Objective: To explore predictors of dropout of patients with chronic musculoskeletal pain from an interdisciplinary chronic pain management programme, and to develop and validate a multivariable prediction model, based on the Extended Common- Sense Model of Self-Regulation (E-CSM). Methods: In this prospective cohort study consecutive patients with chronic pain were recruited and followed up (July 2013 to May 2015). Possible associations between predictors and dropout were explored by univariate logistic regression analyses. Subsequently, multiple logistic regression analyses were executed to determine the model that best predicted dropout. Results: Of 188 patients who initiated treatment, 35 (19%) were classified as dropouts. The mean age of the dropout group was 47.9 years (standard deviation 9.9). Based on the univariate logistic regression analyses 7 predictors of the 18 potential predictors for dropout were eligible for entry into the multiple logistic regression analyses. Finally, only pain catastrophizing was identified as a significant predictor. Conclusion: Patients with chronic pain who catastrophize were more prone to dropout from this chronic pain management programme. However, due to the exploratory nature of this study no firm conclusions can be drawn about the predictive value of the E-CSM of Self-Regulation for dropout.
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Objective: Systematic review to identify predictors for dropout during interdisciplinary pain management programmes. Data sources: PubMed, PsycINFO, CINAHL, Embase, and SPORTDiscus were searched from inception to 22 June 2017. Study selection: Screening, data-extraction and quality assessment was carried out independently by 2 researchers. Data synthesis: Eight studies with low methodological quality were included in this review. Out of 63 potential predictors identified in univariate analyses, significant results were found for 18 predictors of dropout in multiple logistic regression analyses in 4 domains, as described by Meichenbaum & Turk: (i) sociodemographic domain (2); (ii) patient domain (8); (iii) disease domain (6); and (iv) treatment domain (2). Conclusion: This systematic review presents an overview of predictors of dropout. The literature with regard to the prediction of dropout has focused mainly on patient characteristics and is still in the stage of model development. Future research should focus on therapist/therapy-related predictors and the interaction between these predictors. This review suggests future research on this topic, in order to generate better outcomes in interdisciplinary pain management programmes.
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Kick-Start College is a three-day pre-academic program (summer school) for prospective first year students of Inholland Rotterdam, University of Applied Sciences. The aim is to integrate students academically and socially, which could make the transition to higher education easier and eventually lead to lower dropout rates of students. Research has been conducted on both student experiences with the program as well as effects of the program. Method: pretest-posttest with academic-, social-, professional- and university integration1, self-esteem, motivation, evaluation.
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This paper reports on CATS (2006-2007), a project initiated by the Research Centre Teaching in Multicultural Schools, that addresses language related dropout problems of both native and non-native speakers of Dutch in higher education. The projects main objective is to develop a model for the redesign of the curriculum so as to optimize the development of academic and professional language skills. Key pedagogic strategies are the raising of awareness of personal proficiency levels through diagnostic testing, definition of linguistic demands of curriculum tasks, empowerment of student autonomy and peer feedback procedures. More specifically, this paper deals with two key areas of the project. First, it describes the design and development of web-based corpus software tools, aimed at the enhancement of the autonomy of students academic reading and writing skills. Secondly, it describes the design of three pilots, in which the process of a content and language integrated approach - facilitated by the developed web tools - was applied, and these pilots respective evaluations. The paper concludes with a reflection on the project development and the experiences with the pilot implementations.
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Wetenschappelijke posterpresentatie Studiesucces tijdens European First Year Experience conferentie - Gent, Belgie op 5 april 2016.
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Background. The Treatment Beliefs Questionnaire has been developed to measure patients’ beliefs of necessity of and concerns about rehabilitation. Preliminary evidence suggests that these beliefs may be associated with attendance of rehabilitation. The aim of this study was to translate and adapt the Treatment Beliefs Questionnaire for interdisciplinary pain rehabilitation and to examine the measurement properties of the Dutch translation including the predictive validity for dropout. Methods. The questionnaire was translated in 4 steps: forward translation from English into Dutch, achieving consensus, back translation into English, and pretesting on providers and patients. In order to establish structural validity, internal consistency, construct validity, and predictive validity of the questionnaire, 188 participants referred to a rehabilitation centre for outpatient interdisciplinary pain rehabilitation completed the questionnaire at the baseline. Dropout was measured as the number of patients starting, but not completing the programme. For reproducibility, 51 participants were recruited at another rehabilitation centre to complete the questionnaire at the baseline and one week later. Results. We confirmed the structural validity of the Treatment beliefs Questionnaire in the Dutch translation with three subscales, necessity, concerns, and perceived barriers. internal consistency was acceptable with ordinal alphas ranging from 0.66–0.87. Reproducibility was acceptable with ICC2,1 agreement ranging from 0.67–0.81. Hypotheses testing confirmed construct validity, similar to the original questionnaire. Predictive validity showed the questionnaire was unable to predict dropouts. Conclusion. Cross-cultural translation was successfully completed, and the Dutch Treatment Beliefs Questionnaire demonstrates similar psychometric properties as the original English version.
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First year students Aeronautical Engineering had the opportunity to enter a five days program to enhance their mathematical skills. The program had 55 participants. Our research questions were: What are the effects of participation in the summer school program on math skills? Do participants experience more motivation and academic self-esteem after participation? Do dropout rates differ between participating and non-participating students? Do participants differ from non-participating students in motivation or academic self-esteem? We presented the results at the European First Year Experience in Cork, Ireland.
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De wil om het onderwijs te vernieuwen wordt breed gedragen. Scholen worstelen immers met dropout- en motivatieproblemen bij leerlingen, het traditionele onderwijs sluit niet aan bij de manier waarop hedendaagse kinderen kennis en informatie opdoen in hun eigen digitale wereld, de schoolpopulatie wordt steeds veelzijdiger en vraagt om verschillende leerniveaus en meer individuele aandacht. Gelukkig komen op scholen de laatste jaren steeds meer jonge leraren voor de klas die een andere kijk op onderwijs geven en op leren met zich meenemen. Zo kan er een vermenging plaats vinden van de verworvenheden van het traditionele onderwijs met de voordelen van het vernieuwend leren. Waar dat vernieuwend leren – ook wel aangeduid met “nieuw leren” – naar toe wil? Naar onderwijs waarin leerlingen en studenten niet alleen zelf verantwoordelijk zijn voor het plannen van hun leren, maar ook nieuwsgierig zijn, zelf op ontdekking uitgaan en komen tot “diepgaand leren” waarbij ze door een onderwerp worden gegrepen en zichzelf vragen gaan stellen. Gemotiveerde leerlingen dus die enerzijds bereid zijn om samen te werken maar anderzijds ook in staat zijn zelfstandig een eigen leerroute te volgen binnen beschikbare elektronische leeromgevingen. Leeromgevingen die eveneens authentieke, realistische of spelachtige situaties weten te bieden en aangepaste wijzen van toetsing. Een utopie? Zeker niet! Maar wel een niet gemakkelijke en tijdrovende onderneming. Innovaties binnen het onderwijs worden vooral vormgegeven in processen en organisatievormen. Daarom storten veel scholen en onderwijsinstellingen zich in projecten en experimenten, waarin woorden als “competentiegericht, vraaggestuurd, probleemgestuurd en ervaringsgericht” rondzoemen. Noodzakelijke projecten om tot innovatie te komen en het onderwijs steeds weer te verbeteren.
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Abstract Purpose In mental health care, patients and their care providers may conceptualize the nature of the disorder and appropriate action in profoundly diferent ways. This may lead to dropout and lack of compliance with the treatments being provided, in particular in young patients with more severe disorders. This study provides detailed information about patient–provider (dis)agreement regarding the care needs of children and adolescents. Methods We used the Camberwell Assessment of Need (CANSAS) to assess the met and unmet needs of 244 patients aged between 6 and 18 years. These needs were assessed from the perspectives of both patients and their care providers. Our primary outcome measure was agreement between the patient and care provider on unmet need. By comparing a general outpatient sample (n=123) with a youth-ACT sample (n=121), we were able to assess the infuence of severity of psychiatric and psychosocial problems on the extent of agreement on patient’s unmet care needs. Results In general, patients reported unmet care needs less often than care providers did. Patients and care providers had the lowest extents of agreement on unmet needs with regard to “mental health problems” (k=0.113) and “information regarding diagnosis/treatment” (k=0.171). Comparison of the two mental healthcare settings highlighted diferences for three-quarters of the unmet care needs that were examined. Agreement was lower in the youth-ACT setting. Conclusions Clarifcation of diferent views on patients’ unmet needs may help reduce nonattendance of appointments, noncompliance, or dropout. Routine assessment of patients’ and care providers’ perceptions of patients’ unmet care needs may also help provide information on areas of disagreement.
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Individuals with autism increasingly enroll in universities, but little is known about predictors for their success. This study developed predictive models for the academic success of autistic bachelor students (N=101) in comparison to students with other health conditions (N=2465) and students with no health conditions (N=25,077). We applied propensity score weighting to balance outcomes. The research showed that autistic students’ academic success was predictable, and these predictions were more accurate than predictions of their peers’ success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students’ studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor’s program. In addition, academic performance (average grades) was the strongest predictor for degree completion in 3 years. These insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.
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