To improve retention rate of factual knowledge for health students we set out to design a game which challenges students to continue testing themselves during their studies. Since we intend for them to play this game for at least two years, we had two major challenges to overcome. Firstly, how can students feel motivated to continue playing for two years on end, and secondly, how can enough content be generated for a two-year game play. The first challenge was solved by tapping into a core motivation of health students: many intend to start their own practice and for that, they want to be involved with other practitioners. We, therefore, proposed a sim-type game in which students cannot just practice on virtual patients but also on practitioners logged in as a patient. The second challenge was tackled by building a flexible framework for case collection, and including the production of those cases in the curricula of the involved programmes.
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This chapter describes the use of a scoring rubric to encourage students to improve their information literacy skills. It will explain how the students apply the rubric to supply feedback on their peers’ performance in information problem solving (IPS) tasks. Supplying feedback appears to be a promising learning approach in acquiring knowledge about information literacy, not only for the assessed but also for the assessor. The peer assessment approach helps the feedback supplier to construct actively sustainable knowledge about the IPS process. This knowledge surpasses the construction of basic factual knowledge – level 1 of the ‘Revised taxonomy of learning objectives’ (Krathwohl, 2002) – and stimulates the understanding and application of the learning content as well as the more complex cognitive processes of analysis, evaluation and creation. This is the author version of a book published by Elsevier. Dit is de auteursversie van een hoofdstuk dat is gepubliceerd bij Elsevier.
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from the repository of Utrecht University: "OBJECTIVES: Antipsychotic drugs are frequently prescribed to elderly patients, but they are associated with serious adverse effects. The objective of the current study was to investigate the association between use of antipsychotics by elderly women and the risk of urinary tract infections (UTIs). COHORT STUDY SETTING: Dispensing data were obtained from the PHARMO Database Network for the period 1998-2008. PARTICIPANTS: Ambulatory Dutch women (≥65 years) with current and past use of antipsychotics. MEASUREMENTS: Incidence rates of UTIs, as defined by use of nitrofurantoin, was calculated within and outside the period of exposure to antipsychotic drugs. Cox proportional hazard regression analysis with Andersen-Gill extension for recurrent events was used to calculate crude and adjusted hazard ratios (HRs). RESULTS: During the study period, 18,541 women with a first prescription of an antipsychotic were identified. Current use of antipsychotics was associated with an increased risk of UTI compared to past use: HR, adjusted for age and history of UTIs, 1.33, 95% CI 1.27-1.39. A strong temporal relationship was found: the risk of being treated for a UTI was higher in the first week after the start of the treatment (adjusted HR 3.03, 95% CI 2.63-3.50) and decreased after 3 months (adjusted HR 1.22, 95% CI 1.17-1.28). Cumulative exposure was not associated with an increased risk of UTIs. There was no difference in effect between conventional and atypical antipsychotics. CONCLUSION: Our results show an increased risk of uncomplicated UTIs during antipsychotic use in older female patients, especially in the first week of treatment."
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