Marije van BraakUtrecht University | UU · Languages Literature and Communication
Marije van Braak
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20
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Introduction
Skills and Expertise
Publications
Publications (20)
Introduction
In Dutch training for general practitioners (GPs), reflection on professional practice is key to their training. Such reflection is considered beneficial for professional development, especially when it entails discussing the emotional dimension of practice experiences. In the GP context, invitations to share the emotional side of thin...
The pervasive phenomenon of adaptivity in face-to-face interaction is described inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. We explored 33 adaptivity concepts and various adaptivity theories from different fields. W...
Medical educators constantly make decisions on when and how to intervene. Current literature provides general suggestions about types of teacher interventions. Our study aims to specify that knowledge by describing in detail the actions teachers do when intervening, the interactional consequences of those actions, and how these relate to teacher ro...
Traditionally, medical experts are key actors in the socialization of future doctors. In this paper, we focus on how medical teachers and residents enact for the teachers the institutionally provided identity of ‘expert’, and how that enactment contributes to the socialization of medical professionals. Using Conversation Analysis, we analyze a coll...
This chapter describes how the concept of ‘subjectification’ meaningfully adds to the discussion about the purposes of health professions education. Health professions education as a field is historically and increasingly oriented towards the general purpose of learning, a development coined by educationalist Biesta as learnification: the redefinit...
Introduction For several decades, educational experts have promoted reflection as essential to professional development. In the medical setting, collaborative reflection has gained significant importance across the curriculum. Collaborative reflection has a unique edge over individual reflection, but many medical teachers find facilitating group re...
The potential of reflection for learning and development is broadly accepted across the medical curriculum. Our understanding of how exactly reflection yields its educational promise, however, is limited to broad hints at the relation between reflection and learning. Yet, such understanding is essential to the (re)design of reflection education for...
Vijftig jaar huisartsopleiding – dat is 50 jaar onderwijs over alles wat toekomstige huisartsen moeten weten, kunnen, doen en zijn. Het doel daarvan? Leren. We zullen beargumenteren dat ‘leren’ geen handige term is als we willen beschrijven wat er nu eigenlijk tijdens de huisartsopleiding gebeurt. De preciezere taal van professionele vorming op 3 d...
The COVID-19 pandemic has induced many changes to education in many contexts. In this study, we describe how general practitioners in training (residents) accomplish participation in collaborative reflection sessions conducted on Zoom. In this online setting, taking part in interactions is understood to be crucial to the creation of educational val...
Despite increased acknowledgement of the significance of situational factors to engagement, engagement is traditionally seen as a student characteristic. In this study, we investigated to what extent variation in observational measures of behavioral student engagement during seatwork is due to students versus teachers, teacher-student dyads, or sit...
Issue: In medical education, teaching is currently viewed as an intervention that causes learning. The task of medical education research is seen as establishing which educational interventions produce the desired learning outcomes. This ‘medical model’ of education does not do justice to the dynamics of education as an open, semiotic, recursive sy...
Willen huisartsen goede zorg leveren, dan is reflectie op hun eigen handelen in de praktijk essentieel. Externe feedback zet helaas niet altijd aan tot reflectie en duurzame zorgverbetering. In een groep samen reflecteren op spiegelinformatie kan wel motiveren tot gedragsverandering en uiteindelijk tot het optimaliseren van de zorg. Hoe gezamenlijk...
Feedback on clinical performance of residents is seen as a fundamental element in postgraduate medical education. Although literature on feedback in medical education is abundant, many supervisors struggle with providing this feedback and residents experience feedback as insufficiently constructive. With a detailed analysis of real-world feedback c...
Objectives
Adopting an attributional perspective, the current article investigates how audit and feedback group sessions contribute to general practitioners’ (GPs) motivation to change their practice behaviour to improve care. We focus on the contributions of the audit and feedback itself (content) and the group discussion (process).
Methods
Four...
This article takes a conversation analytic approach to the often employed notions of ‘open-ended or authentic questions’ in classroom interaction. We analyzed the, as we called them, open invitations teachers utter after reading a piece of text during whole-class discussions in 4 Dutch upper primary school classes, of which 2 were followed for a lo...