLEX COGNITIVE SKILLS IN THE ELDERLY: TOWARDS AN INTEGRATIVE FRAMEWORK ...","owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[],"research_interests":[{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences"},{"id":318095,"name":"Educational Gerontology","url":"https://www.academia.edu/Documents/in/Educational_Gerontology"}],"urls":[]}, dispatcherData: dispatcherData }); 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multimedia learning into old age</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>British Journal of Educational Psychology</span><span>, Jan 1, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">On the basis of a multimodal model of working memory, cognitive load theory predicts that a multi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">On the basis of a multimodal model of working memory, 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class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2293202/Cognitive_load_theory_and_aging_effects_of_worked_examples_on_training_efficiency"><img alt="Research paper thumbnail of Cognitive load theory and aging: effects of worked examples on training efficiency" class="work-thumbnail" src="https://attachments.academia-assets.com/36183031/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2293202/Cognitive_load_theory_and_aging_effects_of_worked_examples_on_training_efficiency">Cognitive load theory and aging: effects of worked examples on training efficiency</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Learning and Instruction</span><span>, Jan 1, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cognitive load theory (CLT) is aimed at developing training material that efficiently makes use o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cognitive load theory (CLT) is aimed at developing training material that efficiently makes use of the available cognitive processing capacity and stimulates the learner's ability to use acquired knowledge and skills in new situations. It is claimed that CLT-based training formats meet the cognitive abilities of elderly learners particularly well. That is, cognitive aging brings about several declines of working memory, which impede the acquisition of complex cognitive skills. By making an optimal use of the 'remaining' cognitive resources, learning can be enhanced. For that purpose, CLT provides a promising range of training formats that have proven their effectiveness relative to conventional formats in young adults. This article presents an experimental study (N=54) aimed at the efficiency of worked examples as a substitute for conventional practice problems in training both elderly and young adults. According to CLT, studying worked examples is a more efficient means of training complex skills than solving conventional problems. As predicted, the results show that -with respect to the elderlythe efficiency of studying worked examples is higher than the efficiency of solving conventional problems in that less training time and cognitive load leads to a comparable level of performance. </span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="661e5068f9b34682ab797b4f02e56b53" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36183031,"asset_id":2293202,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36183031/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2293202"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2293202"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2293202; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2293202]").text(description); $(".js-view-count[data-work-id=2293202]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2293202; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2293202']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "661e5068f9b34682ab797b4f02e56b53" } } $('.js-work-strip[data-work-id=2293202]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2293202,"title":"Cognitive load theory and aging: effects of worked examples on training efficiency","translated_title":"","metadata":{"ai_title_tag":"Worked Examples Enhance Learning in Elderly","grobid_abstract":"Cognitive load theory (CLT) is aimed at developing training material that efficiently makes use of the available cognitive processing capacity and stimulates the learner's ability to use acquired knowledge and skills in new situations. 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As predicted, the results show that -with respect to the elderlythe efficiency of studying worked examples is higher than the efficiency of solving conventional problems in that less training time and cognitive load leads to a comparable level of performance. ","publication_date":{"day":1,"month":1,"year":2002,"errors":{}},"publication_name":"Learning and Instruction","grobid_abstract_attachment_id":36183031},"translated_abstract":null,"internal_url":"https://www.academia.edu/2293202/Cognitive_load_theory_and_aging_effects_of_worked_examples_on_training_efficiency","translated_internal_url":"","created_at":"2012-12-14T16:46:01.198-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":17983487,"work_id":2293202,"tagging_user_id":2896860,"tagged_user_id":36968569,"co_author_invite_id":null,"email":"p***n@maastrichtuniversity.nl","affiliation":"Maastricht University, Faculty of Health Medicine and Life sciences","display_order":0,"name":"Pascal Van Gerven","title":"Cognitive load theory and aging: effects of worked examples on training efficiency"},{"id":17983491,"work_id":2293202,"tagging_user_id":2896860,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":4194304,"name":"Henk Schmidt","title":"Cognitive load theory and aging: effects of worked examples on training efficiency"}],"downloadable_attachments":[{"id":36183031,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/36183031/thumbnails/1.jpg","file_name":"GervenLandi.pdf","download_url":"https://www.academia.edu/attachments/36183031/download_file","bulk_download_file_name":"Cognitive_load_theory_and_aging_effects.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/36183031/GervenLandi-libre.pdf?1420646505=\u0026response-content-disposition=attachment%3B+filename%3DCognitive_load_theory_and_aging_effects.pdf\u0026Expires=1743373910\u0026Signature=Xe2h~8IR~wW7ZbhsPBlJDo0GkngQjvybiHK4WB1AoskGwDwwdJlYKT-euHFut66lKVHCIm8nFauc2ZhFhwy53ki6P0PJjCj-Pfhjvehq1iosJaIW0zKFhmXJv8b3~eOZZFYBz~V75ifkbtTYuDXir1G6PkUCSmwHIYdP2KxH8ExHVK4YnrKePSGjLIK~jPlWeXXmr540D0Sb56RwvqGK6Tlf0hyf9L4N0QR6SackStVecn8e3CIThSK4sbOLsrML8vLI8n4jSa1zGw3XhrHVAKWyzrM~pNBJEzzyxis7OSa79RV3Mq1puVGpA3VyEIRU80CdP1pDE7ALPj4kEOGqJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Cognitive_load_theory_and_aging_effects_of_worked_examples_on_training_efficiency","translated_slug":"","page_count":19,"language":"en","content_type":"Work","summary":"Cognitive load theory (CLT) is aimed at developing training material that efficiently makes use of the available cognitive processing capacity and stimulates the learner's ability to use acquired knowledge and skills in new situations. 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As predicted, the results show that -with respect to the elderlythe efficiency of studying worked examples is higher than the efficiency of solving conventional problems in that less training time and cognitive load leads to a comparable level of performance. ","owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":36183031,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/36183031/thumbnails/1.jpg","file_name":"GervenLandi.pdf","download_url":"https://www.academia.edu/attachments/36183031/download_file","bulk_download_file_name":"Cognitive_load_theory_and_aging_effects.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/36183031/GervenLandi-libre.pdf?1420646505=\u0026response-content-disposition=attachment%3B+filename%3DCognitive_load_theory_and_aging_effects.pdf\u0026Expires=1743373910\u0026Signature=Xe2h~8IR~wW7ZbhsPBlJDo0GkngQjvybiHK4WB1AoskGwDwwdJlYKT-euHFut66lKVHCIm8nFauc2ZhFhwy53ki6P0PJjCj-Pfhjvehq1iosJaIW0zKFhmXJv8b3~eOZZFYBz~V75ifkbtTYuDXir1G6PkUCSmwHIYdP2KxH8ExHVK4YnrKePSGjLIK~jPlWeXXmr540D0Sb56RwvqGK6Tlf0hyf9L4N0QR6SackStVecn8e3CIThSK4sbOLsrML8vLI8n4jSa1zGw3XhrHVAKWyzrM~pNBJEzzyxis7OSa79RV3Mq1puVGpA3VyEIRU80CdP1pDE7ALPj4kEOGqJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":7341,"name":"Cognitive Load Theory","url":"https://www.academia.edu/Documents/in/Cognitive_Load_Theory"},{"id":8538,"name":"Working Memory","url":"https://www.academia.edu/Documents/in/Working_Memory"},{"id":33733,"name":"Cognitive Aging","url":"https://www.academia.edu/Documents/in/Cognitive_Aging"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning"},{"id":64351,"name":"Cognitive Load","url":"https://www.academia.edu/Documents/in/Cognitive_Load"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult"},{"id":154636,"name":"Cognitive Process","url":"https://www.academia.edu/Documents/in/Cognitive_Process"},{"id":215075,"name":"Experimental Study","url":"https://www.academia.edu/Documents/in/Experimental_Study"},{"id":428130,"name":"Cognitive Ability","url":"https://www.academia.edu/Documents/in/Cognitive_Ability"},{"id":491317,"name":"Age effect","url":"https://www.academia.edu/Documents/in/Age_effect"},{"id":533729,"name":"Learning and Instruction","url":"https://www.academia.edu/Documents/in/Learning_and_Instruction"},{"id":1143424,"name":"Cognitive Skills","url":"https://www.academia.edu/Documents/in/Cognitive_Skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2293202-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443354"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/23443354/The_advantages_of_problem_based_curricula"><img alt="Research paper thumbnail of The advantages of problem-based curricula" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The advantages of problem-based curricula</div><div class="wp-workCard_item"><span>Postgraduate Medical Journal</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Problem-based curricula provide a learning environment in which competence is fostered not primar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443354"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443354"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443354; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443354]").text(description); $(".js-view-count[data-work-id=23443354]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443354; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443354']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=23443354]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443354,"title":"The advantages of problem-based curricula","translated_title":"","metadata":{"abstract":"Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of","publication_date":{"day":null,"month":null,"year":1996,"errors":{}},"publication_name":"Postgraduate Medical Journal"},"translated_abstract":"Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of","internal_url":"https://www.academia.edu/23443354/The_advantages_of_problem_based_curricula","translated_internal_url":"","created_at":"2016-03-19T04:09:36.490-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":418180,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_advantages_of_problem_based_curricula","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of","owner":{"id":418180,"first_name":"Henk","middle_initials":null,"last_name":"Schmidt","page_name":"HenkSchmidt","domain_name":"eur","created_at":"2011-04-28T12:21:26.642-07:00","display_name":"Henk Schmidt","url":"https://eur.academia.edu/HenkSchmidt"},"attachments":[],"research_interests":[{"id":94284,"name":"Postgraduate medical education","url":"https://www.academia.edu/Documents/in/Postgraduate_medical_education"}],"urls":[{"id":6921605,"url":"http://dx.doi.org/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-23443354-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443353"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23443353/Reliability_factor_structure_and_validity_of_the_Dutch_Eysenck_Personality_Profiler"><img alt="Research paper thumbnail of Reliability, factor structure and validity of the Dutch Eysenck Personality Profiler" class="work-thumbnail" src="https://attachments.academia-assets.com/43885610/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23443353/Reliability_factor_structure_and_validity_of_the_Dutch_Eysenck_Personality_Profiler">Reliability, factor structure and validity of the Dutch Eysenck Personality Profiler</a></div><div class="wp-workCard_item"><span>Personality and Individual Differences</span><span>, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Eysenck Personality Pro®ler (EPP) is a questionnaire measuring 21 primary personality traits ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Eysenck Personality Pro®ler (EPP) is a questionnaire measuring 21 primary personality traits that are thought to constitute the three supertraits of Extraversion, Neuroticism and Psychoticism. The present study examined the reliability, factor structure and convergent validity of the Dutch translation of the EPP in a sample of introductory psychology students N 215). Results indicate that the internal consistency of most EPP scales was satisfactory. Furthermore, exploratory and con®rmatory factor analyses showed that the to-be-expected three-factor structure provided a reasonable ®t for EPP data. Finally, Extraversion, Neuroticism and Psychoticism were found to correlate in a meaningful way with the``big 5'' supertraits as indexed by the Five-Factor Personality Inventory. 7</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-23443353-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-23443353-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999697/table-1-the-eysenck-personality-profiler-three-supertraits"><img alt="The Eysenck Personality Profiler: three supertraits (Extraversion, Neuroticism and Psychoticism), 21 primary traits, a description and an example of an item of each trait " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999704/table-2-means-standard-deviations-gender-differences-and"><img alt="Means (standard deviations), gender differences and reliability coefficients (Cronbach’s alphas) for the various scales of the Eysenck Personality Profiler * Significant gender difference at P < 0.05/28. > The Short Extraversion scale consists of Active, Sociability and Assertiveness. ©The Short Neuroticism scale consists of Inferiority, Unhappiness and Anxiety. “The Short Psychoticism scale consists of Risk-taking, Impulsiveness and Irresponsibilit: " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999713/table-3-only-factor-loadings-are-shown-factor-loadings-of"><img alt="* Only factor loadings >0.30 are shown. Factor loadings of EPP scales that load on the hypothesized superfactor are printed in bold. Factor structure obtained by means of exploratory factor analysis (principal components, oblimin rotated) of the 21 Eysenck Personality Profiler scales* " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999718/table-4-only-factor-loadings-are-shown-factor-loadings-of"><img alt="* Only factor loadings >0.30 are shown. Factor loadings of EPP scales that load on the hypothesized superfactor are printed in bold. Factor structure obtained by means of exploratory factor analysis (principal components, oblimin rotated) of the nine Short version Eysenck Personality Profiler scales* Table 4 " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999722/table-5-correlations-corrected-for-gender-between-the"><img alt="Correlations (corrected for gender) between the Eysenck Personality Profiler supertraits and the “big 5’? as measured by the FFPI* * N = 163. FFPI=Five Factor Personality Inventory. *P < 0.05/15. Correlations between scales that were pre- dicted to be linked are printed in bold. Table 5 " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_005.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-23443353-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a3dc6fa4683c8d0b3bb21f91614a9fe" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43885610,"asset_id":23443353,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43885610/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443353"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443353"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443353; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443353]").text(description); $(".js-view-count[data-work-id=23443353]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443353; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443353']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a3dc6fa4683c8d0b3bb21f91614a9fe" } } $('.js-work-strip[data-work-id=23443353]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443353,"title":"Reliability, factor structure and validity of the Dutch Eysenck Personality Profiler","translated_title":"","metadata":{"grobid_abstract":"The Eysenck Personality Pro®ler (EPP) is a questionnaire measuring 21 primary personality traits that are thought to constitute the three supertraits of Extraversion, Neuroticism and Psychoticism. 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Finally, Extraversion, Neuroticism and Psychoticism were found to correlate in a meaningful way with the``big 5'' supertraits as indexed by the Five-Factor Personality Inventory. 7","publication_date":{"day":null,"month":null,"year":2000,"errors":{}},"publication_name":"Personality and Individual Differences","grobid_abstract_attachment_id":43885610},"translated_abstract":null,"internal_url":"https://www.academia.edu/23443353/Reliability_factor_structure_and_validity_of_the_Dutch_Eysenck_Personality_Profiler","translated_internal_url":"","created_at":"2016-03-19T04:09:36.238-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":418180,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":43885610,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885610/thumbnails/1.jpg","file_name":"Reliability_factor_structure_and_validit20160319-3049-1qap1jk.pdf","download_url":"https://www.academia.edu/attachments/43885610/download_file","bulk_download_file_name":"Reliability_factor_structure_and_validit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885610/Reliability_factor_structure_and_validit20160319-3049-1qap1jk-libre.pdf?1458389640=\u0026response-content-disposition=attachment%3B+filename%3DReliability_factor_structure_and_validit.pdf\u0026Expires=1743373910\u0026Signature=BxEoPi1MXBb4s15Ckmw47dqk53gzEF-lacvB~WCvVZxtzlZYAqvFYIdAycSXPgixUxjjwi9EqPn9ywwUzDSqbi4nwEW2zwvPYqwKYh~VU6e9Nn6E76H2urYef6ARGkWp73H8R7G0H3Hwo5xTtE0CksQiIHY2Fg3iwcRDwcs60wU~2sBrF1BfDKZjgn182g9FPBejCafnvgLYHO5rqjVVFoOuMeTLE487poACZsMbVfLnUnfgP4i91XkJGWDXXitQvnS0cOZSbJhOpfsGpOz6TdImKeb0B2BXrER3AHgm8dudk6FjrEbU0ABj-4DcvlXK5EbUlAkmHw37Gj0dlSAVoQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Reliability_factor_structure_and_validity_of_the_Dutch_Eysenck_Personality_Profiler","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"The Eysenck Personality Pro®ler (EPP) is a questionnaire measuring 21 primary personality traits that are thought to constitute the three supertraits of Extraversion, Neuroticism and Psychoticism. The present study examined the reliability, factor structure and convergent validity of the Dutch translation of the EPP in a sample of introductory psychology students N 215). Results indicate that the internal consistency of most EPP scales was satisfactory. Furthermore, exploratory and con®rmatory factor analyses showed that the to-be-expected three-factor structure provided a reasonable ®t for EPP data. Finally, Extraversion, Neuroticism and Psychoticism were found to correlate in a meaningful way with the``big 5'' supertraits as indexed by the Five-Factor Personality Inventory. 7","owner":{"id":418180,"first_name":"Henk","middle_initials":null,"last_name":"Schmidt","page_name":"HenkSchmidt","domain_name":"eur","created_at":"2011-04-28T12:21:26.642-07:00","display_name":"Henk Schmidt","url":"https://eur.academia.edu/HenkSchmidt"},"attachments":[{"id":43885610,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885610/thumbnails/1.jpg","file_name":"Reliability_factor_structure_and_validit20160319-3049-1qap1jk.pdf","download_url":"https://www.academia.edu/attachments/43885610/download_file","bulk_download_file_name":"Reliability_factor_structure_and_validit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885610/Reliability_factor_structure_and_validit20160319-3049-1qap1jk-libre.pdf?1458389640=\u0026response-content-disposition=attachment%3B+filename%3DReliability_factor_structure_and_validit.pdf\u0026Expires=1743373910\u0026Signature=BxEoPi1MXBb4s15Ckmw47dqk53gzEF-lacvB~WCvVZxtzlZYAqvFYIdAycSXPgixUxjjwi9EqPn9ywwUzDSqbi4nwEW2zwvPYqwKYh~VU6e9Nn6E76H2urYef6ARGkWp73H8R7G0H3Hwo5xTtE0CksQiIHY2Fg3iwcRDwcs60wU~2sBrF1BfDKZjgn182g9FPBejCafnvgLYHO5rqjVVFoOuMeTLE487poACZsMbVfLnUnfgP4i91XkJGWDXXitQvnS0cOZSbJhOpfsGpOz6TdImKeb0B2BXrER3AHgm8dudk6FjrEbU0ABj-4DcvlXK5EbUlAkmHw37Gj0dlSAVoQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":102086,"name":"Personality and Individual Differences","url":"https://www.academia.edu/Documents/in/Personality_and_Individual_Differences"},{"id":749302,"name":"Indexation","url":"https://www.academia.edu/Documents/in/Indexation"},{"id":1033644,"name":"Factor structure","url":"https://www.academia.edu/Documents/in/Factor_structure"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-23443353-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443352"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23443352/Determinants_of_Effective_Clinical_Learning_A_Student_and_Teacher_Perspective_in_Saudi_Arabia"><img alt="Research paper thumbnail of Determinants of Effective Clinical Learning: A Student and Teacher Perspective in Saudi Arabia" class="work-thumbnail" src="https://attachments.academia-assets.com/43885612/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23443352/Determinants_of_Effective_Clinical_Learning_A_Student_and_Teacher_Perspective_in_Saudi_Arabia">Determinants of Effective Clinical Learning: A Student and Teacher Perspective in Saudi Arabia</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Context: Graduating clinically competent medical students is probably the principal objective of ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Context: Graduating clinically competent medical students is probably the principal objective of all medical curricula. Training for clinical competence is rather a complex process and to be effective requires involving all stakeholders, including students, in the processes of planning and implanting the curriculum. This study explores the perceptions of students of the College of Medicine at King Abdul-Aziz Bin Saud University for Health Sciences (KASU-HS), Riyadh, Saudi Arabia of the features of effective clinical rotations by inviting them to answer the question: "Which experiences or activities in your opinion have contributed to the development of your clinical competence? This college was established in 2004 and adopted a problem-based learning curriculum. Methods: This question was posed to 24 medical students divided into three focus groups. A fourth focus group interview was conducted with five teachers. Transcriptions of the tape-recorded focus group interviews were qualitatively analyzed using a framework analysis approach. Findings: Students identified five main themes of factors perceived to affect their clinical learning: (1) the provision of authentic clinical learning experiences, (2) good organization of the clinical sessions, (3) issues related to clinical cases, (4) good supervision and (5) students' own learning skills. These themes were further subdivided into 18 sub-themes. Teachers identified three principal themes: (1) organizational issues, (2) appropriate supervision and (3) providing authentic experiences. © AI AlHaqwi, HT van der Molen, HG Schmidt, ME Magzoub, 2010. A licence to publish this material has been given to Education for Health: <a href="http://www.educationforhealth.net/" rel="nofollow">http://www.educationforhealth.net/</a> 2 Conclusion: Consideration of these themes in the process of planning and development of medical curricula could contribute to medical students' effective clinical learning and skills competency.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="de2f50df063af097b7aa0809bf9db9de" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43885612,"asset_id":23443352,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43885612/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443352"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443352]").text(description); $(".js-view-count[data-work-id=23443352]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443352']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "de2f50df063af097b7aa0809bf9db9de" } } $('.js-work-strip[data-work-id=23443352]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443352,"title":"Determinants of Effective Clinical Learning: A Student and Teacher Perspective in Saudi Arabia","translated_title":"","metadata":{"grobid_abstract":"Context: Graduating clinically competent medical students is probably the principal objective of all medical curricula. Training for clinical competence is rather a complex process and to be effective requires involving all stakeholders, including students, in the processes of planning and implanting the curriculum. This study explores the perceptions of students of the College of Medicine at King Abdul-Aziz Bin Saud University for Health Sciences (KASU-HS), Riyadh, Saudi Arabia of the features of effective clinical rotations by inviting them to answer the question: \"Which experiences or activities in your opinion have contributed to the development of your clinical competence? This college was established in 2004 and adopted a problem-based learning curriculum. Methods: This question was posed to 24 medical students divided into three focus groups. A fourth focus group interview was conducted with five teachers. Transcriptions of the tape-recorded focus group interviews were qualitatively analyzed using a framework analysis approach. Findings: Students identified five main themes of factors perceived to affect their clinical learning: (1) the provision of authentic clinical learning experiences, (2) good organization of the clinical sessions, (3) issues related to clinical cases, (4) good supervision and (5) students' own learning skills. These themes were further subdivided into 18 sub-themes. Teachers identified three principal themes: (1) organizational issues, (2) appropriate supervision and (3) providing authentic experiences. © AI AlHaqwi, HT van der Molen, HG Schmidt, ME Magzoub, 2010. A licence to publish this material has been given to Education for Health: http://www.educationforhealth.net/ 2 Conclusion: Consideration of these themes in the process of planning and development of medical curricula could contribute to medical students' effective clinical learning and skills competency.","publication_date":{"day":null,"month":null,"year":2010,"errors":{}},"grobid_abstract_attachment_id":43885612},"translated_abstract":null,"internal_url":"https://www.academia.edu/23443352/Determinants_of_Effective_Clinical_Learning_A_Student_and_Teacher_Perspective_in_Saudi_Arabia","translated_internal_url":"","created_at":"2016-03-19T04:09:35.880-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":418180,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":43885612,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885612/thumbnails/1.jpg","file_name":"Determinants_of_effective_clinical_learn20160319-5330-1prrulg.pdf","download_url":"https://www.academia.edu/attachments/43885612/download_file","bulk_download_file_name":"Determinants_of_Effective_Clinical_Learn.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885612/Determinants_of_effective_clinical_learn20160319-5330-1prrulg-libre.pdf?1458389640=\u0026response-content-disposition=attachment%3B+filename%3DDeterminants_of_Effective_Clinical_Learn.pdf\u0026Expires=1743373910\u0026Signature=VedKUNEnQ4KGfB6QJ8SOc30yEhcB98l-M3638Tq~OwM6lwRxhBKQFh9tbU-XIQ6yvYQbU8w6v0bRwbWmyoqUEA9KmPHjfSDC6AWCHjSv3y2-SNonfJPt0j14peQczoOp5xh9okpr9jfmDOCMezR4IHS9pOdzBWUXzAJxmd6V~u2u~ry2CnPCfFItObFjzpGWgySvg-W7YeZr3hnAYo6ZoBRBZ5eVl715pAyclrxws1xy-rRkkThgH5pRZfVV5pbJBD~y6YmG~ToH9YRLkwyYweqxE2l2s1xJvkuCDpNfIGMmzORrUFN0PxBlfQdH5uVdQ-c41yN0AXoRB1eO6xdrmA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Determinants_of_Effective_Clinical_Learning_A_Student_and_Teacher_Perspective_in_Saudi_Arabia","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"Context: Graduating clinically competent medical students is probably the principal objective of all medical curricula. Training for clinical competence is rather a complex process and to be effective requires involving all stakeholders, including students, in the processes of planning and implanting the curriculum. This study explores the perceptions of students of the College of Medicine at King Abdul-Aziz Bin Saud University for Health Sciences (KASU-HS), Riyadh, Saudi Arabia of the features of effective clinical rotations by inviting them to answer the question: \"Which experiences or activities in your opinion have contributed to the development of your clinical competence? This college was established in 2004 and adopted a problem-based learning curriculum. Methods: This question was posed to 24 medical students divided into three focus groups. A fourth focus group interview was conducted with five teachers. Transcriptions of the tape-recorded focus group interviews were qualitatively analyzed using a framework analysis approach. Findings: Students identified five main themes of factors perceived to affect their clinical learning: (1) the provision of authentic clinical learning experiences, (2) good organization of the clinical sessions, (3) issues related to clinical cases, (4) good supervision and (5) students' own learning skills. These themes were further subdivided into 18 sub-themes. Teachers identified three principal themes: (1) organizational issues, (2) appropriate supervision and (3) providing authentic experiences. © AI AlHaqwi, HT van der Molen, HG Schmidt, ME Magzoub, 2010. A licence to publish this material has been given to Education for Health: http://www.educationforhealth.net/ 2 Conclusion: Consideration of these themes in the process of planning and development of medical curricula could contribute to medical students' effective clinical learning and skills competency.","owner":{"id":418180,"first_name":"Henk","middle_initials":null,"last_name":"Schmidt","page_name":"HenkSchmidt","domain_name":"eur","created_at":"2011-04-28T12:21:26.642-07:00","display_name":"Henk Schmidt","url":"https://eur.academia.edu/HenkSchmidt"},"attachments":[{"id":43885612,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885612/thumbnails/1.jpg","file_name":"Determinants_of_effective_clinical_learn20160319-5330-1prrulg.pdf","download_url":"https://www.academia.edu/attachments/43885612/download_file","bulk_download_file_name":"Determinants_of_Effective_Clinical_Learn.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885612/Determinants_of_effective_clinical_learn20160319-5330-1prrulg-libre.pdf?1458389640=\u0026response-content-disposition=attachment%3B+filename%3DDeterminants_of_Effective_Clinical_Learn.pdf\u0026Expires=1743373910\u0026Signature=VedKUNEnQ4KGfB6QJ8SOc30yEhcB98l-M3638Tq~OwM6lwRxhBKQFh9tbU-XIQ6yvYQbU8w6v0bRwbWmyoqUEA9KmPHjfSDC6AWCHjSv3y2-SNonfJPt0j14peQczoOp5xh9okpr9jfmDOCMezR4IHS9pOdzBWUXzAJxmd6V~u2u~ry2CnPCfFItObFjzpGWgySvg-W7YeZr3hnAYo6ZoBRBZ5eVl715pAyclrxws1xy-rRkkThgH5pRZfVV5pbJBD~y6YmG~ToH9YRLkwyYweqxE2l2s1xJvkuCDpNfIGMmzORrUFN0PxBlfQdH5uVdQ-c41yN0AXoRB1eO6xdrmA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":4193,"name":"Focus Groups","url":"https://www.academia.edu/Documents/in/Focus_Groups"},{"id":9490,"name":"Education for Citizenship","url":"https://www.academia.edu/Documents/in/Education_for_Citizenship"},{"id":9569,"name":"Saudi Arabia","url":"https://www.academia.edu/Documents/in/Saudi_Arabia"},{"id":10668,"name":"Problem Based Learning","url":"https://www.academia.edu/Documents/in/Problem_Based_Learning"},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":62445,"name":"Medical Students","url":"https://www.academia.edu/Documents/in/Medical_Students"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires"},{"id":704648,"name":"Clinical Competence","url":"https://www.academia.edu/Documents/in/Clinical_Competence"},{"id":1181362,"name":"Tape Recording","url":"https://www.academia.edu/Documents/in/Tape_Recording"},{"id":2294038,"name":"Clinical clerkship","url":"https://www.academia.edu/Documents/in/Clinical_clerkship"}],"urls":[{"id":6921604,"url":"http://educationforhealth.net/publishedarticles/article_print_369.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-23443352-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443351"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23443351/Conscious_versus_unconscious_thinking_in_the_medical_domain_the_deliberation_without_attention_effect_examined"><img alt="Research paper thumbnail of Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined" class="work-thumbnail" src="https://attachments.academia-assets.com/43885613/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23443351/Conscious_versus_unconscious_thinking_in_the_medical_domain_the_deliberation_without_attention_effect_examined">Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined</a></div><div class="wp-workCard_item"><span>Perspectives on medical education</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous studies have shown that with important decisions, unconscious thought has surprisingly l...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous studies have shown that with important decisions, unconscious thought has surprisingly led to better choices than conscious thought. The present study challenges this so-called &#39;deliberation-without-attention effect&#39; in the medical domain. In a computerized study, physicians and medical students were asked, after either conscious or unconscious thought, to estimate the 5-year survival probabilities of four fictitious patients with varying medical characteristics. We assumed that experienced physicians would outperform students as a result of their superior knowledge. The central question was whether unconscious thought in this task would lead to better performance in experts or novices, in line with the deliberation-without-attention effect. We created four fictitious male 60-year-old patients, each of whom with signs and symptoms related to likely prognosis, from 12 (Complex) or 4 (Simple) categories. This manipulation resulted in objectively different life expecta...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c6e22fdec0fc38f87de62351c8ee954f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43885613,"asset_id":23443351,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43885613/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443351"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443351"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443351; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443351]").text(description); $(".js-view-count[data-work-id=23443351]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443351; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443351']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c6e22fdec0fc38f87de62351c8ee954f" } } $('.js-work-strip[data-work-id=23443351]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443351,"title":"Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined","translated_title":"","metadata":{"abstract":"Previous studies have shown that with important decisions, unconscious thought has surprisingly led to better choices than conscious thought. The present study challenges this so-called \u0026#39;deliberation-without-attention effect\u0026#39; in the medical domain. In a computerized study, physicians and medical students were asked, after either conscious or unconscious thought, to estimate the 5-year survival probabilities of four fictitious patients with varying medical characteristics. We assumed that experienced physicians would outperform students as a result of their superior knowledge. The central question was whether unconscious thought in this task would lead to better performance in experts or novices, in line with the deliberation-without-attention effect. We created four fictitious male 60-year-old patients, each of whom with signs and symptoms related to likely prognosis, from 12 (Complex) or 4 (Simple) categories. This manipulation resulted in objectively different life expecta...","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Perspectives on medical education"},"translated_abstract":"Previous studies have shown that with important decisions, unconscious thought has surprisingly led to better choices than conscious thought. The present study challenges this so-called \u0026#39;deliberation-without-attention effect\u0026#39; in the medical domain. In a computerized study, physicians and medical students were asked, after either conscious or unconscious thought, to estimate the 5-year survival probabilities of four fictitious patients with varying medical characteristics. We assumed that experienced physicians would outperform students as a result of their superior knowledge. The central question was whether unconscious thought in this task would lead to better performance in experts or novices, in line with the deliberation-without-attention effect. We created four fictitious male 60-year-old patients, each of whom with signs and symptoms related to likely prognosis, from 12 (Complex) or 4 (Simple) categories. 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The present study challenges this so-called \u0026#39;deliberation-without-attention effect\u0026#39; in the medical domain. In a computerized study, physicians and medical students were asked, after either conscious or unconscious thought, to estimate the 5-year survival probabilities of four fictitious patients with varying medical characteristics. We assumed that experienced physicians would outperform students as a result of their superior knowledge. The central question was whether unconscious thought in this task would lead to better performance in experts or novices, in line with the deliberation-without-attention effect. We created four fictitious male 60-year-old patients, each of whom with signs and symptoms related to likely prognosis, from 12 (Complex) or 4 (Simple) categories. This manipulation resulted in objectively different life expecta...","owner":{"id":418180,"first_name":"Henk","middle_initials":null,"last_name":"Schmidt","page_name":"HenkSchmidt","domain_name":"eur","created_at":"2011-04-28T12:21:26.642-07:00","display_name":"Henk Schmidt","url":"https://eur.academia.edu/HenkSchmidt"},"attachments":[{"id":43885613,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885613/thumbnails/1.jpg","file_name":"Conscious_versus_unconscious_thinking_in20160319-2258-vat8eu.pdf","download_url":"https://www.academia.edu/attachments/43885613/download_file","bulk_download_file_name":"Conscious_versus_unconscious_thinking_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885613/Conscious_versus_unconscious_thinking_in20160319-2258-vat8eu-libre.pdf?1458389639=\u0026response-content-disposition=attachment%3B+filename%3DConscious_versus_unconscious_thinking_in.pdf\u0026Expires=1743373910\u0026Signature=VHmWBKw9HVi4IkGTbQR1lnGa6eETsGqmZrZmW83QWaAxPDe-t4Lyg1walQA-t50-0v-l6oSbnWfoDPRH~QQVuQZCbzJEeJzD-e-BdNgMG1H72GFvUWkLmXHKpQRXBC1ezi3FB67zvxzeX1CX7RsH2DwcCjtd6XPLqWxnht4WmFk2SHXj~hFNa7Jf4JsUbv-hsub24fHETMoE24o0lHNt7f7XIifufJ62e~DbqDguD7K8xS5N0LZXNbI9DjDUladozHLLcB70lcv6HBO9S-mG8MxrZlO2arAx6sU9ZXkhBBRC6ZVE6iSIC-W7kHuYp4qXKrJuwJrK3IBFdQQkJCYkkg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-23443351-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443350"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23443350/Innovations_in_medical_internship_benchmarking_and_application_within_the_King_Saud_bin_Abdulaziz_University_for_Health_Sciences"><img alt="Research paper thumbnail of Innovations in medical internship: benchmarking and application within the King Saud bin Abdulaziz University for Health Sciences" class="work-thumbnail" src="https://attachments.academia-assets.com/43885609/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23443350/Innovations_in_medical_internship_benchmarking_and_application_within_the_King_Saud_bin_Abdulaziz_University_for_Health_Sciences">Innovations in medical internship: benchmarking and application within the King Saud bin Abdulaziz University for Health Sciences</a></div><div class="wp-workCard_item"><span>Education for health (Abingdon, England)</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While the medical internship (MI) has evolved in some countries into competency-based training wi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">While the medical internship (MI) has evolved in some countries into competency-based training with innovative tools for assessment and feedback, the traditional MI is still the norm in many countries. To describe recent advances in the MI in several countries, to discuss the current MI situation in Saudi Arabia as an example of a country that applies a traditional MI, and to present a Framework for Medical Interns&#39; Competencies (FMIC) implemented within the King Saud bin Abdulaziz University for Health Sciences (KSAU-HS). Common electronic databases were searched for the years 1990 to 2008 under keywords related to medical internship education. Information on curricula designed for medical interns or junior doctors in selected countries was obtained by searching relevant websites. At the KSAU-HS, the FMIC was created by first building the case for the urgent need for revising the MI and adapting international approaches to the KSA&#39;s needs, followed by dialogue among faculty...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f2964f21f6fae4b9fc0ea32e5bc492a7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43885609,"asset_id":23443350,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43885609/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443350"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443350"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443350; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443350]").text(description); $(".js-view-count[data-work-id=23443350]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443350; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443350']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f2964f21f6fae4b9fc0ea32e5bc492a7" } } $('.js-work-strip[data-work-id=23443350]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443350,"title":"Innovations in medical internship: benchmarking and application within the King Saud bin Abdulaziz University for Health Sciences","translated_title":"","metadata":{"abstract":"While the medical internship (MI) has evolved in some countries into competency-based training with innovative tools for assessment and feedback, the traditional MI is still the norm in many countries. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-23443350-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="12827720"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12827720/Conscious_thought_beats_deliberation_without_attention_in_diagnostic_decision_making_at_least_when_you_are_an_expert"><img alt="Research paper thumbnail of Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert" class="work-thumbnail" src="https://attachments.academia-assets.com/45907752/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12827720/Conscious_thought_beats_deliberation_without_attention_in_diagnostic_decision_making_at_least_when_you_are_an_expert">Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/EugeneCusters">Eugene Custers</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Psychological research</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contrary to what common sense makes us believe, deliberation without attention has recently been ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Contrary to what common sense makes us believe, deliberation without attention has recently been suggested to produce better decisions in complex situations than deliberation with attention. Based on differences between cognitive processes of experts and novices, we hypothesized that experts make in fact better decisions after consciously thinking about complex problems whereas novices may benefit from deliberation-without-attention. These hypotheses were confirmed in a study among doctors and medical students. They diagnosed complex and routine problems under three conditions, an immediate-decision condition and two delayed conditions: conscious thought and deliberation-without-attention. Doctors did better with conscious deliberation when problems were complex, whereas reasoning mode did not matter in simple problems. In contrast, deliberation-without-attention improved novices&#39; decisions, but only in simple problems. Experts benefit from consciously thinking about complex pro...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d6bfc3fea877bf6571be6ed10c8cda9c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45907752,"asset_id":12827720,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45907752/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12827720"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12827720"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12827720; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12827720]").text(description); $(".js-view-count[data-work-id=12827720]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12827720; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12827720']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d6bfc3fea877bf6571be6ed10c8cda9c" } } $('.js-work-strip[data-work-id=12827720]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12827720,"title":"Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert","translated_title":"","metadata":{"abstract":"Contrary to what common sense makes us believe, deliberation without attention has recently been suggested to produce better decisions in complex situations than deliberation with attention. Based on differences between cognitive processes of experts and novices, we hypothesized that experts make in fact better decisions after consciously thinking about complex problems whereas novices may benefit from deliberation-without-attention. These hypotheses were confirmed in a study among doctors and medical students. They diagnosed complex and routine problems under three conditions, an immediate-decision condition and two delayed conditions: conscious thought and deliberation-without-attention. Doctors did better with conscious deliberation when problems were complex, whereas reasoning mode did not matter in simple problems. In contrast, deliberation-without-attention improved novices\u0026#39; decisions, but only in simple problems. 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Schmidt, PhD, Jerome I. Rotgans, PhD, Preman Rajalingam, PhD, and Naomi Low- Bee...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">AUTHORS: Henk G. Schmidt, PhD, Jerome I. Rotgans, PhD, Preman Rajalingam, PhD, and Naomi Low- Beer, MD<br /><br />Although team-based learning is a popular instructional approach, little is known about its psychological foundation. In this Perspective, the authors propose a theoretical account of the psychological mechanisms through which team-based learning works. They suggest a knowledge reconsolidation hypothesis to explain how the distinct phases of team-based learning enable students to learn. Knowledge reconsolidation is the process whereby previously consolidated knowledge is retrieved from memory with the purpose of actively consolidating it again. Reconsolidation aims to preserve, strengthen, and adjust knowledge that is already stored in long-term memory. This process is generally considered an important reason why people who reactivate what they have previously learned many times develop knowledge structures that are extremely stable and easily retrieved.<br />The authors propose that four psychological mechanisms enable knowledge reconsolidation, each of which is tied to a district phase of team-based learning: retrieval practice, peer elaboration, feedback, and transfer of learning. Before a team-based learning session, students engage in independent, self-directed learning that is often followed by at least one night of sleep. The latter is known to facilitate synaptic consolidation in the brain. During the actual team-based learning session, students are first tested individually on what they learned, then they discuss the answers to the test with a small group of peers, ask remaining “burning questions” to the teacher, and finally engage in a number of application exercises.<br />This knowledge reconsolidation hypothesis may be considered a framework to guide future research into how team-based learning works and its outcomes.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-39355133-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-39355133-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/1028328/table-1-psychological-foundation-for-team-based-learning"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/59496801/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-39355133-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8046351a8ec402dbca389cc2b7084d1d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59496801,"asset_id":39355133,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59496801/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39355133"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39355133"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39355133; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39355133]").text(description); $(".js-view-count[data-work-id=39355133]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39355133; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39355133']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8046351a8ec402dbca389cc2b7084d1d" } } $('.js-work-strip[data-work-id=39355133]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39355133,"title":"A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation","translated_title":"","metadata":{"doi":"10.1097/ACM.0000000000002810","abstract":"AUTHORS: Henk G. Schmidt, PhD, Jerome I. Rotgans, PhD, Preman Rajalingam, PhD, and Naomi Low- Beer, MD\n\nAlthough team-based learning is a popular instructional approach, little is known about its psychological foundation. In this Perspective, the authors propose a theoretical account of the psychological mechanisms through which team-based learning works. They suggest a knowledge reconsolidation hypothesis to explain how the distinct phases of team-based learning enable students to learn. Knowledge reconsolidation is the process whereby previously consolidated knowledge is retrieved from memory with the purpose of actively consolidating it again. Reconsolidation aims to preserve, strengthen, and adjust knowledge that is already stored in long-term memory. This process is generally considered an important reason why people who reactivate what they have previously learned many times develop knowledge structures that are extremely stable and easily retrieved.\nThe authors propose that four psychological mechanisms enable knowledge reconsolidation, each of which is tied to a district phase of team-based learning: retrieval practice, peer elaboration, feedback, and transfer of learning. Before a team-based learning session, students engage in independent, self-directed learning that is often followed by at least one night of sleep. The latter is known to facilitate synaptic consolidation in the brain. During the actual team-based learning session, students are first tested individually on what they learned, then they discuss the answers to the test with a small group of peers, ask remaining “burning questions” to the teacher, and finally engage in a number of application exercises.\nThis knowledge reconsolidation hypothesis may be considered a framework to guide future research into how team-based learning works and its outcomes.\n","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Academic Medicine"},"translated_abstract":"AUTHORS: Henk G. Schmidt, PhD, Jerome I. Rotgans, PhD, Preman Rajalingam, PhD, and Naomi Low- Beer, MD\n\nAlthough team-based learning is a popular instructional approach, little is known about its psychological foundation. In this Perspective, the authors propose a theoretical account of the psychological mechanisms through which team-based learning works. They suggest a knowledge reconsolidation hypothesis to explain how the distinct phases of team-based learning enable students to learn. Knowledge reconsolidation is the process whereby previously consolidated knowledge is retrieved from memory with the purpose of actively consolidating it again. Reconsolidation aims to preserve, strengthen, and adjust knowledge that is already stored in long-term memory. This process is generally considered an important reason why people who reactivate what they have previously learned many times develop knowledge structures that are extremely stable and easily retrieved.\nThe authors propose that four psychological mechanisms enable knowledge reconsolidation, each of which is tied to a district phase of team-based learning: retrieval practice, peer elaboration, feedback, and transfer of learning. Before a team-based learning session, students engage in independent, self-directed learning that is often followed by at least one night of sleep. The latter is known to facilitate synaptic consolidation in the brain. During the actual team-based learning session, students are first tested individually on what they learned, then they discuss the answers to the test with a small group of peers, ask remaining “burning questions” to the teacher, and finally engage in a number of application exercises.\nThis knowledge reconsolidation hypothesis may be considered a framework to guide future research into how team-based learning works and its outcomes.\n","internal_url":"https://www.academia.edu/39355133/A_Psychological_Foundation_for_Team_Based_Learning_Knowledge_Reconsolidation","translated_internal_url":"","created_at":"2019-06-03T05:11:44.941-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32668726,"work_id":39355133,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":1,"name":"Henk Schmidt","title":"A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation"}],"downloadable_attachments":[{"id":59496801,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59496801/thumbnails/1.jpg","file_name":"Knowledge_Reconsolidation__A_Psychological.9757520190603-80421-38fgeg.pdf","download_url":"https://www.academia.edu/attachments/59496801/download_file","bulk_download_file_name":"A_Psychological_Foundation_for_Team_Base.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59496801/Knowledge_Reconsolidation__A_Psychological.9757520190603-80421-38fgeg-libre.pdf?1559564396=\u0026response-content-disposition=attachment%3B+filename%3DA_Psychological_Foundation_for_Team_Base.pdf\u0026Expires=1743245099\u0026Signature=Yv-Fs8bS~yyp1jquOIm5Q7fYrf3lj-TnVnUNWONEGpxRBrHOTSW1qEJ93bue1aePx~I3j6efEwSCxWLS-lD9kFeC0i5iiSKDOBTdaIZNqS9EhLXoVS4w~2oZDW6RvHoff6Yu9cpNwSbS5eZ7Gjhw2Yq5OQ9Lh1o0mj9Vwg9EO0elYPrZsNFKJBiuDGNbyqXU-XlXSck6M1Q4zZHVB6JgKPPYUwsQ2z0KvR62mwacgGhA-SRCNNsCyF2MwYVuR~vux2K-cHAn0ymWO3f8WYDt2GURKxtWuMnDKZpnjSHuYUbEukKiqYY6oHl8I2MB4XWUMyO3MVHfyYFvdR86zpl~JQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Psychological_Foundation_for_Team_Based_Learning_Knowledge_Reconsolidation","translated_slug":"","page_count":24,"language":"en","content_type":"Work","summary":"AUTHORS: Henk G. Schmidt, PhD, Jerome I. Rotgans, PhD, Preman Rajalingam, PhD, and Naomi Low- Beer, MD\n\nAlthough team-based learning is a popular instructional approach, little is known about its psychological foundation. In this Perspective, the authors propose a theoretical account of the psychological mechanisms through which team-based learning works. They suggest a knowledge reconsolidation hypothesis to explain how the distinct phases of team-based learning enable students to learn. Knowledge reconsolidation is the process whereby previously consolidated knowledge is retrieved from memory with the purpose of actively consolidating it again. Reconsolidation aims to preserve, strengthen, and adjust knowledge that is already stored in long-term memory. This process is generally considered an important reason why people who reactivate what they have previously learned many times develop knowledge structures that are extremely stable and easily retrieved.\nThe authors propose that four psychological mechanisms enable knowledge reconsolidation, each of which is tied to a district phase of team-based learning: retrieval practice, peer elaboration, feedback, and transfer of learning. Before a team-based learning session, students engage in independent, self-directed learning that is often followed by at least one night of sleep. The latter is known to facilitate synaptic consolidation in the brain. During the actual team-based learning session, students are first tested individually on what they learned, then they discuss the answers to the test with a small group of peers, ask remaining “burning questions” to the teacher, and finally engage in a number of application exercises.\nThis knowledge reconsolidation hypothesis may be considered a framework to guide future research into how team-based learning works and its outcomes.\n","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":59496801,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59496801/thumbnails/1.jpg","file_name":"Knowledge_Reconsolidation__A_Psychological.9757520190603-80421-38fgeg.pdf","download_url":"https://www.academia.edu/attachments/59496801/download_file","bulk_download_file_name":"A_Psychological_Foundation_for_Team_Base.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59496801/Knowledge_Reconsolidation__A_Psychological.9757520190603-80421-38fgeg-libre.pdf?1559564396=\u0026response-content-disposition=attachment%3B+filename%3DA_Psychological_Foundation_for_Team_Base.pdf\u0026Expires=1743245099\u0026Signature=Yv-Fs8bS~yyp1jquOIm5Q7fYrf3lj-TnVnUNWONEGpxRBrHOTSW1qEJ93bue1aePx~I3j6efEwSCxWLS-lD9kFeC0i5iiSKDOBTdaIZNqS9EhLXoVS4w~2oZDW6RvHoff6Yu9cpNwSbS5eZ7Gjhw2Yq5OQ9Lh1o0mj9Vwg9EO0elYPrZsNFKJBiuDGNbyqXU-XlXSck6M1Q4zZHVB6JgKPPYUwsQ2z0KvR62mwacgGhA-SRCNNsCyF2MwYVuR~vux2K-cHAn0ymWO3f8WYDt2GURKxtWuMnDKZpnjSHuYUbEukKiqYY6oHl8I2MB4XWUMyO3MVHfyYFvdR86zpl~JQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"},{"id":100186,"name":"Team-Based Learning","url":"https://www.academia.edu/Documents/in/Team-Based_Learning"},{"id":204088,"name":"Academic Medicine","url":"https://www.academia.edu/Documents/in/Academic_Medicine"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-39355133-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="38146263"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38146263/Evidence_Supporting_Dual_Process_Theory_of_Medical_Diagnosis_A_Functional_Near_Infrared_Spectroscopy_Study_AUTHORS_Jerome_I_Rotgans_Henk_G_Schmidt_Lucy_V_Rosby_Gerald_J_S_Tan_Silvia_Mamede_Laura_Zwaan_and_Naomi_Low_Beer"><img alt="Research paper thumbnail of Evidence Supporting Dual-Process Theory of Medical Diagnosis: A Functional Near-Infrared Spectroscopy Study. AUTHORS: Jerome I Rotgans, Henk G Schmidt, Lucy V Rosby, Gerald J S Tan, Silvia Mamede, Laura Zwaan & Naomi Low-Beer" class="work-thumbnail" src="https://attachments.academia-assets.com/58178573/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38146263/Evidence_Supporting_Dual_Process_Theory_of_Medical_Diagnosis_A_Functional_Near_Infrared_Spectroscopy_Study_AUTHORS_Jerome_I_Rotgans_Henk_G_Schmidt_Lucy_V_Rosby_Gerald_J_S_Tan_Silvia_Mamede_Laura_Zwaan_and_Naomi_Low_Beer">Evidence Supporting Dual-Process Theory of Medical Diagnosis: A Functional Near-Infrared Spectroscopy Study. AUTHORS: Jerome I Rotgans, Henk G Schmidt, Lucy V Rosby, Gerald J S Tan, Silvia Mamede, Laura Zwaan & Naomi Low-Beer</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Medical Education</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose. The objective of the present study was to determine the extent to which dual-process the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose. The objective of the present study was to determine the extent to which dual-process theory of medical diagnosis enjoys neuroscientific support. To that end, the study explored if neurological correlates of system-2 thinking could be located in the brain. It was hypothesised that system-2 thinking could be observed as the activation of the prefrontal cortex.<br />Method. An experimental paradigm was applied that consisted of a learning and a test phase. During the learning phase, 22 medical students were trained in diagnosing chest x-rays. Four of these eight cases were presented repeatedly, to develop a high level of expertise for these cases. During the test phase, all eight cases were presented and the participants’ prefrontal cortex was scanned using functional near-infrared spectroscopy. Response time and diagnostic accuracy were recorded as behavioural indicators. <br />Results. The results revealed that participants’ diagnostic accuracy in the test phase was significantly higher for the trained cases as compared to the untrained cases F(1, 21) = 138.80, P < 0.001, η2 = 0.87. Also, their response time was significantly shorter for these cases F(1, 21) = 18.12, P < 0.001, η2 = 0.46. Finally, the results revealed that only for the untrained cases, a significant activation of the anterolateral prefrontal cortex could be observed F(1, 21) = 21.00, P < 0.01, η2 = 0.34.<br />Conclusion. The fact that only untrained cases triggered higher levels of blood oxygenation in the prefrontal cortex is an indication that system-2 thinking is a cognitive process distinct from system 1. Implications of these findings for the validity of dual-process theory are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d375cc6ecac707ef49ee66e09a895e78" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58178573,"asset_id":38146263,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58178573/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38146263"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38146263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38146263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38146263]").text(description); $(".js-view-count[data-work-id=38146263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38146263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38146263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d375cc6ecac707ef49ee66e09a895e78" } } $('.js-work-strip[data-work-id=38146263]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38146263,"title":"Evidence Supporting Dual-Process Theory of Medical Diagnosis: A Functional Near-Infrared Spectroscopy Study. AUTHORS: Jerome I Rotgans, Henk G Schmidt, Lucy V Rosby, Gerald J S Tan, Silvia Mamede, Laura Zwaan \u0026 Naomi Low-Beer","translated_title":"","metadata":{"doi":"10.1111/medu.13681","abstract":"Purpose. The objective of the present study was to determine the extent to which dual-process theory of medical diagnosis enjoys neuroscientific support. To that end, the study explored if neurological correlates of system-2 thinking could be located in the brain. It was hypothesised that system-2 thinking could be observed as the activation of the prefrontal cortex.\nMethod. An experimental paradigm was applied that consisted of a learning and a test phase. During the learning phase, 22 medical students were trained in diagnosing chest x-rays. Four of these eight cases were presented repeatedly, to develop a high level of expertise for these cases. During the test phase, all eight cases were presented and the participants’ prefrontal cortex was scanned using functional near-infrared spectroscopy. Response time and diagnostic accuracy were recorded as behavioural indicators. \nResults. The results revealed that participants’ diagnostic accuracy in the test phase was significantly higher for the trained cases as compared to the untrained cases F(1, 21) = 138.80, P \u003c 0.001, η2 = 0.87. Also, their response time was significantly shorter for these cases F(1, 21) = 18.12, P \u003c 0.001, η2 = 0.46. Finally, the results revealed that only for the untrained cases, a significant activation of the anterolateral prefrontal cortex could be observed F(1, 21) = 21.00, P \u003c 0.01, η2 = 0.34.\nConclusion. The fact that only untrained cases triggered higher levels of blood oxygenation in the prefrontal cortex is an indication that system-2 thinking is a cognitive process distinct from system 1. Implications of these findings for the validity of dual-process theory are discussed.\n","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Medical Education"},"translated_abstract":"Purpose. The objective of the present study was to determine the extent to which dual-process theory of medical diagnosis enjoys neuroscientific support. To that end, the study explored if neurological correlates of system-2 thinking could be located in the brain. It was hypothesised that system-2 thinking could be observed as the activation of the prefrontal cortex.\nMethod. An experimental paradigm was applied that consisted of a learning and a test phase. During the learning phase, 22 medical students were trained in diagnosing chest x-rays. Four of these eight cases were presented repeatedly, to develop a high level of expertise for these cases. During the test phase, all eight cases were presented and the participants’ prefrontal cortex was scanned using functional near-infrared spectroscopy. Response time and diagnostic accuracy were recorded as behavioural indicators. \nResults. The results revealed that participants’ diagnostic accuracy in the test phase was significantly higher for the trained cases as compared to the untrained cases F(1, 21) = 138.80, P \u003c 0.001, η2 = 0.87. Also, their response time was significantly shorter for these cases F(1, 21) = 18.12, P \u003c 0.001, η2 = 0.46. Finally, the results revealed that only for the untrained cases, a significant activation of the anterolateral prefrontal cortex could be observed F(1, 21) = 21.00, P \u003c 0.01, η2 = 0.34.\nConclusion. The fact that only untrained cases triggered higher levels of blood oxygenation in the prefrontal cortex is an indication that system-2 thinking is a cognitive process distinct from system 1. Implications of these findings for the validity of dual-process theory are discussed.\n","internal_url":"https://www.academia.edu/38146263/Evidence_Supporting_Dual_Process_Theory_of_Medical_Diagnosis_A_Functional_Near_Infrared_Spectroscopy_Study_AUTHORS_Jerome_I_Rotgans_Henk_G_Schmidt_Lucy_V_Rosby_Gerald_J_S_Tan_Silvia_Mamede_Laura_Zwaan_and_Naomi_Low_Beer","translated_internal_url":"","created_at":"2019-01-13T21:34:45.632-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32210646,"work_id":38146263,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":1,"name":"Henk Schmidt","title":"Evidence Supporting Dual-Process Theory of Medical Diagnosis: A Functional Near-Infrared Spectroscopy Study. 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The objective of the present study was to determine the extent to which dual-process theory of medical diagnosis enjoys neuroscientific support. To that end, the study explored if neurological correlates of system-2 thinking could be located in the brain. It was hypothesised that system-2 thinking could be observed as the activation of the prefrontal cortex.\nMethod. An experimental paradigm was applied that consisted of a learning and a test phase. During the learning phase, 22 medical students were trained in diagnosing chest x-rays. Four of these eight cases were presented repeatedly, to develop a high level of expertise for these cases. During the test phase, all eight cases were presented and the participants’ prefrontal cortex was scanned using functional near-infrared spectroscopy. Response time and diagnostic accuracy were recorded as behavioural indicators. \nResults. The results revealed that participants’ diagnostic accuracy in the test phase was significantly higher for the trained cases as compared to the untrained cases F(1, 21) = 138.80, P \u003c 0.001, η2 = 0.87. Also, their response time was significantly shorter for these cases F(1, 21) = 18.12, P \u003c 0.001, η2 = 0.46. Finally, the results revealed that only for the untrained cases, a significant activation of the anterolateral prefrontal cortex could be observed F(1, 21) = 21.00, P \u003c 0.01, η2 = 0.34.\nConclusion. The fact that only untrained cases triggered higher levels of blood oxygenation in the prefrontal cortex is an indication that system-2 thinking is a cognitive process distinct from system 1. Implications of these findings for the validity of dual-process theory are discussed.\n","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":58178573,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58178573/thumbnails/1.jpg","file_name":"Uncorrected_proofs.pdf","download_url":"https://www.academia.edu/attachments/58178573/download_file","bulk_download_file_name":"Evidence_Supporting_Dual_Process_Theory.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58178573/Uncorrected_proofs-libre.pdf?1547480282=\u0026response-content-disposition=attachment%3B+filename%3DEvidence_Supporting_Dual_Process_Theory.pdf\u0026Expires=1743373909\u0026Signature=SOVkFOsa610UhPkQdwCVptCSFUhBFvRDlWNoqfjcciiIZiPAsFM2RU4oFS3xkERQJq~cfhEPANBKtshhDs8CtVOsgQJSKThYRHy5ae5Hj7wEVRfx5fdKbQeveLLB1dtvzCFfNn1ZyjQNzGRjjFJ1D5ujNKRiMAMLuq0aXnhwu44bJ8aSg-Ofz3AoY7Xlcq7rej11JCyrqOxrR13cmkr4JAI4d9HXBfXoN2NtTn-9Mk2VAriEeh3cST30izTA5QSXRx4yAIxKMwBsAbb7iQaTqmN2Ct3ZiXDCtVlIJiINUfknbpvcRttmyesfsbT8iUipwxV0japXiWNuzQwsKwcrcw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2639,"name":"Neuroimaging","url":"https://www.academia.edu/Documents/in/Neuroimaging"},{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"},{"id":16299,"name":"Clinical Reasoning","url":"https://www.academia.edu/Documents/in/Clinical_Reasoning"},{"id":67514,"name":"Dual Process Theory","url":"https://www.academia.edu/Documents/in/Dual_Process_Theory"},{"id":509029,"name":"Functional Neuroimaging","url":"https://www.academia.edu/Documents/in/Functional_Neuroimaging"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-38146263-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="36931513"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36931513/Inducing_System_1_type_diagnostic_reasoning_in_second_year_medical_students_within_15_minutes_AUTHORS_Lucy_Victoria_Rosby_Jerome_I_Rotgans_Gerald_Tan_Naomi_Low_Beer_Silvia_Mamede_Laura_Zwaan_and_Henk_Schmidt"><img alt="Research paper thumbnail of Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes . AUTHORS: Lucy Victoria Rosby, Jerome I. Rotgans, Gerald Tan, Naomi Low-Beer, Silvia Mamede, Laura Zwaan & Henk Schmidt" class="work-thumbnail" src="https://attachments.academia-assets.com/56881762/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36931513/Inducing_System_1_type_diagnostic_reasoning_in_second_year_medical_students_within_15_minutes_AUTHORS_Lucy_Victoria_Rosby_Jerome_I_Rotgans_Gerald_Tan_Naomi_Low_Beer_Silvia_Mamede_Laura_Zwaan_and_Henk_Schmidt">Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes . AUTHORS: Lucy Victoria Rosby, Jerome I. Rotgans, Gerald Tan, Naomi Low-Beer, Silvia Mamede, Laura Zwaan & Henk Schmidt</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">(2018): Inducing System-1-type diagnostic reasoning in second-year medical students within 15 min...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">(2018): Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes, Medical Teacher, ABSTRACT Purpose: Diagnostic reasoning literature debates the significance of " dual-process theory " and the importance of its constituent types of thinking: System-1and System-2. This experimental study aimed to determine whether novice medical students could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnostic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score ¼ 3.56/4, mean time ¼ 2.34 s) compared with cases which had been seen only twice (mean score ¼ 1.59/4, mean time ¼ 7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. The full experimental design and the chest X-rays used may provide new opportunities to explore some of the issues surrounding dual-process theory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ebda5960876a3df4b04c8ba67bc8d931" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56881762,"asset_id":36931513,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56881762/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36931513"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36931513"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36931513; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36931513]").text(description); $(".js-view-count[data-work-id=36931513]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36931513; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36931513']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ebda5960876a3df4b04c8ba67bc8d931" } } $('.js-work-strip[data-work-id=36931513]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36931513,"title":"Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes . AUTHORS: Lucy Victoria Rosby, Jerome I. Rotgans, Gerald Tan, Naomi Low-Beer, Silvia Mamede, Laura Zwaan \u0026 Henk Schmidt","translated_title":"","metadata":{"abstract":"(2018): Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes, Medical Teacher, ABSTRACT Purpose: Diagnostic reasoning literature debates the significance of \" dual-process theory \" and the importance of its constituent types of thinking: System-1and System-2. This experimental study aimed to determine whether novice medical students could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnostic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score ¼ 3.56/4, mean time ¼ 2.34 s) compared with cases which had been seen only twice (mean score ¼ 1.59/4, mean time ¼ 7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. The full experimental design and the chest X-rays used may provide new opportunities to explore some of the issues surrounding dual-process theory.","ai_title_tag":"Training Second-Year Medical Students in System-1 Diagnostics","publication_date":{"day":null,"month":null,"year":2018,"errors":{}}},"translated_abstract":"(2018): Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes, Medical Teacher, ABSTRACT Purpose: Diagnostic reasoning literature debates the significance of \" dual-process theory \" and the importance of its constituent types of thinking: System-1and System-2. This experimental study aimed to determine whether novice medical students could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnostic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score ¼ 3.56/4, mean time ¼ 2.34 s) compared with cases which had been seen only twice (mean score ¼ 1.59/4, mean time ¼ 7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. The full experimental design and the chest X-rays used may provide new opportunities to explore some of the issues surrounding dual-process theory.","internal_url":"https://www.academia.edu/36931513/Inducing_System_1_type_diagnostic_reasoning_in_second_year_medical_students_within_15_minutes_AUTHORS_Lucy_Victoria_Rosby_Jerome_I_Rotgans_Gerald_Tan_Naomi_Low_Beer_Silvia_Mamede_Laura_Zwaan_and_Henk_Schmidt","translated_internal_url":"","created_at":"2018-06-27T18:19:50.289-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":31603565,"work_id":36931513,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":1,"name":"Henk Schmidt","title":"Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes . 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This experimental study aimed to determine whether novice medical students could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnostic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score ¼ 3.56/4, mean time ¼ 2.34 s) compared with cases which had been seen only twice (mean score ¼ 1.59/4, mean time ¼ 7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. 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Rejoinder to Hidi and Renninger (2017)" class="work-thumbnail" src="https://attachments.academia-assets.com/55715889/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35837856/Like_it_or_not_Individual_interest_is_not_a_cause_but_a_consequence_of_learning_Rejoinder_to_Hidi_and_Renninger_2017_">Like it or not: Individual interest is not a cause but a consequence of learning. Rejoinder to Hidi and Renninger (2017)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Rejoinder</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-35837856-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-35837856-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22656063/table-1-like-it-or-not-individual-interest-is-not-cause-but"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/55715889/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-35837856-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="341a8a63bae4e571b3503ee360a5a4d9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55715889,"asset_id":35837856,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55715889/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35837856"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35837856"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35837856; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35837856]").text(description); $(".js-view-count[data-work-id=35837856]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35837856; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35837856']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "341a8a63bae4e571b3503ee360a5a4d9" } } $('.js-work-strip[data-work-id=35837856]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35837856,"title":"Like it or not: Individual interest is not a cause but a consequence of learning. 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AUTHORS: Jerome I. Rotgans, Henk G. Schmidt, Preman Rajalingam, Joey Wong Ying Hao, Claire Ann Canning, Michael A. Ferenczi, Naomi Low-Beer" class="work-thumbnail" src="https://attachments.academia-assets.com/55166074/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35305754/How_cognitive_engagement_fluctuates_during_a_team_based_learning_session_and_how_it_predicts_academic_achievement_AUTHORS_Jerome_I_Rotgans_Henk_G_Schmidt_Preman_Rajalingam_Joey_Wong_Ying_Hao_Claire_Ann_Canning_Michael_A_Ferenczi_Naomi_Low_Beer">How cognitive engagement fluctuates during a team- based learning session and how it predicts academic achievement. AUTHORS: Jerome I. Rotgans, Henk G. Schmidt, Preman Rajalingam, Joey Wong Ying Hao, Claire Ann Canning, Michael A. Ferenczi, Naomi Low-Beer</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://nanyang.academia.edu/PremanRajalingam">Preman Rajalingam</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The objective of the paper is to report findings of two studies that attempted to find answers to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and-2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (b = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9450f4d1811f52d05236c36d9c1640dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55166074,"asset_id":35305754,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55166074/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35305754"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35305754"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35305754; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35305754]").text(description); $(".js-view-count[data-work-id=35305754]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35305754; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35305754']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9450f4d1811f52d05236c36d9c1640dd" } } $('.js-work-strip[data-work-id=35305754]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35305754,"title":"How cognitive engagement fluctuates during a team- based learning session and how it predicts academic achievement. AUTHORS: Jerome I. Rotgans, Henk G. Schmidt, Preman Rajalingam, Joey Wong Ying Hao, Claire Ann Canning, Michael A. Ferenczi, Naomi Low-Beer","translated_title":"","metadata":{"abstract":"The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and-2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (b = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. 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(2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and-2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (b = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed.","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":55166074,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55166074/thumbnails/1.jpg","file_name":"2017_Rotgans_et_al_AHSE.pdf","download_url":"https://www.academia.edu/attachments/55166074/download_file","bulk_download_file_name":"How_cognitive_engagement_fluctuates_duri.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55166074/2017_Rotgans_et_al_AHSE-libre.pdf?1512099924=\u0026response-content-disposition=attachment%3B+filename%3DHow_cognitive_engagement_fluctuates_duri.pdf\u0026Expires=1743373910\u0026Signature=dNQeFFhOcAuHdFlq5s1tKy2J6XR-3ZZO~7cCy39d3bATmoQL56vhwmbXwIEEFoexsQpRUezwnhmyPOGTUbcB6AQ9C5JMj09NJHrSiszvtXI2~V3-gDt8BUG8JQQ~dObTwr19y5qhlLdbNGi5kj-Fer5kXCeOKjABzl425DEVPxbIcOmm6b3I5KWf2ocq7YQ8Moks~L6FNDVUX1Qh3D9VR~IU6vvUMGePYCwA1QwBaw4aAhe7NaKsz4NYKdOUgOGCVempEOj5GRTaFsRMvhzFezsv68~vqQl1q3YFazKxEAo~LZL1zCMWy5BYELlstb826AptMkLgz-~SvV6BcdmZfQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":595,"name":"Medical Sciences","url":"https://www.academia.edu/Documents/in/Medical_Sciences"},{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"},{"id":4803,"name":"Active Learning","url":"https://www.academia.edu/Documents/in/Active_Learning"},{"id":4885,"name":"Structural Equation Modeling","url":"https://www.academia.edu/Documents/in/Structural_Equation_Modeling"},{"id":100186,"name":"Team-Based Learning","url":"https://www.academia.edu/Documents/in/Team-Based_Learning"},{"id":246733,"name":"Team Based Learning","url":"https://www.academia.edu/Documents/in/Team_Based_Learning"},{"id":414804,"name":"Cognitve psychology","url":"https://www.academia.edu/Documents/in/Cognitve_psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-35305754-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="33402322"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33402322/How_individual_interest_influences_situational_interest_and_how_both_are_related_to_knowledge_acquisition_A_microanalytical_investigation"><img alt="Research paper thumbnail of How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation" class="work-thumbnail" src="https://attachments.academia-assets.com/55165933/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33402322/How_individual_interest_influences_situational_interest_and_how_both_are_related_to_knowledge_acquisition_A_microanalytical_investigation">How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The extent to which a student experiences situational interest during a learning task is dependen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N D 186) and secondary school history students (N D 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="54609845349b04c5afb3f0278c4fb6ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55165933,"asset_id":33402322,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55165933/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33402322"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33402322"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33402322; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33402322]").text(description); $(".js-view-count[data-work-id=33402322]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33402322; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33402322']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "54609845349b04c5afb3f0278c4fb6ad" } } $('.js-work-strip[data-work-id=33402322]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33402322,"title":"How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation","translated_title":"","metadata":{"abstract":"The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N D 186) and secondary school history students (N D 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed."},"translated_abstract":"The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N D 186) and secondary school history students (N D 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed.","internal_url":"https://www.academia.edu/33402322/How_individual_interest_influences_situational_interest_and_how_both_are_related_to_knowledge_acquisition_A_microanalytical_investigation","translated_internal_url":"","created_at":"2017-06-10T06:48:03.731-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":29284184,"work_id":33402322,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":1,"name":"Henk Schmidt","title":"How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation"}],"downloadable_attachments":[{"id":55165933,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55165933/thumbnails/1.jpg","file_name":"2017_Rotgans___Schmidt_JER.pdf","download_url":"https://www.academia.edu/attachments/55165933/download_file","bulk_download_file_name":"How_individual_interest_influences_situa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55165933/2017_Rotgans___Schmidt_JER-libre.pdf?1512098687=\u0026response-content-disposition=attachment%3B+filename%3DHow_individual_interest_influences_situa.pdf\u0026Expires=1743373910\u0026Signature=NGMz0QsGfOmiGHCK6MvcJYa88S1nHD0AHd2qOkiaMqQgpmWszKupgXnHXjGVUHOfbmXDhgljq4Nl9ZDcceWh2SmheH-T7Ms~ubqRJ~0oVrvw2Op1BvBOzq9BThXZk5OC-U4Z5-E1kI4qBT1NSa3PKX1WKoiip6KZ-PRa7KPI1Ctmk4cgIk5mqedF6ooNzgSTBs~SK-KNn-3muggIaT9HvsefDtQH77mww-9-a-lElD6N2MYShpnDF2yxpPUE9bnG-qivu-xQkQZQKrcmPiRbkwe3ndRWL0MioAfDkbPEDMgCGTHbhZi7teHILEdSG9Q6NKSnBRMu5OqsN7XV-IAvDA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"How_individual_interest_influences_situational_interest_and_how_both_are_related_to_knowledge_acquisition_A_microanalytical_investigation","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N D 186) and secondary school history students (N D 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed.","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":55165933,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55165933/thumbnails/1.jpg","file_name":"2017_Rotgans___Schmidt_JER.pdf","download_url":"https://www.academia.edu/attachments/55165933/download_file","bulk_download_file_name":"How_individual_interest_influences_situa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55165933/2017_Rotgans___Schmidt_JER-libre.pdf?1512098687=\u0026response-content-disposition=attachment%3B+filename%3DHow_individual_interest_influences_situa.pdf\u0026Expires=1743373910\u0026Signature=NGMz0QsGfOmiGHCK6MvcJYa88S1nHD0AHd2qOkiaMqQgpmWszKupgXnHXjGVUHOfbmXDhgljq4Nl9ZDcceWh2SmheH-T7Ms~ubqRJ~0oVrvw2Op1BvBOzq9BThXZk5OC-U4Z5-E1kI4qBT1NSa3PKX1WKoiip6KZ-PRa7KPI1Ctmk4cgIk5mqedF6ooNzgSTBs~SK-KNn-3muggIaT9HvsefDtQH77mww-9-a-lElD6N2MYShpnDF2yxpPUE9bnG-qivu-xQkQZQKrcmPiRbkwe3ndRWL0MioAfDkbPEDMgCGTHbhZi7teHILEdSG9Q6NKSnBRMu5OqsN7XV-IAvDA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research"},{"id":50509,"name":"Situational Interest","url":"https://www.academia.edu/Documents/in/Situational_Interest"},{"id":160939,"name":"Path Analysis","url":"https://www.academia.edu/Documents/in/Path_Analysis"},{"id":643132,"name":"Educational Psychology -- Learning Sciences","url":"https://www.academia.edu/Documents/in/Educational_Psychology_--_Learning_Sciences"},{"id":1448732,"name":"Individual Interest","url":"https://www.academia.edu/Documents/in/Individual_Interest"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-33402322-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="31585187"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31585187/Interest_development_Arousing_situational_interest_affects_the_growth_trajectory_of_individual_interest"><img alt="Research paper thumbnail of Interest development: Arousing situational interest affects the growth trajectory of individual interest" class="work-thumbnail" src="https://attachments.academia-assets.com/55165964/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31585187/Interest_development_Arousing_situational_interest_affects_the_growth_trajectory_of_individual_interest">Interest development: Arousing situational interest affects the growth trajectory of individual interest</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Interest has become a central topic in the educational-psychology literature and Hidi and Renning...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Interest has become a central topic in the educational-psychology literature and Hidi and Renninger’s (2006) four-phase model of interest development is its most recent manifestation. However, this model presently enjoys only limited empirical support. To contribute to our understanding of how individual interest in a subject develops in learners, two studies were conducted with primary school science stu- dents. The first study (N = 187) tested the assumption that repeated arousal of situational interest affects the growth of individual interest. Latent growth curve modeling was applied and the results suggest that the arousal of situational interest has a positive effect on the development of individual interest and sig- nificantly influences its growth trajectory. The second study tested the assumption that engaging stu- dents with interest-provoking didactic stimuli, such as problems, is critical to triggering situational interest and increasing individual interest. To test this assumption, four classes of primary school stu- dents (N = 129) were randomly assigned to two conditions in a quasi-experimental setup. The treatment condition received four situational-interest-inducing science problems as part of a course whereas the control condition did not, all other things being equal. The results of latent growth curve modeling revealed that only the group receiving problems experienced repeated arousal of situational interest and its related growth in individual interest. Implications for, and amendments to, the four-phase model of interest development are proposed.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-31585187-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-31585187-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733648/figure-1-study-hypothesized-lgc-model-representing-the"><img alt="Fig. 1. Study 1, hypothesized LGC model representing the different steps in the analyses: Part A: An unconditional growth model of individual interest (II) and part B: LGC model with mean situational interest arousal as a predictor variable. " class="figure-slide-image" src="https://figures.academia-assets.com/55165964/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733650/table-1-study-zero-order-correlations-between-mean"><img alt="Study 1: Zero-order correlations between mean situational interest arousal (Sla) anc individual interest measurements (II1-II4) as well as descriptive statistics (N = 187) Table 1 " class="figure-slide-image" src="https://figures.academia-assets.com/55165964/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733653/table-2-study-zero-order-correlations-between-mean"><img alt="Study 2: Zero-order correlations between mean situational interest arousal (Sla) and individual interest measurements (II1-II4) as well as descriptive statistic for the treatment group (N = 68). * Note: p< 0.01 level. " class="figure-slide-image" src="https://figures.academia-assets.com/55165964/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733656/table-3-study-zero-order-correlations-between-mean"><img alt="Study 2: Zero-order correlations between mean situational interest arousal (Sla) and individual interest measurements (II1-II4) as well as descriptive statistics for the control group (N = 61). ™ Note: p< 0.01 level. " class="figure-slide-image" src="https://figures.academia-assets.com/55165964/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37733659/table-4-study-model-fit-statistics-and-intraindividual-and"><img alt="Study 2: Model fit statistics and intraindividual and interindividual means and variances for the treatment (T problems) and control (C no problems) groups. 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However, this model presently enjoys only limited empirical support. To contribute to our understanding of how individual interest in a subject develops in learners, two studies were conducted with primary school science stu- dents. The first study (N = 187) tested the assumption that repeated arousal of situational interest affects the growth of individual interest. Latent growth curve modeling was applied and the results suggest that the arousal of situational interest has a positive effect on the development of individual interest and sig- nificantly influences its growth trajectory. The second study tested the assumption that engaging stu- dents with interest-provoking didactic stimuli, such as problems, is critical to triggering situational interest and increasing individual interest. To test this assumption, four classes of primary school stu- dents (N = 129) were randomly assigned to two conditions in a quasi-experimental setup. 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AUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede, Ibrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt," class="work-thumbnail" src="https://attachments.academia-assets.com/55165970/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/26238184/Does_time_pressure_have_a_negative_effect_on_diagnostic_accuracy_AUTHORS_Dalal_A_ALQahtani_Jerome_I_Rotgans_Silvia_Mamede_Ibrahim_ALAlwan_Mohi_Eldin_M_Magzoub_Fatheya_M_Altayeb_Manahil_A_Mohamedani_and_Henk_G_Schmidt_">Does time pressure have a negative effect on diagnostic accuracy? AUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede, Ibrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://erasmusmc.academia.edu/JeromeRotgans">Jerome I Rotgans</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">PURPOSE: Studies suggest time pressure has negative effects on physicians' working conditions and...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">PURPOSE:<br />Studies suggest time pressure has negative effects on physicians' working conditions and may lead to suboptimal patient care and medical errors. Experimental evidence supporting this is lacking, however. This study investigated the effect of time pressure on diagnostic accuracy.<br />METHOD:<br />In 2013, senior internal medicine residents at three hospitals in Saudi Arabia were divided randomly into two groups: a time-pressure condition and a control condition without time pressure. Both groups diagnosed eight written clinical cases presented on computers. In the time-pressure condition, after completing each case, participants received information that they were behind schedule. Response time was recorded, and diagnostic accuracy was scored.<br />RESULTS:<br />The 23 participants in the time-pressure condition spent significantly less time diagnosing the cases (mean = 96.00 seconds) than the 19 control participants (mean = 151.97 seconds) (P < .001). Participants under time pressure had a significantly lower diagnostic accuracy score (mean = 0.33; 95% CI, 0.23-0.43) than participants without time pressure (mean = 0.51; 95% CI, 0.42-0.60) (F[1, 41] = 6.90, P = .012, η = 0.15). This suggests participants in the time-pressure condition made on average 37% more errors than control participants.<br />CONCLUSIONS:<br />Time pressure has a negative impact on diagnostic performance. The authors propose that the effect of time pressure on diagnostic accuracy is moderated by both the case difficulty level and the physician's level of experience. Post hoc analyses demonstrated that time pressure affects diagnostic accuracy only if cases are not too difficult and physicians' expertise level is intermediate.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e90f76540154aa8c34b065bdac89a3a5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55165970,"asset_id":26238184,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55165970/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26238184"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26238184"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26238184; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26238184]").text(description); $(".js-view-count[data-work-id=26238184]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26238184; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26238184']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e90f76540154aa8c34b065bdac89a3a5" } } $('.js-work-strip[data-work-id=26238184]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26238184,"title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,","translated_title":"","metadata":{"abstract":"PURPOSE:\nStudies suggest time pressure has negative effects on physicians' working conditions and may lead to suboptimal patient care and medical errors. Experimental evidence supporting this is lacking, however. This study investigated the effect of time pressure on diagnostic accuracy.\nMETHOD:\nIn 2013, senior internal medicine residents at three hospitals in Saudi Arabia were divided randomly into two groups: a time-pressure condition and a control condition without time pressure. Both groups diagnosed eight written clinical cases presented on computers. In the time-pressure condition, after completing each case, participants received information that they were behind schedule. Response time was recorded, and diagnostic accuracy was scored.\nRESULTS:\nThe 23 participants in the time-pressure condition spent significantly less time diagnosing the cases (mean = 96.00 seconds) than the 19 control participants (mean = 151.97 seconds) (P \u003c .001). Participants under time pressure had a significantly lower diagnostic accuracy score (mean = 0.33; 95% CI, 0.23-0.43) than participants without time pressure (mean = 0.51; 95% CI, 0.42-0.60) (F[1, 41] = 6.90, P = .012, η = 0.15). This suggests participants in the time-pressure condition made on average 37% more errors than control participants.\nCONCLUSIONS:\nTime pressure has a negative impact on diagnostic performance. The authors propose that the effect of time pressure on diagnostic accuracy is moderated by both the case difficulty level and the physician's level of experience. Post hoc analyses demonstrated that time pressure affects diagnostic accuracy only if cases are not too difficult and physicians' expertise level is intermediate.","ai_title_tag":"Impact of Time Pressure on Diagnostic Accuracy in Medicine","publication_date":{"day":null,"month":null,"year":2016,"errors":{}}},"translated_abstract":"PURPOSE:\nStudies suggest time pressure has negative effects on physicians' working conditions and may lead to suboptimal patient care and medical errors. Experimental evidence supporting this is lacking, however. This study investigated the effect of time pressure on diagnostic accuracy.\nMETHOD:\nIn 2013, senior internal medicine residents at three hospitals in Saudi Arabia were divided randomly into two groups: a time-pressure condition and a control condition without time pressure. Both groups diagnosed eight written clinical cases presented on computers. In the time-pressure condition, after completing each case, participants received information that they were behind schedule. Response time was recorded, and diagnostic accuracy was scored.\nRESULTS:\nThe 23 participants in the time-pressure condition spent significantly less time diagnosing the cases (mean = 96.00 seconds) than the 19 control participants (mean = 151.97 seconds) (P \u003c .001). Participants under time pressure had a significantly lower diagnostic accuracy score (mean = 0.33; 95% CI, 0.23-0.43) than participants without time pressure (mean = 0.51; 95% CI, 0.42-0.60) (F[1, 41] = 6.90, P = .012, η = 0.15). This suggests participants in the time-pressure condition made on average 37% more errors than control participants.\nCONCLUSIONS:\nTime pressure has a negative impact on diagnostic performance. The authors propose that the effect of time pressure on diagnostic accuracy is moderated by both the case difficulty level and the physician's level of experience. Post hoc analyses demonstrated that time pressure affects diagnostic accuracy only if cases are not too difficult and physicians' expertise level is intermediate.","internal_url":"https://www.academia.edu/26238184/Does_time_pressure_have_a_negative_effect_on_diagnostic_accuracy_AUTHORS_Dalal_A_ALQahtani_Jerome_I_Rotgans_Silvia_Mamede_Ibrahim_ALAlwan_Mohi_Eldin_M_Magzoub_Fatheya_M_Altayeb_Manahil_A_Mohamedani_and_Henk_G_Schmidt_","translated_internal_url":"","created_at":"2016-06-16T17:47:27.758-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":327263,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":21405746,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":122056804,"co_author_invite_id":4796016,"email":"g***@gg.com","affiliation":"University College Cork","display_order":-6,"name":"G G","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":25653736,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":3599539,"co_author_invite_id":null,"email":"q***1@live.com","affiliation":"King Abdulaziz University","display_order":-5,"name":"ĐåĻǻl ÀlQahţani","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":21405747,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":98667051,"co_author_invite_id":4796017,"email":"j***j@gg.com","affiliation":"University of Cambridge","display_order":-4,"name":"kk jj","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":21405748,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":null,"co_author_invite_id":4796018,"email":"j***j@gf.com","display_order":-3,"name":"Altayeb FM","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":21405749,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":122174747,"co_author_invite_id":4796019,"email":"g***g@f.com","display_order":-2,"name":"G G","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"},{"id":21405750,"work_id":26238184,"tagging_user_id":327263,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":-1,"name":"Henk Schmidt","title":"Does time pressure have a negative effect on diagnostic accuracy?\r\n\r\nAUTHORS: Dalal A. ALQahtani, Jerome I. Rotgans, Silvia Mamede,\r\nIbrahim ALAlwan, Mohi Eldin M. Magzoub, Fatheya M. Altayeb, Manahil A. Mohamedani, and Henk G. Schmidt,"}],"downloadable_attachments":[{"id":55165970,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55165970/thumbnails/1.jpg","file_name":"2016_Dalal__et_al_AM.pdf.pdf","download_url":"https://www.academia.edu/attachments/55165970/download_file","bulk_download_file_name":"Does_time_pressure_have_a_negative_effec.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55165970/2016_Dalal__et_al_AM.pdf-libre.pdf?1512099153=\u0026response-content-disposition=attachment%3B+filename%3DDoes_time_pressure_have_a_negative_effec.pdf\u0026Expires=1743245099\u0026Signature=Kxb0~2B0g6HAMeBkfi6yW4Lz8VXWhIXO1O4-D-jQsrXzB8QZ1YQ4-nTKKGGLlk6ANDGz~~3OxNsDkWTMKD326kgeSWhmZbXDCahnzlBaCOEueSJnlNIp5IYB65YnQXeLA0MY7TXPYVVYxcMjg-8bOEvIviufnUS0Hb9cQKDn0dQwMUZqMmUEq4dJoiXCHXLShRSfYtsL5vI2UUEDxzQO96iqJQE~pBNQNlr~6Fe73Rlm2mSsOHhrCZOsvHmso30crG5~eDLEtEhcPyAYEaz4exNk-xJ4txCFcJeR2zlC2avTUtPKNKi70uADLGfpibqfcv2smoU1AbQewsi4YBDLeA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Does_time_pressure_have_a_negative_effect_on_diagnostic_accuracy_AUTHORS_Dalal_A_ALQahtani_Jerome_I_Rotgans_Silvia_Mamede_Ibrahim_ALAlwan_Mohi_Eldin_M_Magzoub_Fatheya_M_Altayeb_Manahil_A_Mohamedani_and_Henk_G_Schmidt_","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"PURPOSE:\nStudies suggest time pressure has negative effects on physicians' working conditions and may lead to suboptimal patient care and medical errors. Experimental evidence supporting this is lacking, however. This study investigated the effect of time pressure on diagnostic accuracy.\nMETHOD:\nIn 2013, senior internal medicine residents at three hospitals in Saudi Arabia were divided randomly into two groups: a time-pressure condition and a control condition without time pressure. Both groups diagnosed eight written clinical cases presented on computers. In the time-pressure condition, after completing each case, participants received information that they were behind schedule. Response time was recorded, and diagnostic accuracy was scored.\nRESULTS:\nThe 23 participants in the time-pressure condition spent significantly less time diagnosing the cases (mean = 96.00 seconds) than the 19 control participants (mean = 151.97 seconds) (P \u003c .001). Participants under time pressure had a significantly lower diagnostic accuracy score (mean = 0.33; 95% CI, 0.23-0.43) than participants without time pressure (mean = 0.51; 95% CI, 0.42-0.60) (F[1, 41] = 6.90, P = .012, η = 0.15). This suggests participants in the time-pressure condition made on average 37% more errors than control participants.\nCONCLUSIONS:\nTime pressure has a negative impact on diagnostic performance. The authors propose that the effect of time pressure on diagnostic accuracy is moderated by both the case difficulty level and the physician's level of experience. Post hoc analyses demonstrated that time pressure affects diagnostic accuracy only if cases are not too difficult and physicians' expertise level is intermediate.","owner":{"id":327263,"first_name":"Jerome","middle_initials":"I","last_name":"Rotgans","page_name":"JeromeRotgans","domain_name":"erasmusmc","created_at":"2011-02-09T06:50:55.932-08:00","display_name":"Jerome I Rotgans","url":"https://erasmusmc.academia.edu/JeromeRotgans"},"attachments":[{"id":55165970,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/55165970/thumbnails/1.jpg","file_name":"2016_Dalal__et_al_AM.pdf.pdf","download_url":"https://www.academia.edu/attachments/55165970/download_file","bulk_download_file_name":"Does_time_pressure_have_a_negative_effec.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/55165970/2016_Dalal__et_al_AM.pdf-libre.pdf?1512099153=\u0026response-content-disposition=attachment%3B+filename%3DDoes_time_pressure_have_a_negative_effec.pdf\u0026Expires=1743245099\u0026Signature=Kxb0~2B0g6HAMeBkfi6yW4Lz8VXWhIXO1O4-D-jQsrXzB8QZ1YQ4-nTKKGGLlk6ANDGz~~3OxNsDkWTMKD326kgeSWhmZbXDCahnzlBaCOEueSJnlNIp5IYB65YnQXeLA0MY7TXPYVVYxcMjg-8bOEvIviufnUS0Hb9cQKDn0dQwMUZqMmUEq4dJoiXCHXLShRSfYtsL5vI2UUEDxzQO96iqJQE~pBNQNlr~6Fe73Rlm2mSsOHhrCZOsvHmso30crG5~eDLEtEhcPyAYEaz4exNk-xJ4txCFcJeR2zlC2avTUtPKNKi70uADLGfpibqfcv2smoU1AbQewsi4YBDLeA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education"},{"id":331153,"name":"Diagnostic Reasoning","url":"https://www.academia.edu/Documents/in/Diagnostic_Reasoning"}],"urls":[{"id":7217272,"url":"http://www.ncbi.nlm.nih.gov/pubmed/26826069"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-26238184-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2293205"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2293205/Problem_based_learning_is_compatible_with_human_cognitive_architecture_Commentary_on_Kirschner_Sweller_and_Clark_2006_"><img alt="Research paper thumbnail of Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)" class="work-thumbnail" src="https://attachments.academia-assets.com/30355349/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2293205/Problem_based_learning_is_compatible_with_human_cognitive_architecture_Commentary_on_Kirschner_Sweller_and_Clark_2006_">Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Educational Psychologist</span><span>, Jan 1, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">suggest that unguided or minimally guided instructional approaches are less effective and efficie...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation of problem-based learning with minimally guided instruction. In this commentary, we argue that problem-based learning is an instructional approach that allows for flexible adaptation of guidance, and that, contrary to Kirschner et al.'s conclusions, its underlying principles are very well compatible with the manner in which our cognitive structures are organized.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="016990043922eefc97049ef969c03e43" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30355349,"asset_id":2293205,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30355349/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2293205"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2293205"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2293205; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2293205]").text(description); $(".js-view-count[data-work-id=2293205]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2293205; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2293205']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "016990043922eefc97049ef969c03e43" } } $('.js-work-strip[data-work-id=2293205]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2293205,"title":"Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","grobid_abstract":"suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation of problem-based learning with minimally guided instruction. In this commentary, we argue that problem-based learning is an instructional approach that allows for flexible adaptation of guidance, and that, contrary to Kirschner et al.'s conclusions, its underlying principles are very well compatible with the manner in which our cognitive structures are organized.","publication_date":{"day":1,"month":1,"year":2007,"errors":{}},"publication_name":"Educational Psychologist","grobid_abstract_attachment_id":30355349},"translated_abstract":null,"internal_url":"https://www.academia.edu/2293205/Problem_based_learning_is_compatible_with_human_cognitive_architecture_Commentary_on_Kirschner_Sweller_and_Clark_2006_","translated_internal_url":"","created_at":"2012-12-14T16:46:01.663-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":17983453,"work_id":2293205,"tagging_user_id":2896860,"tagged_user_id":null,"co_author_invite_id":285453,"email":"l***s@fsw.eur.nl","display_order":0,"name":"Sofie Loyens","title":"Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006)"},{"id":17983470,"work_id":2293205,"tagging_user_id":2896860,"tagged_user_id":40511996,"co_author_invite_id":null,"email":"v***g@fsw.eur.nl","display_order":4194304,"name":"T. 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While we concur with the authors on this point, we do not agree to their equation of problem-based learning with minimally guided instruction. In this commentary, we argue that problem-based learning is an instructional approach that allows for flexible adaptation of guidance, and that, contrary to Kirschner et al.'s conclusions, its underlying principles are very well compatible with the manner in which our cognitive structures are organized.","owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":30355349,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30355349/thumbnails/1.jpg","file_name":"schmidt_etal_ep07.pdf","download_url":"https://www.academia.edu/attachments/30355349/download_file","bulk_download_file_name":"Problem_based_learning_is_compatible_wit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30355349/schmidt_etal_ep07-libre.pdf?1390885015=\u0026response-content-disposition=attachment%3B+filename%3DProblem_based_learning_is_compatible_wit.pdf\u0026Expires=1743373910\u0026Signature=JX-J-UJEAoetueI6ZZbWXd38cuq-akHupUfdndlVEsHy-seXY7O16EcsNysZtKlS3OWzcLxBPYDQ6qeO92ir-EkoNnZl9MK3nhzq3u4GZ8tERlarOmdl6jeUoR1WkCpyBpWRntjeERl868o4nCHY7FJYteDIJXI~Df7I3L3UJaKhC~BggaUVLRBgezZXbz702QTrhwjsbkpxviihsS1ueG9Dob~Q0rRh~O2DmbCfI-ZiODAJldGCEnkZtUPJVbXyyO08WkVHy1JuEgsiB1FuAFHKmhKVXfzr2pl58WPppBkqPXVw9OpLdvD2HbXmkLlxFH~MT2F1rAg2jVX1i1o3LA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":10668,"name":"Problem Based Learning","url":"https://www.academia.edu/Documents/in/Problem_Based_Learning"},{"id":22558,"name":"Role of the Educational Psychologist","url":"https://www.academia.edu/Documents/in/Role_of_the_Educational_Psychologist"},{"id":33788,"name":"Cognitive Architecture","url":"https://www.academia.edu/Documents/in/Cognitive_Architecture"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational"},{"id":1335649,"name":"Cognitive Structure","url":"https://www.academia.edu/Documents/in/Cognitive_Structure"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2293205-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2293225"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2293225/Memory_load_and_the_cognitive_pupillary_response_in_aging"><img alt="Research paper thumbnail of Memory load and the cognitive pupillary response in aging" class="work-thumbnail" src="https://attachments.academia-assets.com/50684006/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2293225/Memory_load_and_the_cognitive_pupillary_response_in_aging">Memory load and the cognitive pupillary response in aging</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Psychophysiology</span><span>, Jan 1, 2004</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older adults was investigated. Mean pupil dilation and reaction time were measured during a Sternberg memory-search task, which involved six levels of memory load. A classic interaction pattern was obtained in which the reaction times of the elderly participants increased more as a function of memory load than the reaction times of the young participants. In the encoding phase of the experiment, mean dilation increased with memory load. No age differences were observed here. In the search phase of the experiment, however, mean pupil dilation was considerably greater in the young than in the elderly participants. Moreover, mean dilation of the older participants was not sensitive to memory load, whereas mean dilation increased as a function of memory load in the young participants. The results suggest that the usefulness of the pupillary response as a correlate of subtle fluctuations in memory load diminishes with old age.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="32a8d8243e31c7741f8a6a531f893a55" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50684006,"asset_id":2293225,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50684006/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2293225"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2293225"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2293225; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2293225]").text(description); $(".js-view-count[data-work-id=2293225]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2293225; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2293225']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "32a8d8243e31c7741f8a6a531f893a55" } } $('.js-work-strip[data-work-id=2293225]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2293225,"title":"Memory load and the cognitive pupillary response in aging","translated_title":"","metadata":{"abstract":"The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older adults was investigated. Mean pupil dilation and reaction time were measured during a Sternberg memory-search task, which involved six levels of memory load. A classic interaction pattern was obtained in which the reaction times of the elderly participants increased more as a function of memory load than the reaction times of the young participants. In the encoding phase of the experiment, mean dilation increased with memory load. No age differences were observed here. In the search phase of the experiment, however, mean pupil dilation was considerably greater in the young than in the elderly participants. Moreover, mean dilation of the older participants was not sensitive to memory load, whereas mean dilation increased as a function of memory load in the young participants. The results suggest that the usefulness of the pupillary response as a correlate of subtle fluctuations in memory load diminishes with old age.","publisher":"Wiley Online Library","publication_date":{"day":1,"month":1,"year":2004,"errors":{}},"publication_name":"Psychophysiology"},"translated_abstract":"The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older adults was investigated. Mean pupil dilation and reaction time were measured during a Sternberg memory-search task, which involved six levels of memory load. A classic interaction pattern was obtained in which the reaction times of the elderly participants increased more as a function of memory load than the reaction times of the young participants. In the encoding phase of the experiment, mean dilation increased with memory load. No age differences were observed here. In the search phase of the experiment, however, mean pupil dilation was considerably greater in the young than in the elderly participants. Moreover, mean dilation of the older participants was not sensitive to memory load, whereas mean dilation increased as a function of memory load in the young participants. The results suggest that the usefulness of the pupillary response as a correlate of subtle fluctuations in memory load diminishes with old age.","internal_url":"https://www.academia.edu/2293225/Memory_load_and_the_cognitive_pupillary_response_in_aging","translated_internal_url":"","created_at":"2012-12-14T16:46:04.590-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":17983488,"work_id":2293225,"tagging_user_id":2896860,"tagged_user_id":36968569,"co_author_invite_id":null,"email":"p***n@maastrichtuniversity.nl","affiliation":"Maastricht University, Faculty of Health Medicine and Life sciences","display_order":0,"name":"Pascal Van Gerven","title":"Memory load and the cognitive pupillary response in aging"},{"id":17983493,"work_id":2293225,"tagging_user_id":2896860,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":4194304,"name":"Henk Schmidt","title":"Memory load and the cognitive pupillary response in aging"},{"id":17983541,"work_id":2293225,"tagging_user_id":2896860,"tagged_user_id":35159325,"co_author_invite_id":null,"email":"j***r@maastrichtuniversity.nl","display_order":6291456,"name":"Jeroen van Merrienboer","title":"Memory load and the cognitive pupillary response in aging"}],"downloadable_attachments":[{"id":50684006,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50684006/thumbnails/1.jpg","file_name":"j.1469-8986.2003.00148.x20161202-29337-1cvqcyi.pdf","download_url":"https://www.academia.edu/attachments/50684006/download_file","bulk_download_file_name":"Memory_load_and_the_cognitive_pupillary.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50684006/j.1469-8986.2003.00148.x20161202-29337-1cvqcyi-libre.pdf?1480714577=\u0026response-content-disposition=attachment%3B+filename%3DMemory_load_and_the_cognitive_pupillary.pdf\u0026Expires=1743373910\u0026Signature=Jvz78p5zwWfkSnUGy0FV1OvzaL6Qqu4MpdK6wQ9z-r7uUJt7A0naHwY4HEFqu-KaivXOaAfiVGP6ldOjnEVlkaKCA1zkIPNWvudJF78NaPPvP-FtYBLSWiu0Nxir49~IuBnTfnPFb95fy6g7M7vsF-EPvIxoYTBmYkp7IozYbxbRbWXqs-XA2A8msZU-inwPXXnoiLROogDoOlehmPvhq~vvSQ4h14II4zturhsCag4xpOYMqzgh8VzC9rSc93O4R8KIi3Eozju90DCpMKIQSGngij1CWGOaHmjjWByzL2Se2e9wepOGrAz6xDSpEBRdt2oQ7mJT0~b7MbFuyaVv1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Memory_load_and_the_cognitive_pupillary_response_in_aging","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"The effect of memory load on the cognitive pupillary response among 16 young adults and 16 older adults was investigated. Mean pupil dilation and reaction time were measured during a Sternberg memory-search task, which involved six levels of memory load. A classic interaction pattern was obtained in which the reaction times of the elderly participants increased more as a function of memory load than the reaction times of the young participants. In the encoding phase of the experiment, mean dilation increased with memory load. No age differences were observed here. In the search phase of the experiment, however, mean pupil dilation was considerably greater in the young than in the elderly participants. Moreover, mean dilation of the older participants was not sensitive to memory load, whereas mean dilation increased as a function of memory load in the young participants. The results suggest that the usefulness of the pupillary response as a correlate of subtle fluctuations in memory load diminishes with old age.","owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":50684006,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/50684006/thumbnails/1.jpg","file_name":"j.1469-8986.2003.00148.x20161202-29337-1cvqcyi.pdf","download_url":"https://www.academia.edu/attachments/50684006/download_file","bulk_download_file_name":"Memory_load_and_the_cognitive_pupillary.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/50684006/j.1469-8986.2003.00148.x20161202-29337-1cvqcyi-libre.pdf?1480714577=\u0026response-content-disposition=attachment%3B+filename%3DMemory_load_and_the_cognitive_pupillary.pdf\u0026Expires=1743373910\u0026Signature=Jvz78p5zwWfkSnUGy0FV1OvzaL6Qqu4MpdK6wQ9z-r7uUJt7A0naHwY4HEFqu-KaivXOaAfiVGP6ldOjnEVlkaKCA1zkIPNWvudJF78NaPPvP-FtYBLSWiu0Nxir49~IuBnTfnPFb95fy6g7M7vsF-EPvIxoYTBmYkp7IozYbxbRbWXqs-XA2A8msZU-inwPXXnoiLROogDoOlehmPvhq~vvSQ4h14II4zturhsCag4xpOYMqzgh8VzC9rSc93O4R8KIi3Eozju90DCpMKIQSGngij1CWGOaHmjjWByzL2Se2e9wepOGrAz6xDSpEBRdt2oQ7mJT0~b7MbFuyaVv1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1026,"name":"Psychophysiology","url":"https://www.academia.edu/Documents/in/Psychophysiology"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":47884,"name":"Biological Sciences","url":"https://www.academia.edu/Documents/in/Biological_Sciences"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged"},{"id":855644,"name":"Pupil","url":"https://www.academia.edu/Documents/in/Pupil"}],"urls":[{"id":419494,"url":"http://www.blackwell-synergy.com/links/doi/10.1111%2Fj.1469-8986.2003.00148.x"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2293225-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2293231"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/2293231/Cognitive_load_theory_and_the_acquisition_of_complex_cognitive_skills_in_the_elderly_Towards_an_integrative_framework"><img alt="Research paper thumbnail of Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Educational …</span><span>, Jan 1, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Page 1. Educational Gerontology, 26 : 503521, 2000 Copyright 2000 Taylor &amp; Francis Ó 0360-12...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Page 1. Educational Gerontology, 26 : 503521, 2000 Copyright 2000 Taylor &amp; Francis Ó 0360-1277/00 $12.00 1 .00 COGNITIVE LOAD THEORY AND THE ACQUISITION OF COMPLEX COGNITIVE SKILLS IN THE ELDERLY: TOWARDS AN INTEGRATIVE FRAMEWORK ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2293231"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2293231"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2293231; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2293231]").text(description); $(".js-view-count[data-work-id=2293231]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2293231; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2293231']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2293231]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2293231,"title":"Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework","translated_title":"","metadata":{"abstract":"Page 1. 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Educational Gerontology, 26 : 503521, 2000 Copyright 2000 Taylor \u0026amp; Francis Ó 0360-1277/00 $12.00 1 .00 COGNITIVE LOAD THEORY AND THE ACQUISITION OF COMPLEX COGNITIVE SKILLS IN THE ELDERLY: TOWARDS AN INTEGRATIVE FRAMEWORK ...","owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[],"research_interests":[{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences"},{"id":318095,"name":"Educational Gerontology","url":"https://www.academia.edu/Documents/in/Educational_Gerontology"}],"urls":[]}, dispatcherData: dispatcherData }); 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multimedia learning into old age</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>British Journal of Educational Psychology</span><span>, Jan 1, 2003</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">On the basis of a multimodal model of working memory, cognitive load theory predicts that a multi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">On the basis of a multimodal model of working memory, 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class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2293202/Cognitive_load_theory_and_aging_effects_of_worked_examples_on_training_efficiency"><img alt="Research paper thumbnail of Cognitive load theory and aging: effects of worked examples on training efficiency" class="work-thumbnail" src="https://attachments.academia-assets.com/36183031/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2293202/Cognitive_load_theory_and_aging_effects_of_worked_examples_on_training_efficiency">Cognitive load theory and aging: effects of worked examples on training efficiency</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/FredPaas">Fred Paas</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Learning and Instruction</span><span>, Jan 1, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Cognitive load theory (CLT) is aimed at developing training material that efficiently makes use o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Cognitive load theory (CLT) is aimed at developing training material that efficiently makes use of the available cognitive processing capacity and stimulates the learner's ability to use acquired knowledge and skills in new situations. It is claimed that CLT-based training formats meet the cognitive abilities of elderly learners particularly well. That is, cognitive aging brings about several declines of working memory, which impede the acquisition of complex cognitive skills. By making an optimal use of the 'remaining' cognitive resources, learning can be enhanced. For that purpose, CLT provides a promising range of training formats that have proven their effectiveness relative to conventional formats in young adults. This article presents an experimental study (N=54) aimed at the efficiency of worked examples as a substitute for conventional practice problems in training both elderly and young adults. According to CLT, studying worked examples is a more efficient means of training complex skills than solving conventional problems. As predicted, the results show that -with respect to the elderlythe efficiency of studying worked examples is higher than the efficiency of solving conventional problems in that less training time and cognitive load leads to a comparable level of performance. </span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="661e5068f9b34682ab797b4f02e56b53" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36183031,"asset_id":2293202,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36183031/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2293202"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2293202"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2293202; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2293202]").text(description); $(".js-view-count[data-work-id=2293202]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2293202; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2293202']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "661e5068f9b34682ab797b4f02e56b53" } } $('.js-work-strip[data-work-id=2293202]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2293202,"title":"Cognitive load theory and aging: effects of worked examples on training efficiency","translated_title":"","metadata":{"ai_title_tag":"Worked Examples Enhance Learning in Elderly","grobid_abstract":"Cognitive load theory (CLT) is aimed at developing training material that efficiently makes use of the available cognitive processing capacity and stimulates the learner's ability to use acquired knowledge and skills in new situations. 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As predicted, the results show that -with respect to the elderlythe efficiency of studying worked examples is higher than the efficiency of solving conventional problems in that less training time and cognitive load leads to a comparable level of performance. ","publication_date":{"day":1,"month":1,"year":2002,"errors":{}},"publication_name":"Learning and Instruction","grobid_abstract_attachment_id":36183031},"translated_abstract":null,"internal_url":"https://www.academia.edu/2293202/Cognitive_load_theory_and_aging_effects_of_worked_examples_on_training_efficiency","translated_internal_url":"","created_at":"2012-12-14T16:46:01.198-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":17983487,"work_id":2293202,"tagging_user_id":2896860,"tagged_user_id":36968569,"co_author_invite_id":null,"email":"p***n@maastrichtuniversity.nl","affiliation":"Maastricht University, Faculty of Health Medicine and Life sciences","display_order":0,"name":"Pascal Van Gerven","title":"Cognitive load theory and aging: effects of worked examples on training efficiency"},{"id":17983491,"work_id":2293202,"tagging_user_id":2896860,"tagged_user_id":418180,"co_author_invite_id":null,"email":"s***t@fsw.eur.nl","affiliation":"Erasmus University Rotterdam","display_order":4194304,"name":"Henk Schmidt","title":"Cognitive load theory and aging: effects of worked examples on training efficiency"}],"downloadable_attachments":[{"id":36183031,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/36183031/thumbnails/1.jpg","file_name":"GervenLandi.pdf","download_url":"https://www.academia.edu/attachments/36183031/download_file","bulk_download_file_name":"Cognitive_load_theory_and_aging_effects.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/36183031/GervenLandi-libre.pdf?1420646505=\u0026response-content-disposition=attachment%3B+filename%3DCognitive_load_theory_and_aging_effects.pdf\u0026Expires=1743373910\u0026Signature=Xe2h~8IR~wW7ZbhsPBlJDo0GkngQjvybiHK4WB1AoskGwDwwdJlYKT-euHFut66lKVHCIm8nFauc2ZhFhwy53ki6P0PJjCj-Pfhjvehq1iosJaIW0zKFhmXJv8b3~eOZZFYBz~V75ifkbtTYuDXir1G6PkUCSmwHIYdP2KxH8ExHVK4YnrKePSGjLIK~jPlWeXXmr540D0Sb56RwvqGK6Tlf0hyf9L4N0QR6SackStVecn8e3CIThSK4sbOLsrML8vLI8n4jSa1zGw3XhrHVAKWyzrM~pNBJEzzyxis7OSa79RV3Mq1puVGpA3VyEIRU80CdP1pDE7ALPj4kEOGqJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Cognitive_load_theory_and_aging_effects_of_worked_examples_on_training_efficiency","translated_slug":"","page_count":19,"language":"en","content_type":"Work","summary":"Cognitive load theory (CLT) is aimed at developing training material that efficiently makes use of the available cognitive processing capacity and stimulates the learner's ability to use acquired knowledge and skills in new situations. 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As predicted, the results show that -with respect to the elderlythe efficiency of studying worked examples is higher than the efficiency of solving conventional problems in that less training time and cognitive load leads to a comparable level of performance. ","owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":36183031,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/36183031/thumbnails/1.jpg","file_name":"GervenLandi.pdf","download_url":"https://www.academia.edu/attachments/36183031/download_file","bulk_download_file_name":"Cognitive_load_theory_and_aging_effects.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/36183031/GervenLandi-libre.pdf?1420646505=\u0026response-content-disposition=attachment%3B+filename%3DCognitive_load_theory_and_aging_effects.pdf\u0026Expires=1743373910\u0026Signature=Xe2h~8IR~wW7ZbhsPBlJDo0GkngQjvybiHK4WB1AoskGwDwwdJlYKT-euHFut66lKVHCIm8nFauc2ZhFhwy53ki6P0PJjCj-Pfhjvehq1iosJaIW0zKFhmXJv8b3~eOZZFYBz~V75ifkbtTYuDXir1G6PkUCSmwHIYdP2KxH8ExHVK4YnrKePSGjLIK~jPlWeXXmr540D0Sb56RwvqGK6Tlf0hyf9L4N0QR6SackStVecn8e3CIThSK4sbOLsrML8vLI8n4jSa1zGw3XhrHVAKWyzrM~pNBJEzzyxis7OSa79RV3Mq1puVGpA3VyEIRU80CdP1pDE7ALPj4kEOGqJg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":7341,"name":"Cognitive Load Theory","url":"https://www.academia.edu/Documents/in/Cognitive_Load_Theory"},{"id":8538,"name":"Working Memory","url":"https://www.academia.edu/Documents/in/Working_Memory"},{"id":33733,"name":"Cognitive Aging","url":"https://www.academia.edu/Documents/in/Cognitive_Aging"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning"},{"id":64351,"name":"Cognitive Load","url":"https://www.academia.edu/Documents/in/Cognitive_Load"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult"},{"id":154636,"name":"Cognitive Process","url":"https://www.academia.edu/Documents/in/Cognitive_Process"},{"id":215075,"name":"Experimental Study","url":"https://www.academia.edu/Documents/in/Experimental_Study"},{"id":428130,"name":"Cognitive Ability","url":"https://www.academia.edu/Documents/in/Cognitive_Ability"},{"id":491317,"name":"Age effect","url":"https://www.academia.edu/Documents/in/Age_effect"},{"id":533729,"name":"Learning and Instruction","url":"https://www.academia.edu/Documents/in/Learning_and_Instruction"},{"id":1143424,"name":"Cognitive Skills","url":"https://www.academia.edu/Documents/in/Cognitive_Skills"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2293202-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443354"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/23443354/The_advantages_of_problem_based_curricula"><img alt="Research paper thumbnail of The advantages of problem-based curricula" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The advantages of problem-based curricula</div><div class="wp-workCard_item"><span>Postgraduate Medical Journal</span><span>, 1996</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Problem-based curricula provide a learning environment in which competence is fostered not primar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443354"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443354"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443354; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443354]").text(description); $(".js-view-count[data-work-id=23443354]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443354; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443354']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=23443354]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443354,"title":"The advantages of problem-based curricula","translated_title":"","metadata":{"abstract":"Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of","publication_date":{"day":null,"month":null,"year":1996,"errors":{}},"publication_name":"Postgraduate Medical Journal"},"translated_abstract":"Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of","internal_url":"https://www.academia.edu/23443354/The_advantages_of_problem_based_curricula","translated_internal_url":"","created_at":"2016-03-19T04:09:36.490-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":418180,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_advantages_of_problem_based_curricula","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of","owner":{"id":418180,"first_name":"Henk","middle_initials":null,"last_name":"Schmidt","page_name":"HenkSchmidt","domain_name":"eur","created_at":"2011-04-28T12:21:26.642-07:00","display_name":"Henk Schmidt","url":"https://eur.academia.edu/HenkSchmidt"},"attachments":[],"research_interests":[{"id":94284,"name":"Postgraduate medical education","url":"https://www.academia.edu/Documents/in/Postgraduate_medical_education"}],"urls":[{"id":6921605,"url":"http://dx.doi.org/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-23443354-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443353"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23443353/Reliability_factor_structure_and_validity_of_the_Dutch_Eysenck_Personality_Profiler"><img alt="Research paper thumbnail of Reliability, factor structure and validity of the Dutch Eysenck Personality Profiler" class="work-thumbnail" src="https://attachments.academia-assets.com/43885610/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23443353/Reliability_factor_structure_and_validity_of_the_Dutch_Eysenck_Personality_Profiler">Reliability, factor structure and validity of the Dutch Eysenck Personality Profiler</a></div><div class="wp-workCard_item"><span>Personality and Individual Differences</span><span>, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Eysenck Personality Pro®ler (EPP) is a questionnaire measuring 21 primary personality traits ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Eysenck Personality Pro®ler (EPP) is a questionnaire measuring 21 primary personality traits that are thought to constitute the three supertraits of Extraversion, Neuroticism and Psychoticism. The present study examined the reliability, factor structure and convergent validity of the Dutch translation of the EPP in a sample of introductory psychology students N 215). Results indicate that the internal consistency of most EPP scales was satisfactory. Furthermore, exploratory and con®rmatory factor analyses showed that the to-be-expected three-factor structure provided a reasonable ®t for EPP data. Finally, Extraversion, Neuroticism and Psychoticism were found to correlate in a meaningful way with the``big 5'' supertraits as indexed by the Five-Factor Personality Inventory. 7</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-23443353-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-23443353-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999697/table-1-the-eysenck-personality-profiler-three-supertraits"><img alt="The Eysenck Personality Profiler: three supertraits (Extraversion, Neuroticism and Psychoticism), 21 primary traits, a description and an example of an item of each trait " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999704/table-2-means-standard-deviations-gender-differences-and"><img alt="Means (standard deviations), gender differences and reliability coefficients (Cronbach’s alphas) for the various scales of the Eysenck Personality Profiler * Significant gender difference at P < 0.05/28. > The Short Extraversion scale consists of Active, Sociability and Assertiveness. ©The Short Neuroticism scale consists of Inferiority, Unhappiness and Anxiety. “The Short Psychoticism scale consists of Risk-taking, Impulsiveness and Irresponsibilit: " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999713/table-3-only-factor-loadings-are-shown-factor-loadings-of"><img alt="* Only factor loadings >0.30 are shown. Factor loadings of EPP scales that load on the hypothesized superfactor are printed in bold. Factor structure obtained by means of exploratory factor analysis (principal components, oblimin rotated) of the 21 Eysenck Personality Profiler scales* " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999718/table-4-only-factor-loadings-are-shown-factor-loadings-of"><img alt="* Only factor loadings >0.30 are shown. Factor loadings of EPP scales that load on the hypothesized superfactor are printed in bold. Factor structure obtained by means of exploratory factor analysis (principal components, oblimin rotated) of the nine Short version Eysenck Personality Profiler scales* Table 4 " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22999722/table-5-correlations-corrected-for-gender-between-the"><img alt="Correlations (corrected for gender) between the Eysenck Personality Profiler supertraits and the “big 5’? as measured by the FFPI* * N = 163. FFPI=Five Factor Personality Inventory. *P < 0.05/15. Correlations between scales that were pre- dicted to be linked are printed in bold. Table 5 " class="figure-slide-image" src="https://figures.academia-assets.com/43885610/table_005.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-23443353-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a3dc6fa4683c8d0b3bb21f91614a9fe" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43885610,"asset_id":23443353,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43885610/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443353"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443353"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443353; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443353]").text(description); $(".js-view-count[data-work-id=23443353]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443353; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443353']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a3dc6fa4683c8d0b3bb21f91614a9fe" } } $('.js-work-strip[data-work-id=23443353]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443353,"title":"Reliability, factor structure and validity of the Dutch Eysenck Personality Profiler","translated_title":"","metadata":{"grobid_abstract":"The Eysenck Personality Pro®ler (EPP) is a questionnaire measuring 21 primary personality traits that are thought to constitute the three supertraits of Extraversion, Neuroticism and Psychoticism. 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Finally, Extraversion, Neuroticism and Psychoticism were found to correlate in a meaningful way with the``big 5'' supertraits as indexed by the Five-Factor Personality Inventory. 7","publication_date":{"day":null,"month":null,"year":2000,"errors":{}},"publication_name":"Personality and Individual Differences","grobid_abstract_attachment_id":43885610},"translated_abstract":null,"internal_url":"https://www.academia.edu/23443353/Reliability_factor_structure_and_validity_of_the_Dutch_Eysenck_Personality_Profiler","translated_internal_url":"","created_at":"2016-03-19T04:09:36.238-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":418180,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":43885610,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885610/thumbnails/1.jpg","file_name":"Reliability_factor_structure_and_validit20160319-3049-1qap1jk.pdf","download_url":"https://www.academia.edu/attachments/43885610/download_file","bulk_download_file_name":"Reliability_factor_structure_and_validit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885610/Reliability_factor_structure_and_validit20160319-3049-1qap1jk-libre.pdf?1458389640=\u0026response-content-disposition=attachment%3B+filename%3DReliability_factor_structure_and_validit.pdf\u0026Expires=1743373910\u0026Signature=BxEoPi1MXBb4s15Ckmw47dqk53gzEF-lacvB~WCvVZxtzlZYAqvFYIdAycSXPgixUxjjwi9EqPn9ywwUzDSqbi4nwEW2zwvPYqwKYh~VU6e9Nn6E76H2urYef6ARGkWp73H8R7G0H3Hwo5xTtE0CksQiIHY2Fg3iwcRDwcs60wU~2sBrF1BfDKZjgn182g9FPBejCafnvgLYHO5rqjVVFoOuMeTLE487poACZsMbVfLnUnfgP4i91XkJGWDXXitQvnS0cOZSbJhOpfsGpOz6TdImKeb0B2BXrER3AHgm8dudk6FjrEbU0ABj-4DcvlXK5EbUlAkmHw37Gj0dlSAVoQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Reliability_factor_structure_and_validity_of_the_Dutch_Eysenck_Personality_Profiler","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"The Eysenck Personality Pro®ler (EPP) is a questionnaire measuring 21 primary personality traits that are thought to constitute the three supertraits of Extraversion, Neuroticism and Psychoticism. The present study examined the reliability, factor structure and convergent validity of the Dutch translation of the EPP in a sample of introductory psychology students N 215). Results indicate that the internal consistency of most EPP scales was satisfactory. Furthermore, exploratory and con®rmatory factor analyses showed that the to-be-expected three-factor structure provided a reasonable ®t for EPP data. Finally, Extraversion, Neuroticism and Psychoticism were found to correlate in a meaningful way with the``big 5'' supertraits as indexed by the Five-Factor Personality Inventory. 7","owner":{"id":418180,"first_name":"Henk","middle_initials":null,"last_name":"Schmidt","page_name":"HenkSchmidt","domain_name":"eur","created_at":"2011-04-28T12:21:26.642-07:00","display_name":"Henk Schmidt","url":"https://eur.academia.edu/HenkSchmidt"},"attachments":[{"id":43885610,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885610/thumbnails/1.jpg","file_name":"Reliability_factor_structure_and_validit20160319-3049-1qap1jk.pdf","download_url":"https://www.academia.edu/attachments/43885610/download_file","bulk_download_file_name":"Reliability_factor_structure_and_validit.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885610/Reliability_factor_structure_and_validit20160319-3049-1qap1jk-libre.pdf?1458389640=\u0026response-content-disposition=attachment%3B+filename%3DReliability_factor_structure_and_validit.pdf\u0026Expires=1743373910\u0026Signature=BxEoPi1MXBb4s15Ckmw47dqk53gzEF-lacvB~WCvVZxtzlZYAqvFYIdAycSXPgixUxjjwi9EqPn9ywwUzDSqbi4nwEW2zwvPYqwKYh~VU6e9Nn6E76H2urYef6ARGkWp73H8R7G0H3Hwo5xTtE0CksQiIHY2Fg3iwcRDwcs60wU~2sBrF1BfDKZjgn182g9FPBejCafnvgLYHO5rqjVVFoOuMeTLE487poACZsMbVfLnUnfgP4i91XkJGWDXXitQvnS0cOZSbJhOpfsGpOz6TdImKeb0B2BXrER3AHgm8dudk6FjrEbU0ABj-4DcvlXK5EbUlAkmHw37Gj0dlSAVoQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality"},{"id":102086,"name":"Personality and Individual Differences","url":"https://www.academia.edu/Documents/in/Personality_and_Individual_Differences"},{"id":749302,"name":"Indexation","url":"https://www.academia.edu/Documents/in/Indexation"},{"id":1033644,"name":"Factor structure","url":"https://www.academia.edu/Documents/in/Factor_structure"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-23443353-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443352"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23443352/Determinants_of_Effective_Clinical_Learning_A_Student_and_Teacher_Perspective_in_Saudi_Arabia"><img alt="Research paper thumbnail of Determinants of Effective Clinical Learning: A Student and Teacher Perspective in Saudi Arabia" class="work-thumbnail" src="https://attachments.academia-assets.com/43885612/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23443352/Determinants_of_Effective_Clinical_Learning_A_Student_and_Teacher_Perspective_in_Saudi_Arabia">Determinants of Effective Clinical Learning: A Student and Teacher Perspective in Saudi Arabia</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Context: Graduating clinically competent medical students is probably the principal objective of ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Context: Graduating clinically competent medical students is probably the principal objective of all medical curricula. Training for clinical competence is rather a complex process and to be effective requires involving all stakeholders, including students, in the processes of planning and implanting the curriculum. This study explores the perceptions of students of the College of Medicine at King Abdul-Aziz Bin Saud University for Health Sciences (KASU-HS), Riyadh, Saudi Arabia of the features of effective clinical rotations by inviting them to answer the question: "Which experiences or activities in your opinion have contributed to the development of your clinical competence? This college was established in 2004 and adopted a problem-based learning curriculum. Methods: This question was posed to 24 medical students divided into three focus groups. A fourth focus group interview was conducted with five teachers. Transcriptions of the tape-recorded focus group interviews were qualitatively analyzed using a framework analysis approach. Findings: Students identified five main themes of factors perceived to affect their clinical learning: (1) the provision of authentic clinical learning experiences, (2) good organization of the clinical sessions, (3) issues related to clinical cases, (4) good supervision and (5) students' own learning skills. These themes were further subdivided into 18 sub-themes. Teachers identified three principal themes: (1) organizational issues, (2) appropriate supervision and (3) providing authentic experiences. © AI AlHaqwi, HT van der Molen, HG Schmidt, ME Magzoub, 2010. A licence to publish this material has been given to Education for Health: <a href="http://www.educationforhealth.net/" rel="nofollow">http://www.educationforhealth.net/</a> 2 Conclusion: Consideration of these themes in the process of planning and development of medical curricula could contribute to medical students' effective clinical learning and skills competency.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="de2f50df063af097b7aa0809bf9db9de" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43885612,"asset_id":23443352,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43885612/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443352"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443352]").text(description); $(".js-view-count[data-work-id=23443352]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443352']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "de2f50df063af097b7aa0809bf9db9de" } } $('.js-work-strip[data-work-id=23443352]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443352,"title":"Determinants of Effective Clinical Learning: A Student and Teacher Perspective in Saudi Arabia","translated_title":"","metadata":{"grobid_abstract":"Context: Graduating clinically competent medical students is probably the principal objective of all medical curricula. Training for clinical competence is rather a complex process and to be effective requires involving all stakeholders, including students, in the processes of planning and implanting the curriculum. This study explores the perceptions of students of the College of Medicine at King Abdul-Aziz Bin Saud University for Health Sciences (KASU-HS), Riyadh, Saudi Arabia of the features of effective clinical rotations by inviting them to answer the question: \"Which experiences or activities in your opinion have contributed to the development of your clinical competence? This college was established in 2004 and adopted a problem-based learning curriculum. Methods: This question was posed to 24 medical students divided into three focus groups. A fourth focus group interview was conducted with five teachers. Transcriptions of the tape-recorded focus group interviews were qualitatively analyzed using a framework analysis approach. Findings: Students identified five main themes of factors perceived to affect their clinical learning: (1) the provision of authentic clinical learning experiences, (2) good organization of the clinical sessions, (3) issues related to clinical cases, (4) good supervision and (5) students' own learning skills. These themes were further subdivided into 18 sub-themes. Teachers identified three principal themes: (1) organizational issues, (2) appropriate supervision and (3) providing authentic experiences. © AI AlHaqwi, HT van der Molen, HG Schmidt, ME Magzoub, 2010. A licence to publish this material has been given to Education for Health: http://www.educationforhealth.net/ 2 Conclusion: Consideration of these themes in the process of planning and development of medical curricula could contribute to medical students' effective clinical learning and skills competency.","publication_date":{"day":null,"month":null,"year":2010,"errors":{}},"grobid_abstract_attachment_id":43885612},"translated_abstract":null,"internal_url":"https://www.academia.edu/23443352/Determinants_of_Effective_Clinical_Learning_A_Student_and_Teacher_Perspective_in_Saudi_Arabia","translated_internal_url":"","created_at":"2016-03-19T04:09:35.880-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":418180,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":43885612,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885612/thumbnails/1.jpg","file_name":"Determinants_of_effective_clinical_learn20160319-5330-1prrulg.pdf","download_url":"https://www.academia.edu/attachments/43885612/download_file","bulk_download_file_name":"Determinants_of_Effective_Clinical_Learn.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885612/Determinants_of_effective_clinical_learn20160319-5330-1prrulg-libre.pdf?1458389640=\u0026response-content-disposition=attachment%3B+filename%3DDeterminants_of_Effective_Clinical_Learn.pdf\u0026Expires=1743373910\u0026Signature=VedKUNEnQ4KGfB6QJ8SOc30yEhcB98l-M3638Tq~OwM6lwRxhBKQFh9tbU-XIQ6yvYQbU8w6v0bRwbWmyoqUEA9KmPHjfSDC6AWCHjSv3y2-SNonfJPt0j14peQczoOp5xh9okpr9jfmDOCMezR4IHS9pOdzBWUXzAJxmd6V~u2u~ry2CnPCfFItObFjzpGWgySvg-W7YeZr3hnAYo6ZoBRBZ5eVl715pAyclrxws1xy-rRkkThgH5pRZfVV5pbJBD~y6YmG~ToH9YRLkwyYweqxE2l2s1xJvkuCDpNfIGMmzORrUFN0PxBlfQdH5uVdQ-c41yN0AXoRB1eO6xdrmA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Determinants_of_Effective_Clinical_Learning_A_Student_and_Teacher_Perspective_in_Saudi_Arabia","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"Context: Graduating clinically competent medical students is probably the principal objective of all medical curricula. Training for clinical competence is rather a complex process and to be effective requires involving all stakeholders, including students, in the processes of planning and implanting the curriculum. This study explores the perceptions of students of the College of Medicine at King Abdul-Aziz Bin Saud University for Health Sciences (KASU-HS), Riyadh, Saudi Arabia of the features of effective clinical rotations by inviting them to answer the question: \"Which experiences or activities in your opinion have contributed to the development of your clinical competence? This college was established in 2004 and adopted a problem-based learning curriculum. Methods: This question was posed to 24 medical students divided into three focus groups. A fourth focus group interview was conducted with five teachers. Transcriptions of the tape-recorded focus group interviews were qualitatively analyzed using a framework analysis approach. Findings: Students identified five main themes of factors perceived to affect their clinical learning: (1) the provision of authentic clinical learning experiences, (2) good organization of the clinical sessions, (3) issues related to clinical cases, (4) good supervision and (5) students' own learning skills. These themes were further subdivided into 18 sub-themes. Teachers identified three principal themes: (1) organizational issues, (2) appropriate supervision and (3) providing authentic experiences. © AI AlHaqwi, HT van der Molen, HG Schmidt, ME Magzoub, 2010. A licence to publish this material has been given to Education for Health: http://www.educationforhealth.net/ 2 Conclusion: Consideration of these themes in the process of planning and development of medical curricula could contribute to medical students' effective clinical learning and skills competency.","owner":{"id":418180,"first_name":"Henk","middle_initials":null,"last_name":"Schmidt","page_name":"HenkSchmidt","domain_name":"eur","created_at":"2011-04-28T12:21:26.642-07:00","display_name":"Henk Schmidt","url":"https://eur.academia.edu/HenkSchmidt"},"attachments":[{"id":43885612,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885612/thumbnails/1.jpg","file_name":"Determinants_of_effective_clinical_learn20160319-5330-1prrulg.pdf","download_url":"https://www.academia.edu/attachments/43885612/download_file","bulk_download_file_name":"Determinants_of_Effective_Clinical_Learn.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885612/Determinants_of_effective_clinical_learn20160319-5330-1prrulg-libre.pdf?1458389640=\u0026response-content-disposition=attachment%3B+filename%3DDeterminants_of_Effective_Clinical_Learn.pdf\u0026Expires=1743373910\u0026Signature=VedKUNEnQ4KGfB6QJ8SOc30yEhcB98l-M3638Tq~OwM6lwRxhBKQFh9tbU-XIQ6yvYQbU8w6v0bRwbWmyoqUEA9KmPHjfSDC6AWCHjSv3y2-SNonfJPt0j14peQczoOp5xh9okpr9jfmDOCMezR4IHS9pOdzBWUXzAJxmd6V~u2u~ry2CnPCfFItObFjzpGWgySvg-W7YeZr3hnAYo6ZoBRBZ5eVl715pAyclrxws1xy-rRkkThgH5pRZfVV5pbJBD~y6YmG~ToH9YRLkwyYweqxE2l2s1xJvkuCDpNfIGMmzORrUFN0PxBlfQdH5uVdQ-c41yN0AXoRB1eO6xdrmA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":4193,"name":"Focus Groups","url":"https://www.academia.edu/Documents/in/Focus_Groups"},{"id":9490,"name":"Education for Citizenship","url":"https://www.academia.edu/Documents/in/Education_for_Citizenship"},{"id":9569,"name":"Saudi Arabia","url":"https://www.academia.edu/Documents/in/Saudi_Arabia"},{"id":10668,"name":"Problem Based Learning","url":"https://www.academia.edu/Documents/in/Problem_Based_Learning"},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":62445,"name":"Medical Students","url":"https://www.academia.edu/Documents/in/Medical_Students"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires"},{"id":704648,"name":"Clinical Competence","url":"https://www.academia.edu/Documents/in/Clinical_Competence"},{"id":1181362,"name":"Tape Recording","url":"https://www.academia.edu/Documents/in/Tape_Recording"},{"id":2294038,"name":"Clinical clerkship","url":"https://www.academia.edu/Documents/in/Clinical_clerkship"}],"urls":[{"id":6921604,"url":"http://educationforhealth.net/publishedarticles/article_print_369.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-23443352-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443351"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23443351/Conscious_versus_unconscious_thinking_in_the_medical_domain_the_deliberation_without_attention_effect_examined"><img alt="Research paper thumbnail of Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined" class="work-thumbnail" src="https://attachments.academia-assets.com/43885613/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23443351/Conscious_versus_unconscious_thinking_in_the_medical_domain_the_deliberation_without_attention_effect_examined">Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined</a></div><div class="wp-workCard_item"><span>Perspectives on medical education</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous studies have shown that with important decisions, unconscious thought has surprisingly l...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous studies have shown that with important decisions, unconscious thought has surprisingly led to better choices than conscious thought. The present study challenges this so-called &#39;deliberation-without-attention effect&#39; in the medical domain. In a computerized study, physicians and medical students were asked, after either conscious or unconscious thought, to estimate the 5-year survival probabilities of four fictitious patients with varying medical characteristics. We assumed that experienced physicians would outperform students as a result of their superior knowledge. The central question was whether unconscious thought in this task would lead to better performance in experts or novices, in line with the deliberation-without-attention effect. We created four fictitious male 60-year-old patients, each of whom with signs and symptoms related to likely prognosis, from 12 (Complex) or 4 (Simple) categories. This manipulation resulted in objectively different life expecta...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c6e22fdec0fc38f87de62351c8ee954f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43885613,"asset_id":23443351,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43885613/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443351"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443351"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443351; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443351]").text(description); $(".js-view-count[data-work-id=23443351]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443351; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443351']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c6e22fdec0fc38f87de62351c8ee954f" } } $('.js-work-strip[data-work-id=23443351]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443351,"title":"Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined","translated_title":"","metadata":{"abstract":"Previous studies have shown that with important decisions, unconscious thought has surprisingly led to better choices than conscious thought. The present study challenges this so-called \u0026#39;deliberation-without-attention effect\u0026#39; in the medical domain. In a computerized study, physicians and medical students were asked, after either conscious or unconscious thought, to estimate the 5-year survival probabilities of four fictitious patients with varying medical characteristics. We assumed that experienced physicians would outperform students as a result of their superior knowledge. The central question was whether unconscious thought in this task would lead to better performance in experts or novices, in line with the deliberation-without-attention effect. We created four fictitious male 60-year-old patients, each of whom with signs and symptoms related to likely prognosis, from 12 (Complex) or 4 (Simple) categories. This manipulation resulted in objectively different life expecta...","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Perspectives on medical education"},"translated_abstract":"Previous studies have shown that with important decisions, unconscious thought has surprisingly led to better choices than conscious thought. The present study challenges this so-called \u0026#39;deliberation-without-attention effect\u0026#39; in the medical domain. In a computerized study, physicians and medical students were asked, after either conscious or unconscious thought, to estimate the 5-year survival probabilities of four fictitious patients with varying medical characteristics. We assumed that experienced physicians would outperform students as a result of their superior knowledge. The central question was whether unconscious thought in this task would lead to better performance in experts or novices, in line with the deliberation-without-attention effect. We created four fictitious male 60-year-old patients, each of whom with signs and symptoms related to likely prognosis, from 12 (Complex) or 4 (Simple) categories. 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The present study challenges this so-called \u0026#39;deliberation-without-attention effect\u0026#39; in the medical domain. In a computerized study, physicians and medical students were asked, after either conscious or unconscious thought, to estimate the 5-year survival probabilities of four fictitious patients with varying medical characteristics. We assumed that experienced physicians would outperform students as a result of their superior knowledge. The central question was whether unconscious thought in this task would lead to better performance in experts or novices, in line with the deliberation-without-attention effect. We created four fictitious male 60-year-old patients, each of whom with signs and symptoms related to likely prognosis, from 12 (Complex) or 4 (Simple) categories. This manipulation resulted in objectively different life expecta...","owner":{"id":418180,"first_name":"Henk","middle_initials":null,"last_name":"Schmidt","page_name":"HenkSchmidt","domain_name":"eur","created_at":"2011-04-28T12:21:26.642-07:00","display_name":"Henk Schmidt","url":"https://eur.academia.edu/HenkSchmidt"},"attachments":[{"id":43885613,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/43885613/thumbnails/1.jpg","file_name":"Conscious_versus_unconscious_thinking_in20160319-2258-vat8eu.pdf","download_url":"https://www.academia.edu/attachments/43885613/download_file","bulk_download_file_name":"Conscious_versus_unconscious_thinking_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/43885613/Conscious_versus_unconscious_thinking_in20160319-2258-vat8eu-libre.pdf?1458389639=\u0026response-content-disposition=attachment%3B+filename%3DConscious_versus_unconscious_thinking_in.pdf\u0026Expires=1743373910\u0026Signature=VHmWBKw9HVi4IkGTbQR1lnGa6eETsGqmZrZmW83QWaAxPDe-t4Lyg1walQA-t50-0v-l6oSbnWfoDPRH~QQVuQZCbzJEeJzD-e-BdNgMG1H72GFvUWkLmXHKpQRXBC1ezi3FB67zvxzeX1CX7RsH2DwcCjtd6XPLqWxnht4WmFk2SHXj~hFNa7Jf4JsUbv-hsub24fHETMoE24o0lHNt7f7XIifufJ62e~DbqDguD7K8xS5N0LZXNbI9DjDUladozHLLcB70lcv6HBO9S-mG8MxrZlO2arAx6sU9ZXkhBBRC6ZVE6iSIC-W7kHuYp4qXKrJuwJrK3IBFdQQkJCYkkg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-23443351-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="23443350"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/23443350/Innovations_in_medical_internship_benchmarking_and_application_within_the_King_Saud_bin_Abdulaziz_University_for_Health_Sciences"><img alt="Research paper thumbnail of Innovations in medical internship: benchmarking and application within the King Saud bin Abdulaziz University for Health Sciences" class="work-thumbnail" src="https://attachments.academia-assets.com/43885609/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/23443350/Innovations_in_medical_internship_benchmarking_and_application_within_the_King_Saud_bin_Abdulaziz_University_for_Health_Sciences">Innovations in medical internship: benchmarking and application within the King Saud bin Abdulaziz University for Health Sciences</a></div><div class="wp-workCard_item"><span>Education for health (Abingdon, England)</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While the medical internship (MI) has evolved in some countries into competency-based training wi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">While the medical internship (MI) has evolved in some countries into competency-based training with innovative tools for assessment and feedback, the traditional MI is still the norm in many countries. To describe recent advances in the MI in several countries, to discuss the current MI situation in Saudi Arabia as an example of a country that applies a traditional MI, and to present a Framework for Medical Interns&#39; Competencies (FMIC) implemented within the King Saud bin Abdulaziz University for Health Sciences (KSAU-HS). Common electronic databases were searched for the years 1990 to 2008 under keywords related to medical internship education. Information on curricula designed for medical interns or junior doctors in selected countries was obtained by searching relevant websites. At the KSAU-HS, the FMIC was created by first building the case for the urgent need for revising the MI and adapting international approaches to the KSA&#39;s needs, followed by dialogue among faculty...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f2964f21f6fae4b9fc0ea32e5bc492a7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":43885609,"asset_id":23443350,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/43885609/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23443350"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23443350"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23443350; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23443350]").text(description); $(".js-view-count[data-work-id=23443350]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23443350; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='23443350']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f2964f21f6fae4b9fc0ea32e5bc492a7" } } $('.js-work-strip[data-work-id=23443350]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":23443350,"title":"Innovations in medical internship: benchmarking and application within the King Saud bin Abdulaziz University for Health Sciences","translated_title":"","metadata":{"abstract":"While the medical internship (MI) has evolved in some countries into competency-based training with innovative tools for assessment and feedback, the traditional MI is still the norm in many countries. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-23443350-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="12827720"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12827720/Conscious_thought_beats_deliberation_without_attention_in_diagnostic_decision_making_at_least_when_you_are_an_expert"><img alt="Research paper thumbnail of Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert" class="work-thumbnail" src="https://attachments.academia-assets.com/45907752/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12827720/Conscious_thought_beats_deliberation_without_attention_in_diagnostic_decision_making_at_least_when_you_are_an_expert">Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/EugeneCusters">Eugene Custers</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span>Psychological research</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contrary to what common sense makes us believe, deliberation without attention has recently been ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Contrary to what common sense makes us believe, deliberation without attention has recently been suggested to produce better decisions in complex situations than deliberation with attention. Based on differences between cognitive processes of experts and novices, we hypothesized that experts make in fact better decisions after consciously thinking about complex problems whereas novices may benefit from deliberation-without-attention. These hypotheses were confirmed in a study among doctors and medical students. They diagnosed complex and routine problems under three conditions, an immediate-decision condition and two delayed conditions: conscious thought and deliberation-without-attention. Doctors did better with conscious deliberation when problems were complex, whereas reasoning mode did not matter in simple problems. In contrast, deliberation-without-attention improved novices&#39; decisions, but only in simple problems. Experts benefit from consciously thinking about complex pro...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d6bfc3fea877bf6571be6ed10c8cda9c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45907752,"asset_id":12827720,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45907752/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12827720"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12827720"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12827720; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12827720]").text(description); $(".js-view-count[data-work-id=12827720]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12827720; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12827720']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d6bfc3fea877bf6571be6ed10c8cda9c" } } $('.js-work-strip[data-work-id=12827720]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12827720,"title":"Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert","translated_title":"","metadata":{"abstract":"Contrary to what common sense makes us believe, deliberation without attention has recently been suggested to produce better decisions in complex situations than deliberation with attention. 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The Discrepancy Between Theory and Practice" class="work-thumbnail" src="https://attachments.academia-assets.com/54048313/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34118283/Problem_Based_Learning_as_a_Valuable_Educational_Method_for_Physically_Disabled_Teenagers_The_Discrepancy_Between_Theory_and_Practice">Problem-Based Learning as a Valuable Educational Method for Physically Disabled Teenagers? The Discrepancy Between Theory and Practice</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://healthfoodinnovationmanagement.academia.edu/KoningsKarenD">Könings Karen D.</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://eur.academia.edu/HenkSchmidt">Henk Schmidt</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous research indicated that physically disabled children have a low self-efficacy and percei...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous research indicated that physically disabled children have a low self-efficacy and perceive less control over their own performance than other children. Problem-based learning (PBL) is an educational approach that emphasizes interpersonal skills, self-directed learning and problem-solving skills. Acquiring these skills has been demonstrated to increase self-efficacy. This study examined whether the use of PBL would increase self-efficacy and school-related attitudes in physically disabled teenagers. In a quasi-experimental design, 29 physically disabled teenagers received a 9-week geography course in PBL format or their usual geography education. Contrary to our hypothesis, no positive effects of PBL were found and the PBL group even showed a significant decrease in learning-related self-esteem, as compared with the controls. A possible explanation is that the PBL course was too short and not integrated in the whole curriculum. The results emphasize the importance of experimentally testing the effects of new educational methods for use in other populations then the population for which positive results have been reported (university students). This seems particularly true in special populations such as physically disabled children. Additionally,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a1c001308968d05fa77729bdef50d69d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54048313,"asset_id":34118283,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54048313/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34118283"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34118283"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34118283; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34118283]").text(description); $(".js-view-count[data-work-id=34118283]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34118283; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34118283']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a1c001308968d05fa77729bdef50d69d" } } $('.js-work-strip[data-work-id=34118283]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34118283,"title":"Problem-Based Learning as a Valuable Educational Method for Physically Disabled Teenagers? The Discrepancy Between Theory and Practice","translated_title":"","metadata":{"abstract":"Previous research indicated that physically disabled children have a low self-efficacy and perceive less control over their own performance than other children. Problem-based learning (PBL) is an educational approach that emphasizes interpersonal skills, self-directed learning and problem-solving skills. Acquiring these skills has been demonstrated to increase self-efficacy. This study examined whether the use of PBL would increase self-efficacy and school-related attitudes in physically disabled teenagers. In a quasi-experimental design, 29 physically disabled teenagers received a 9-week geography course in PBL format or their usual geography education. Contrary to our hypothesis, no positive effects of PBL were found and the PBL group even showed a significant decrease in learning-related self-esteem, as compared with the controls. A possible explanation is that the PBL course was too short and not integrated in the whole curriculum. The results emphasize the importance of experimentally testing the effects of new educational methods for use in other populations then the population for which positive results have been reported (university students). This seems particularly true in special populations such as physically disabled children. Additionally,","ai_title_tag":"PBL's Impact on Self-Efficacy in Disabled Teens"},"translated_abstract":"Previous research indicated that physically disabled children have a low self-efficacy and perceive less control over their own performance than other children. Problem-based learning (PBL) is an educational approach that emphasizes interpersonal skills, self-directed learning and problem-solving skills. Acquiring these skills has been demonstrated to increase self-efficacy. This study examined whether the use of PBL would increase self-efficacy and school-related attitudes in physically disabled teenagers. In a quasi-experimental design, 29 physically disabled teenagers received a 9-week geography course in PBL format or their usual geography education. Contrary to our hypothesis, no positive effects of PBL were found and the PBL group even showed a significant decrease in learning-related self-esteem, as compared with the controls. A possible explanation is that the PBL course was too short and not integrated in the whole curriculum. The results emphasize the importance of experimentally testing the effects of new educational methods for use in other populations then the population for which positive results have been reported (university students). This seems particularly true in special populations such as physically disabled children. Additionally,","internal_url":"https://www.academia.edu/34118283/Problem_Based_Learning_as_a_Valuable_Educational_Method_for_Physically_Disabled_Teenagers_The_Discrepancy_Between_Theory_and_Practice","translated_internal_url":"","created_at":"2017-08-03T05:46:20.124-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":32982504,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":29928923,"work_id":34118283,"tagging_user_id":32982504,"tagged_user_id":null,"co_author_invite_id":5142788,"email":"m***l@maastrichtuniversity.nl","display_order":1,"name":"Margaretha van de Wiel","title":"Problem-Based Learning as a Valuable Educational Method for Physically Disabled Teenagers? 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Problem-based learning (PBL) is an educational approach that emphasizes interpersonal skills, self-directed learning and problem-solving skills. Acquiring these skills has been demonstrated to increase self-efficacy. This study examined whether the use of PBL would increase self-efficacy and school-related attitudes in physically disabled teenagers. In a quasi-experimental design, 29 physically disabled teenagers received a 9-week geography course in PBL format or their usual geography education. Contrary to our hypothesis, no positive effects of PBL were found and the PBL group even showed a significant decrease in learning-related self-esteem, as compared with the controls. A possible explanation is that the PBL course was too short and not integrated in the whole curriculum. The results emphasize the importance of experimentally testing the effects of new educational methods for use in other populations then the population for which positive results have been reported (university students). This seems particularly true in special populations such as physically disabled children. 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(2019). Effects of problem-based learning on motivation, interest, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Rotgans, J.I. & Schmidt, H.G. (2019). Effects of problem-based learning on motivation, interest, and learning. In: M. Moallem, W. Hung & N. Dabbagh (Eds.) The Willey Handbook of Problem-Based Learning. pp.157-181.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b742d0d9ebebd0a2e3490c38b42bade2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60771417,"asset_id":40500479,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60771417/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40500479"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40500479"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40500479; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40500479]").text(description); $(".js-view-count[data-work-id=40500479]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40500479; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40500479']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b742d0d9ebebd0a2e3490c38b42bade2" } } $('.js-work-strip[data-work-id=40500479]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40500479,"title":"Effects of Problem-Based Learning on Motivation, Interest, and Learning","translated_title":"","metadata":{"abstract":"Rotgans, J.I. \u0026 Schmidt, H.G. 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What can I do to make them more interested so that they engage more and learn more? " This is a common cry for help by many teachers and has been considered an increasingly severe problem facing education worldwide (e.g. see " Motivating the academically unmotivated: A critical issue for the 21 st Century "). Although it may not be directly obvious, problem-based learning as an instructional approach can help remedy the problem in three important ways. First, it has largely been assumed that the problem, which represents a puzzle or controversial issue describing something unexpected or novel, startles students' curiosity and interest. Further, if students are interested they engage more in discussions with their peers and come up with tentative explanations for the problem. Working with peers in teams is a second expected motivator. Rather than engaging in a question and answer discourse with a teacher, students engage in discussions with peers who are generally of similar mindsets and proficiency. This is expected to result in a feeling of equality and is less threatening. Lastly, in problem-based learning students perceive that they have a choice on what they want to study, i.e. they identify their own learning goals. According to self-determination theory, having this choice results in a feeling of autonomy and empowerment, which in turn is expected to have a motivating effect on students' learning. The above explanations appeal to intuitive logic. However, surprisingly little research has been conducted in problem-based learning to investigate whether these assumptions are correct. The objective of this chapter is to provide more insights in this issue.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="22723674b84e05c46f90b1892628303a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55166225,"asset_id":35305898,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55166225/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35305898"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35305898"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35305898; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35305898]").text(description); $(".js-view-count[data-work-id=35305898]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35305898; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35305898']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "22723674b84e05c46f90b1892628303a" } } $('.js-work-strip[data-work-id=35305898]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35305898,"title":"Chapter 5 Problem-based learning and student motivation: The role of interest in learning and achievement","translated_title":"","metadata":{"abstract":"\" My students don't seem interested in what I teach and I can hardly get them to focus on the tasks in class. 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Further, if students are interested they engage more in discussions with their peers and come up with tentative explanations for the problem. Working with peers in teams is a second expected motivator. Rather than engaging in a question and answer discourse with a teacher, students engage in discussions with peers who are generally of similar mindsets and proficiency. This is expected to result in a feeling of equality and is less threatening. Lastly, in problem-based learning students perceive that they have a choice on what they want to study, i.e. they identify their own learning goals. According to self-determination theory, having this choice results in a feeling of autonomy and empowerment, which in turn is expected to have a motivating effect on students' learning. The above explanations appeal to intuitive logic. However, surprisingly little research has been conducted in problem-based learning to investigate whether these assumptions are correct. 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What can I do to make them more interested so that they engage more and learn more? \" This is a common cry for help by many teachers and has been considered an increasingly severe problem facing education worldwide (e.g. see \" Motivating the academically unmotivated: A critical issue for the 21 st Century \"). Although it may not be directly obvious, problem-based learning as an instructional approach can help remedy the problem in three important ways. First, it has largely been assumed that the problem, which represents a puzzle or controversial issue describing something unexpected or novel, startles students' curiosity and interest. Further, if students are interested they engage more in discussions with their peers and come up with tentative explanations for the problem. Working with peers in teams is a second expected motivator. 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In ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The objective of this chapter is to illuminate the role of interest in knowledge acquisition. In this chapter, we make a distinction between situational interest and individual interest and explain how both are related to knowledge. We will argue that the relations between these three concepts are at the heart of the education endeavor. We present empirical findings showing that situational interest is a causal factor in the acquisition of knowledge. Individual interest is shown to be a byproduct of knowledge and a causal factor in the emergence of situational interest. In the concluding paragraphs, we will propose a model that integrates our findings and present directions for future research.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-34812613-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-34812613-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11579217/figure-1-the-role-of-interest-in-learning-knowledge"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/54671527/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11579222/figure-2-the-role-of-interest-in-learning-knowledge"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/54671527/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11579226/figure-3-the-role-of-interest-in-learning-knowledge"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/54671527/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11579230/figure-5-schematic-representation-of-the-model-of-domain"><img alt="Figure 5. 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