- van Dijk Nynke, Wieringa-de Waard Margreet, Hooft Lotty What Are the Barriers to Residents' Practicing Evidence-Based Medicine? A Systematic Review. Academic medicine 2010;85 (7):1163-1170 [PubMed]
- van Braak Marije, Visser Mechteld, Holtrop Marije, Statius Muller Ilona, Bont Jettie, van Dijk Nynke What motivates general practitioners to change practice behaviour? A qualitative study of audit and feedback group sessions in Dutch general practice BMJ open 2019;9 (5) [PubMed]
- Meinema Jennita G., Buwalda Nienke, van Etten-Jamaludin Faridi S., Visser Mechteld R. M., van Dijk Nynke Intervention Descriptions in Medical Education: What Can Be Improved? A Systematic Review and Checklist Academic medicine 2019;94 (2):281-290 [PubMed]
- Joore Ivo K., van Roosmalen Sanne Lc, van Bergen Jan Eam, van Dijk Nynke General practitioners' barriers and facilitators towards new provider-initiated HIV testing strategies: a qualitative study International journal of STD & AIDS 2017;28 (5):459-466 [PubMed]
- Wieling W., Thijs R. D., Linzer M., de Lange F. J., Ross A., van Dijk J. G., Sutton R., van Dijk N. Great expectations: what patients with unexplained syncope desire Journal of internal medicine 2016;279 (3):259-264 [PubMed]
Prof. N. van Dijk MD PhD (Quality of training and education)
The aim of our research program is to optimize the selection and learning process of students and residents (with a clear emphasis on general practice residents) in order to motivate them to use all their abilities to become the best possible physicians. In this program we have a specific focus on the influence of (changes in) various components of the learning environment (e.g. supervisors, assessment, teaching methods, workplace environment) on the learning of students and residents, especially in workplace learning.
In medicine most learning during the graduate and postgraduate programs takes place at the workplace. Although the workplace has proven to be an effective situation to acquire all competencies to become a competent medical professional, learning takes place in a less visible and structured way than in the more formal classroom curriculum. Some visible aspects (e.g. methods of assessment and formal assignments) but also multiple less clear aspects (e.g. culture, habits, opinions and achievement emotions) influence the motivation and learning of students and residents during workplace learning. These factors are also called the hidden curriculum. Furthermore, workplace learning requires other capacities of students and residents than formal classroom learning.
In our studies we aim to identify factors influencing the motivation and learning of trainees and modify these factors by interventions to optimize learning. We focus on the influence of educational programs on clinical and didactical qualities of trainers, using new educational methods such as blended learning. Furthermore, we will study the influence of various methods of assessment on the learning and motivation of trainees.
H.G.A. Jochemsen-van der Leeuw MD PhD
J.T. van Groningen
P.I. Noeverman-Poel MD MSc