Chapter 1 - VU-DARE Home - Vrije Universiteit Amsterdam

178 Pages·2008·5.63 MB·English

Unravelling learning by doing
Cover: The cover shows part of a tensegrity
object. The term ‘tensegrity’ is a contraction
of tensional integrity and it refers to three-
dimensional structures composed of
compression struts (in black on the cover)
within a network of tension tendons (in red on
the cover). An example of a tensegrity objects
is artist Kenneth Snelson’s six meter high
Needle Tower II (1969) on display at the Kröller
Müller Museum in Otterlo, The Netherlands.
The concept of tensegrity applies to a
range of natural and human artefacts, from
the cytoskeletons of red blood cells to the
Olympics Gymnastics Arena used for the 1988
Summer Olympics in Seoul. In a tensegrity
object, the struts do not touch one another,
yet the continuous pull of the tendons and
the discontinuous push of the struts results in
a stable object. The realisation that different
elements can form a relative stable system
because as a whole they unify seemingly
opposing characteristics (such as push and
pull in case of tensegrity objects), features
prominently in this thesis. To understand
learning by doing in the clinical workplace
one has to take into account the system
of relationships between the physical and
social world or, on a smaller scale, between
neurophysiologic processes and cognitive
activity.
Copyright © 2008 P.W. Teunissen, Amsterdam,
the Netherlands. All rights reserved. No part of
this book may be reproduced or transmitted
in any form or by any means, without prior
written permission of the author.
Layout: Jurjen van Houwelingen
Drukwerkbegeleiding: Gopublic
ISBN 978-90-9023787-9
This thesis has been made possible by:
VRIJE UNIVERSITEIT
Unravelling learning by doing
ACADEMISCH PROEFSCHRIFT
ter verkrijging van de graad Doctor aan
de Vrije Universiteit Amsterdam,
op gezag van de rector magnificus
prof.dr. L.M. Bouter,
in het openbaar te verdedigen
ten overstaan van de promotiecommissie
van de faculteit der Geneeskunde
op vrijdag 13 februari 2009 om 13.45 uur
in de aula van de universiteit,
De Boelelaan 1105
door
Pieter William Teunissen
geboren te Lobith
promotoren: prof.dr. F. Scheele
prof.dr. C.P.M. van der Vleuten
prof.dr. A.J.J.A. Scherpbier
To Jessica and my mother,
both contributed more than they think.

Table of contents
1. Introduction 9
2. Residents’ perspectives on their learning 31
Published in Medical Education 2007; 41 (8): 763-770
3. Clinical supervisors’ perspectives on residents’ learning 45
Published in Medical Education 2007; 41 (11): 1050-1058
4. The influence of context on residents’ learning: 61
the example of priming
Published in Advances in Health Sciences Education 2007; E-pub ahead of print
5. A study of the factors that influence residents’ feedback 85
seeking
Accepted for publication in Academic Medicine
6. Best-practice guidelines on how to learn effectively during 103
residency
Published in the British Medical Journal 2008; 336: 667-669
7. A framework of workplace learning in medical education 111
Under editorial review
8. Discussion 137
Summary 155
Samenvatting 163
Dankwoord 173

hoofdstuktens.pdf 10-11-2008 10:25:33
Chapter 1
Introduction