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Henk Schmidt

Publications and source records attributed to Henk Schmidt.

5 recordsLinked to original sources
PubMed2006

Influence of learning resources on study time and achievement scores in a problem-based curriculum.

Many aspects of the problem-based learning cycle aim at stimulating students to elaborate on their knowledge. This elaborative process is considered to be one of the most effective study aids for learning and applying information. One of the opportunities to stimulate this elaboration process is by offering students more, and more diverse, learning resources. Under laboratory conditions, increasing the richness and diversity of the learning materials has often been shown to support students in learning, remembering and applying information. In this study, a curricular perspective was adopted on the question whether students would benefit from more learning resources. Mean study times and achievement scores for 28 problem-based courses were calculated and included in the analyses. Independent variables in both analyses were the number of primary learning resources (i.e., resources students were recommended to study) and the number of supplementary resources (i.e., related, but non-essential resources). Results showed a significant increase in achievement scores for courses with more primary learning resources, but the effect of supplementary resources was limited.

Educational Measurement↗
PubMed2005

On the additional value of lectures in a problem-based curriculum.

OBJECTIVE: The purpose of this article is to report on a study conducted to investigate the additional value of lectures in problem-based learning. We hypothesized that lecture quality, as indicated by students, would have a positive influence on time students would spend on self-study, that they would increase intrinsic interest in subject matter and would have a positive influence on achievement. Lecture quality would, in this view, add to other factors that play a role in problem-based learning, such as prior knowledge of students, the quality of problems presented, the functioning of the tutor and small-group collaboration. METHOD: The hypothesis on the influence of lecture quality on learning was assessed by means of testing a structural equating model, using data from 1500 students. DISCUSSION AND CONCLUSIONS: We concluded that lecture quality does not affect time spent on study, does not add to achievement and does not influence intrinsic interest in subject matter. Post-hoc analysis, however, demonstrated the quality of lectures was related to other components of problem-based learning, not part of the presented model, such as students' perceptions of lectures as organizer of their study efforts or lectures as a means of putting the problems into a broader perspective.

Algorithms↗
PubMed2003

Clinical case processing by medical experts and subexperts.

Medical specialists, diagnosing cases within their domain of expertise, do not rely on intentional causal reasoning, in which they use explicit principles or rules of their domain. Rather, their reasoning has become an automatic process using schema-based knowledge. However, the difference between diagnoses made by medical specialists and diagnoses made by nonspecialists (i.e., subexperts) is unclear. In the present study, cardiologists (the experts), pulmonologists (the subexperts), and advanced medical students evaluated two clinical cases within the domain of cardiology. The cases were divided into four components (i.e., patient's history, physical examination, laboratory data, and additional findings) that were sequentially presented. The task was to study, diagnose, and recall the segmented clinical case description. It was expected that the subexperts and students, as a result of their lack of specific expertise, would focus on different case components than the experts would. However, results indicated that the main difference between experts and subexperts (and to a lesser extent, students) was not a difference in emphasis on case components, but the speed and accuracy of processing these case components.

Attitude↗
PubMed2002

DSM-IV-defined anxiety disorder symptoms in South African children.

OBJECTIVE: To examine -defined anxiety disorder symptoms in a large sample of normal South African schoolchildren. METHOD: Children completed two self-report questionnaires: the Spence Children's Anxiety Scale (SCAS) and the 41-item version of the Screen for Child Anxiety Related Emotional Disorders (SCARED). RESULTS: Psychometric properties of the SCAS and the SCARED were moderate (convergent validity) to sufficient (reliability). Factor analyses yielded evidence for the presence of a number of hypothesized anxiety categories (i.e., social phobia, panic disorder, fears, and generalized anxiety disorder). Furthermore, anxiety levels of South African children were higher than those of Western (i.e., Dutch) children. Differences were found with regard to the content of prevalent anxiety symptoms among South African and Western children. CONCLUSION: Although psychometric properties of the SCAS and the SCARED in South African children somewhat deviated from those obtained in Western countries, both scales seem to be useful for assessing childhood anxiety symptoms in this country.

Anxiety Disorders↗