Dr Robbert Duvivier
Adjunct Associate Professor
School of Medicine and Public Health
- Email:robbert.duvivier@newcastle.edu.au
- Phone:0249854375
Career Summary
Biography
I was born in 1984 and spent my childhood in Koudekerke, The Netherlands. After graduating from secondary school I spent a gap year in Australia and New Zealand.
In 2004 I started my medical studies at Maastricht University, which I completed in 2012 (MD). Alongside the clinical part of my medical degree I completed my PhD thesis on teaching and learning clinical skills.
My clinical background include internships in emergency medicine and as a resident-not-in-training in acute psychiatry. Previous work experience include positions with the Global Health Workforce Alliance / World Health Organization in Geneva Switzerland, and Instituto de Cooperación Social Integrare, in Barcelona Spain. I was a visiting scholar at the Foundation for Advancement of International Medical Education and Research (FAIMER) in Philadelphia, USA.
I have worked on medical education issues since the onset of my academic life on local, national and international level.
Locally, I was involved in the student council at the Faculty of Health Medicine and Life Sciences, Maastricht University and was student board member at the Institute of Medical Education. Furthermore, I co-organised the elective course "International Health and Tropical Medicine" which is taken by 150 second-year students and entirely organised by medical students. In 2011-2012, I was PhD representative on the faculty council.
Nationally, I served as Vice President of the International Federation of Medical Students’ Associations The Netherlands (IFMSA-NL) in 2005-06.
Internationally, I served as Vice President of the European Medical Students' Association (EMSA) in 2006-07. In 2008 I was elected Liaison Officer on Medical Education issues to the executive board of the International Federation of Medical Students’ Associations (IFMSA). In this capacity I represented medical students on the executive board of the Association for Medical Education in Europe (AMEE) and on the executive council of the World Federation of Medical Education (WFME) in 2008-2010. I worked with the World Health Organization (WHO) in their Reference Group on Medical Education as expert consultant in 2010. I worked as educational consultant in Sulaiman Al-Rajhi University in Bukairiyah, Saudi Arabia for two months to assist with the development of their new medical faculty.
I have traveled extensively on six continents and coordinated projects in Kenya (youth) and South Sudan (health promotion).
Research Expertise(Co)author of over 40 publications in (inter)national journals and books. This includes 9 research articles, 18 commentaries and letters to the editor (6 in Lancet, 1 in New Eng J Med, JAMA and BMJ each), 6 book chapters, 4 working papers and policy briefs and 1 book review. (Co)author of over 30 abstracts presented at (inter)national conferences and meetings, and 10 keynote addresses and lectures as invited speaker.
Teaching Expertise
I am experienced in a wide variety of teaching modalities ranging from small group facilitation and Problem Based Learning (PBL), to conducting workshops, giving lectures and leading practical sessions, such as clinical skills instruction. In my previous role, I was engaged in teaching of medical students on their Psychiatry rotation, including bed-side teaching and interview skills. I have developed and taught a course on Tropical Medicine and International Health at Maastricht University, which is undertaken by 275 second-year medical students each year. In 2010 I spent 2 months working in Saudi Arabia, at Sulaiman Al Rajhi University in Bukairiyah, as a visiting lecturer. As part of this role I worked with a team to develop a new medical school curriculum which involved taking the lead for various faculty development workshops with local academic staff and running small group and PBL sessions with the students. My statement of teaching philosophy can be found here; http://tinyurl.com/duvivierteachingphilosophy This narrative shows how I use my conception of teaching and learning in my own teaching.
Administrative Expertise
Association for Medical Education in Europe [AMEE] • Board Member - ASPIRE Initiative, Program for International Recognition of Excellence in Education (2011-present) • Member Executive Committee (2008-10) World Federation for Medical Education [WFME] • Member Executive Council (2008-10) Maastricht University • Member Faculty Council (09/2011-09/2012) • Board Member Institute of Medical Education (05/2005-09/2007) • Member Student Council (05/2005-09/2007) International Federation of Medical Students’ Associations [IFMSA] • International Board Member, Liaison Officer on Medical Education issues (2008-10) • National Vice President on External Affairs, IFMSA the Netherlands (2005-06) European Medical Students’ Association • Vice President (2006-07) Mundri Relief and Development Organisation, Mundri South Sudan • Coordinator, Training-of-Trainers Program on Health Promotion (2007) Street Scouts Kenya Foundation, Machakos Kenya • Project Coordinator (2004-5)
Collaborations
Current research interests include equity in medical education, health workforce issues, career trajectories, clinical supervision, assessment of competence.
Qualifications
- Doctor of Philosophy, University of Maastricht - The Netherlands
- Bachelor of Medicine, University of Maastricht - The Netherlands
- Master of Science, University of Maastricht - The Netherlands
Keywords
- Clinical Skills
- Communication
- Global Health
- Health Professions Education
- Health Workforce
- Medical Education
- Physical Examination
- Psychiatry
Languages
- Dutch (Fluent)
- Spanish (Fluent)
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
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1/3/2013 - 1/7/2013 | Research Consultant | Instituto de Cooperación Social Integrare, Barcelona Spain |
1/3/2012 - | Research Consultant | Foundation for Advancement of International Medical Education and Research [FAIMER],Philadelphia United States |
1/9/2010 - 1/11/2010 | Visiting Lecturer and Project Manager | Sulaiman Al-Rajhi University Saudi Arabia |
Professional appointment
Dates | Title | Organisation / Department |
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1/7/2013 - 1/8/2014 | Medical Doctor | Parnassia Bavo Group Mental Health Services, Rotterdam Acute Psychiatry & Emergency Mental Health Care Netherlands |
1/12/2012 - 1/3/2013 | Intern | World Health Organization Global Health Workforce Alliance |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (6 outputs)
Year | Citation | Altmetrics | Link |
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2013 | Duvivier RJ, Dent JA, 'Student Support', A Practical Guide for Medical Teachers, Churchill Livingstone Elsevier, UK 362-369 (2013) | ||
2013 | Dent JA, Duvivier RJ, 'Student Support Scheme', Getting Started Series, University of Dundee, UK (2013) | ||
2012 | bin Dajim N, Duvivier RJ, 'International Students', International Handbook of Medical Education, SAGE Publications Limited, UK (2012) | ||
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Journal article (100 outputs)
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2024 |
Godschalx-Dekker JA, Gerritse FL, Pronk SA, Duvivier RJ, van Mook WNKA, 'Is insufficient introspection a reason to terminate residency training? - Scrutinising introspection among residents who disputed dismissal', MEDICAL TEACHER, [C1]
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2023 |
Wijbenga MH, Duvivier RJ, Driessen EW, Ramaekers SPJ, Teunissen PW, 'Challenges, coping and support during student placement abroad: A qualitative study', Medical Teacher, 45 1373-1379 (2023) [C1] Background: During placements abroad, healthcare students are confronted with different personal and professional challenges, related to participation in practice. This study inve... [more] Background: During placements abroad, healthcare students are confronted with different personal and professional challenges, related to participation in practice. This study investigates when and how students respond to such challenges, and which coping and support mechanisms students use to overcome these. Methods: Twenty-five international students shared their experiences about physiotherapy placement in The Netherlands. Using a critical incident technique, we asked participants to recall events where participation was affected by an unforeseen situation, in or outside the clinic. Further, we explored students¿ strategies of seeking support within their social network to overcome individual challenges. Two researchers applied thematic analysis to the interview data, following an iterative approach. Team discussions supported focused direction of data collection and analysis, before conceptualizing results. Results: Participants described a wide range of challenges. The scope and impact level of challenges varied widely, including intercultural differences, language barriers and inappropriate behaviour in the workplace, students¿ personal context and wellbeing. Mechanisms employed by students to overcome these challenges depended on the type of event (personal or professional), making purposeful use of their available network. Conclusion: Students involve clinical staff, peers, family and friends during placement abroad, to make deliberate use of their support network to overcome challenges in participation, whereas the academic network remains distant. Findings may help reflect on the roles and responsibilities of academic staff and other professionals involved with placements abroad. Healthcare programmes should ensure support before, during and after placement is within students¿ reach.
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2023 |
Ozcan H, Overeem L, Bakker M, Telkamp C, Duvivier R, de Zeeuw J, Versluis M, 'Applicability of working abroad for physicians with a specialization in global health and tropical medicine (vol 19, 28, 2023)', GLOBALIZATION AND HEALTH, 19 (2023)
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2023 |
Dewi SP, Wilson A, Duvivier R, Kelly B, Gilligan C, 'Perceptions of medical students and their facilitators on clinical communication skills teaching, learning, and assessment.', Front Public Health, 11 1168332 (2023) [C1]
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2023 |
Versluis M, Özcan H, Overeem L, Bakker M, Telkamp C, Duvivier R, de Zeeuw J, 'Applicability of working abroad for physicians with a specialization in Global Health and Tropical Medicine', Globalization and Health, 19 (2023) [C1] Background: In The Netherlands, physicians specialized in global health and tropical medicine (Ps-GHTM) are trained to work in low-resource settings (LRS) after their training pro... [more] Background: In The Netherlands, physicians specialized in global health and tropical medicine (Ps-GHTM) are trained to work in low-resource settings (LRS) after their training program of 27 months. After working for a period of time in LRS, many Ps-GHTM continue their careers in the Dutch healthcare system. While there is limited evidence regarding the value of international health experience for medical students and residents, it is unknown to what extent this applies to Ps-GHTM and to their clinical practice in the Netherlands. Methods: In this qualitative study we conducted semi-structured interviews and focus group discussions (FGDs) with Ps-GHTM to explore the perceived applicability of their experience abroad for their subsequent return to the Netherlands. Topic guides were developed using literature about the applicability of working abroad. Findings from the interviews served as a starting point for FGDs. The interviews and FGDs were analysed using directed content analysis. Results: 15 themes are described relating experience abroad to healthcare delivery in The Netherlands: broad medical perspective, holistic perspective, adaptive communication skills, creativity, flexibility, cultural awareness, self-reliance, clinical competence, cost awareness, public health, leadership, open-mindedness, organization of care, self-development, and teamwork. Highlighting the variety in competencies and the complexity of the topic, not all themes were recognized by all respondents in the FGDs nor deemed equally relevant. Flexibility, cultural awareness and holistic perspective are examples of important benefits to work experience in LRS. Conclusion: Ps-GHTM bring their competencies to LRS and return to the Netherlands with additionally developed skills and knowledge. These may contribute to healthcare delivery in the Netherlands. This reciprocal value is an important factor for the sustainable development of global health. Identifying the competencies derived from work experience in LRS could give stakeholders insight into the added value of Ps-GHTM and partly help in refining the specialization program.
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2023 |
Thomas I, Benoit L, Duvivier R, de Carvalho Filho MA, Martin A, 'Family dyads, emotional labor, and holding environments in the simulated encounter: co-constructive patient simulation as a reflective tool in child and adolescent psychiatry training', CHILD AND ADOLESCENT PSYCHIATRY AND MENTAL HEALTH, 17 (2023) [C1]
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2023 |
Fahl JT, Duvivier R, Reinke L, Pierie JPEN, Schönrock-Adema J, 'Towards best practice in developing motor skills: a systematic review on spacing in VR simulator-based psychomotor training for surgical novices', BMC Medical Education, 23 (2023) [C1] Objective: Repeated practice, or spacing, can improve various types of skill acquisition. Similarly, virtual reality (VR) simulators have demonstrated their effectiveness in foste... [more] Objective: Repeated practice, or spacing, can improve various types of skill acquisition. Similarly, virtual reality (VR) simulators have demonstrated their effectiveness in fostering surgical skill acquisition and provide a promising, realistic environment for spaced training. To explore how spacing impacts VR simulator-based acquisition of surgical psychomotor skills, we performed a systematic literature review. Methods: We systematically searched the databases PubMed, PsycINFO, Psychology and Behavioral Sciences Collection, ERIC and CINAHL for studies investigating the influence of spacing on the effectiveness of VR simulator training focused on psychomotor skill acquisition in healthcare professionals. We assessed the quality of all included studies using the Medical Education Research Study Quality Instrument (MERSQI) and the risk of bias using the Cochrane Collaboration¿s risk of bias assessment tool. We extracted and aggregated qualitative data regarding spacing interval, psychomotor task performance and several other performance metrics. Results: The searches yielded 1662 unique publications. After screening the titles and abstracts, 53 publications were retained for full text screening and 7 met the inclusion criteria. Spaced training resulted in better performance scores and faster skill acquisition when compared to control groups with a single day (massed) training session. Spacing across consecutive days seemed more effective than shorter or longer spacing intervals. However, the included studies were too heterogeneous in terms of spacing interval, obtained performance metrics and psychomotor skills analysed to allow for a meta-analysis to substantiate our outcomes. Conclusion: Spacing in VR simulator-based surgical training improved skill acquisition when compared to massed training. The overall number and quality of available studies were only moderate, limiting the validity and generalizability of our findings.
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2023 |
Versluis MAC, Jöbsis NC, Jaarsma ADC, Tuinsma R, Duvivier R, 'International Health Electives: defining learning outcomes for a unique experience', BMC Medical Education, 23 (2023) [C1] Background: An International Health Elective (IHE) can be a unique learning experience for students. However, it has proven difficult to clearly define learning outcomes that capt... [more] Background: An International Health Elective (IHE) can be a unique learning experience for students. However, it has proven difficult to clearly define learning outcomes that capture the complexity of an IHE and are aligned with future professional performance. This study aimed to further define learning outcomes for IHEs in low- to middle-income countries (LMIC) from a student perspective. Methods: We conducted a deductive analysis of pre-departure and post-elective reflective reports of fifth-year medical students who participated in an IHE as part of their program. This provided possible learning objectives that were further explored in semi-structured individual interviews with medical students who had recently returned from an IHE. Results: We analyzed 33 reports of students participating in an IHE from 2017¿2019 and held 19 interviews. Thematic analysis revealed 9 themes: developing intercultural competence, developing appreciation for differences in health care delivery systems, understanding international health, understanding the global burden of disease, developing a career perspective, developing clinical skills in resource low settings, becoming cost conscious, developing social responsibility and self-actualization. Conclusions: We identified 9 learning outcomes that are directly and indirectly related to clinical practice. They add to the on-going discourse on the benefits of IHEs. These outcomes can be further developed by investigating the perspectives of home and host supervisors and educationalists, while taking the local context into account. Follow-up studies can evaluate to what extend these outcomes are achieve during an IHE.
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2022 |
Duvivier RJ, Buckley PF, Martin A, Boulet JR, 'International Medical Graduates in the United States Psychiatry Workforce', ACADEMIC PSYCHIATRY, 46 428-434 (2022) [C1]
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2022 |
Xu X, Schönrock-Adema J, Jaarsma ADC, Duvivier RJ, Bos NA, 'A conducive learning environment in international higher education: A systematic review of research on students perspectives', Educational Research Review, 37 (2022) [C1] Higher education institutions (HEIs) strive to meet international students' needs and expectations regarding their learning environments. Current literature covers a wide ran... [more] Higher education institutions (HEIs) strive to meet international students' needs and expectations regarding their learning environments. Current literature covers a wide range of needs, expectations, and HEIs' responses. However, there doesn't seem to be a consensus about the needs and expectations to be addressed. A coherent theoretical framework may help HEIs identify areas of need and provide additional resources and comprehensive services. We performed a systematic review to obtain an overview of international students' needs, expectations, and experiences regarding their learning environments as described in the literature. We categorized students' perspectives into dimensions. Subsequently, we investigated whether these dimensions related to the three key domains outlined in the theoretical framework and the coverage of these key domains by HEIs. Sixty-three studies were eligible for inclusion. We identified 18 dimensions of international students' needs, expectations, and experiences that could be mapped onto the framework. Based on these results, the content of the three domains could be summarized as goal direction, relationships, and supporting services. Thirteen studies covered one domain, 14 covered two domains, and 36 covered three domains. To provide optimal support, HEIs should cover all three domains. Our study may help to better understand and optimize learning environments for international students.
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2022 |
Crebbin W, Guest G, Beasley S, Tobin S, Duvivier R, Watters D, 'Learning and teaching stage 4 clinical decision making: progression from novice to expert', ANZ JOURNAL OF SURGERY, 92 2088-2093 (2022) [C1]
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2022 |
Shimizu I, Kimura T, Duvivier R, van der Vleuten C, 'Modeling the effect of social interdependence in interprofessional collaborative learning', JOURNAL OF INTERPROFESSIONAL CARE, 36 820-827 (2022) [C1]
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2022 |
Kitay BM, Walde T, Robertson D, Cohen T, Duvivier R, Martin A, 'Addressing Electroconvulsive Therapy Knowledge Gaps and Stigmatized Views Among Nursing Students Through a Psychiatrist APRN Didactic Partnership', Journal of the American Psychiatric Nurses Association, 28 225-234 (2022) [C1] BACKGROUND: Knowledge gaps and stigmatized perceptions regarding electroconvulsive therapy (ECT) among patients and health providers contribute to the underutilization of an impor... [more] BACKGROUND: Knowledge gaps and stigmatized perceptions regarding electroconvulsive therapy (ECT) among patients and health providers contribute to the underutilization of an important therapeutic modality. The proactive education of future advanced practice registered nurses (APRNs) provides an opportunity to optimize the use of this evidence-based clinical practice. AIMS: As part of a general course in psychiatry during the first year of nursing school, we dedicated 1 hour to treatment-refractory depression, including ECT, and a second hour to a summary discussion of mood disorders. We evaluated the efficacy of this didactic offering, which was co-taught by a psychiatrist and a psychiatric APRN. METHOD: At baseline, consenting students (n = 94) provided three words they associated with ECT and then completed three validated instruments: (a) Questionnaire on Attitudes and Knowledge of ECT, (b) Opening Minds Stigma Scale for Health Care Providers, and (c) Self-Stigma of Seeking Help. Among the 67 students who repeated the assessment at endpoint, 39 attended the ECT didactic (Intervention group, 58%) and 28 did not (Control, 42%). RESULTS: After completion of the 3-month course, students showed improvement across all measures (p <.001). The only outcomes that improved differentially between the Intervention and Control groups were the Questionnaire on Attitudes and Knowledge of ECT Attitudes and Knowledge scales (p =.01). Word choice valence associated with ECT shifted favorably by endpoint (p <.001). CONCLUSIONS: An educational intervention co-led by a psychiatric-mental health APRN had a significant impact on nursing students¿ knowledge and perceptions of ECT. This approach can be readily implemented at other institutions. Future refinements will include the videotaped depiction of a simulated patient undergoing the consent, treatment, and recovery phases of ECT.
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2022 |
Driever EM, Tolhuizen IM, Duvivier RJ, Stiggelbout AM, Brand PLP, 'Why do medical residents prefer paternalistic decision making? An interview study', BMC MEDICAL EDUCATION, 22 (2022) [C1]
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2022 |
Galema G, Duvivier R, Pols J, Jaarsma D, Wietasch G, 'Learning the ropes: strategies program directors use to facilitate organizational socialization of newcomer residents, a qualitative study', BMC MEDICAL EDUCATION, 22 (2022) [C1]
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2022 |
Shimizu I, Matsuyama Y, Duvivier R, van der Vleuten C, 'Perceived positive social interdependence in online versus face-to-face team-based learning styles of collaborative learning: a randomized, controlled, mixed-methods study', BMC MEDICAL EDUCATION, 22 (2022) [C1]
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2021 |
Van Der Goot WE, Duvivier RJ, Van Yperen NW, De Carvalho-Filho MA, Noot KE, Ikink R, et al., 'Psychological distress among frontline workers during the COVID-19 pandemic: A mixed-methods study', PLoS ONE, 16 (2021) [C1] Background: Novel virus outbreaks, such as the COVID-19 pandemic, may increase psychological distress among frontline workers. Psychological distress may lead to reduced performan... [more] Background: Novel virus outbreaks, such as the COVID-19 pandemic, may increase psychological distress among frontline workers. Psychological distress may lead to reduced performance, reduced employability or even burnout. In the present study, we assessed experienced psychological distress during the COVID-19 pandemic from a self-determination theory perspective. Methods: This mixed-methods study, with repeated measures, used surveys (quantitative data) combined with audio diaries (qualitative data) to assess work-related COVID-19 experiences, psychological need satisfaction and frustration, and psychological distress over time. Fortysix participants (nurses, junior doctors, and consultants) completed 259 surveys and shared 60 audio diaries. Surveys and audio diaries were analysed separately. Results: Quantitative results indicated that perceived psychological distress during COVID-19 was higher than pre-COVID-19 and fluctuated over time. Need frustration, specifically autonomy and competence, was positively associated with psychological distress, while need satisfaction, especially relatedness, was negatively associated with psychological distress. In the qualitative, thematic analysis, we observed that especially organisational logistics (rostering, work-life balance, and internal communication) frustrated autonomy, and unfamiliarity with COVID-19 frustrated competence. Despite many need frustrating experiences, a strong connection with colleagues and patients were important sources of relatedness support (i.e. need satisfaction) that seemed to mitigate psychological distress. Conclusion: The COVID-19 pandemic resulted in an increase of psychological distress among frontline workers. Both need frustration and need satisfaction explained unique variance of psychological distress, but seemed to originate from different sources. Challenging times require healthcare organisations to better support their professionals by tailored formal and informal support. We propose to address both indirect (e.g. organisation) and direct (e.g. colleagues) elements of the clinical and social environment in order to reduce need frustration and enhance need satisfaction.
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2021 |
Martin A, Weller I, Amsalem D, Adigun A, Jaarsma D, Duvivier R, de Carvalho-Filho MA, 'From Learning Psychiatry to Becoming Psychiatrists: A Qualitative Study of Co-constructive Patient Simulation', FRONTIERS IN PSYCHIATRY, 11 (2021) [C1]
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2021 |
Gerritse FL, Duvivier RJ, 'Disciplinary complaints concerning transgressive behaviour by healthcare professionals: an analysis of 5 years jurisprudence in the Netherlands', BMJ OPEN, 11 (2021) [C1]
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2021 |
Martin A, Weller I, Amsalem D, Duvivier R, Jaarsma D, De Carvalho Filho MA, 'Co-constructive Patient Simulation: A Learner-Centered Method to Enhance Communication and Reflection Skills', Simulation in Healthcare, 16 E129-E135 (2021) [C1] Introduction In simulation sessions using standardized patients (SPs), it is the instructors, rather than the learners, who traditionally identify learning goals. We describe co-c... [more] Introduction In simulation sessions using standardized patients (SPs), it is the instructors, rather than the learners, who traditionally identify learning goals. We describe co-constructive patient simulation (CCPS), an experiential method in which learners address self-identified goals. Methods In CCPS, a designated learner creates a case script based on a challenging clinical encounter. The script is then shared with an actor who is experienced working as an SP in medical settings. An instructor with experience in the model is involved in creating, editing, and practicing role play of the case. After co-creation of the case, learners with no prior knowledge of the case (peers or a supervisor) interview the SP. The clinical encounter is followed by a group debriefing session. Results We conducted 6 CCPS sessions with senior trainees in child and adolescent psychiatry. Topics that are difficult to openly talk about may be especially appropriate for the CCPS model - without overt guidance or solicitation, the scripts developed by learners for this series involved: medical errors and error disclosure; racial tensions, including overt racism; interprofessional conflict; transphobia; patient-on-provider violence; sexual health; and the sharing of vulnerability and personal imperfections in the clinical setting. Conclusions Co-constructive patient simulation provides an alternative multistage and multimodal approach to traditional SP simulation sessions that can adapt iteratively and in real time to new clinical vicissitudes and challenges This learner-centered model holds promise to enrich simulation-based education by fostering autonomous, meaningful, and relevant experiences that are in alignment with trainees' self-identified learning goals.
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2021 |
Shimizu I, Matsuyama Y, Duvivier R, van der Vleuten C, 'Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study', BMC MEDICAL EDUCATION, 21 (2021) [C1]
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2021 |
Wijbenga MH, Teunissen PW, Ramaekers SPJ, Driessen EW, Duvivier RJ, 'Initiation of student participation in practice: An audio diary study of international clinical placements', Medical Teacher, 43 1179-1185 (2021) [C1] Background: Differences in professional practice might hinder initiation of student participation during international placements, and thereby limit workplace learning. This study... [more] Background: Differences in professional practice might hinder initiation of student participation during international placements, and thereby limit workplace learning. This study explores how healthcare students overcome differences in professional practice during initiation of international placements. Methods: Twelve first-year physiotherapy students recorded individual audio diaries during the first month of international clinical placement. Recordings were transcribed, anonymized, and analyzed following a template analysis approach. Team discussions focused on thematic interpretation of results. Results: Students described tackling differences in professional practice via ongoing negotiations of practice between them, local professionals, and peers. Three themes were identified as the focus of students¿ orientation and adjustment efforts: professional practice, educational context, and individual approaches to learning. Healthcare students¿ initiation during international placements involved a cyclical process of orientation and adjustment, supported by active participation, professional dialogue, and self-regulated learning strategies. Conclusions: Initiation of student participation during international placements can be supported by establishing a continuous dialogue between student and healthcare professionals. This dialogue helps align mutual expectations regarding scope of practice, and increase understanding of professional and educational practices. Better understanding, in turn, creates trust and favors meaningful students¿ contribution to practice and patient care.
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2021 |
Martin A, de Carvalho Filho MA, Jaarsma D, Duvivier R, 'Making it real: From telling to showing, sharing, and doing in psychiatric education', Advances in Medical Education and Practice, 12 1379-1388 (2021) [C1] Objective: Innovations in contemporary medical education could inform remedies to address enduring challenges such as the marginalization and stigmatization of psychiatry, of ment... [more] Objective: Innovations in contemporary medical education could inform remedies to address enduring challenges such as the marginalization and stigmatization of psychiatry, of mental illnesses, and of those affected by them. Methods: In blending the works of Bleakley, Bligh, and Brown (2011) and of Kumagai and Naidu (2015), we developed an overarching heuristic with practical relevance and concrete applications to psychiatric education. Results: We identify three areas to enhance psychiatric education embedded into this blended framework: 1) Showing, or the more accurate depiction or imaging of mental illnesses and of psychiatric practice, as exemplified by the incorporation into didactic content of asynchronous video-based clinical materials produced with specific educational objectives in mind; 2) Sharing, or addressing the image problem of mental illnesses, of those living with or affected by them, and of psychiatry as a profession, as exemplified by psychiatrists embracing their role as experts by professional and personal experience when sharing their own journeys with mental illness, treatment, and recovery; and 3) Doing, or reimagining reflective psychiatric practice, as exemplified by the novel methodology of co-constructive patient simulation (CCPS), through which learners can engage in reflective practice and supervision in a participatory and democratic setting that does not privilege participants¿ hierarchical standing. Conclusion: The blended model and the sample applications we describe offer a range of teaching, learning, and professional development opportunities, should psychiatric educators choose to pursue them and reap their promise.
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2020 |
Arora M, Walker K, Luu J, Duvivier RJ, Dune T, Wynne K, 'Education of the medical profession to facilitate delivery of transgender health care in an Australian health district', Australian Journal of Primary Health, 26 17-23 (2020) [C1] Transgender individuals who desire medical transition need to access care through their local healthcare system. This is the first study to explore the perceptions of the communit... [more] Transgender individuals who desire medical transition need to access care through their local healthcare system. This is the first study to explore the perceptions of the community and attitudes of healthcare providers towards the delivery of transgender health care in an Australian context. An anonymous survey was conducted of trans and gender-diverse community members; and physicians and trainees in the Hunter New England Local Health District of New South Wales, Australia. Community members were surveyed about their healthcare experiences. Medical students, GPs and hospital physicians were surveyed on their attitudes towards the delivery of transgender health care before and after a 1-h education session that included the lived experience of a community member. Community members expressed a need for increased education for healthcare providers in transgender medicine. Following the intervention, significantly more healthcare providers felt confident to facilitate transgender health care for adults, adolescents and children; and more healthcare providers agreed that medical and surgical treatment should be offered to transgender patients if desired. The positive safety profile of treatment was felt to be the most persuasive factor for the provision of care. Healthcare providers identified a need for health education in transgender medicine; easy access to evidence-based resources; and local referral pathways as key strategies to improving transgender health care.
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2020 |
Duvivier RJ, Gusic ME, Boulet JR, 'International Medical Graduates in the Pediatric Workforce in the United States', PEDIATRICS, 146 (2020) [C1]
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2020 |
Stokes-Parish JB, Duvivier R, Jolly B, 'How does moulage contribute to medical students' perceived engagement in simulation? A mixed-methods pilot study.', Advances in simulation, 5 1-12 (2020) [C1]
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2020 |
Kitay B, Martin A, Chilton J, Amsalem D, Duvivier R, Goldenberg M, 'Electroconvulsive Therapy: a Video-Based Educational Resource Using Standardized Patients', Academic Psychiatry, 44 531-537 (2020) [C1] Objective: Video-based depictions of electroconvulsive therapy (ECT) can be useful for educational purposes, but many of the readily available resources may worsen already stigmat... [more] Objective: Video-based depictions of electroconvulsive therapy (ECT) can be useful for educational purposes, but many of the readily available resources may worsen already stigmatized views of the procedure. Educators¿ common reliance on such material highlights the paucity of equipoised depictions of modern ECT well suited for the training of health professionals. The authors developed and tested a new educational module enhanced by videotaped depictions of a simulated patient undergoing the consent, treatment, recovery, and follow-up phases of ECT. Methods: The didactic intervention interspersed 7 short video clips (totaling 14¿min) into a 55-min lecture on treatment-resistant depression. The session, part of an intensive course of preclinical psychiatry, was delivered online through synchronous videoconferencing with Zoom. The primary outcome measure was change in the Questionnaire on Attitudes and Knowledge of ECT (QuAKE). Results: Fifty-three out of 63 (87%) eligible second-year medical students completed assessments at baseline and after exposure to the didactic intervention. QuAKE scores improved between baseline and endpoint: the Attitudes composite increased from 49.4¿±¿6.1 to 59.1¿±¿5.7 (paired t 10.65, p < 0.001, Cohen¿s d 0.69), and the Knowledge composite from 13.3¿±¿1.2 to 13.9¿±¿0.8 (paired t 3.97, p < 0.001, Cohen¿s d 0.23). Conclusions: These video-based educational materials proved easy to implement in the virtual classroom, were amenable to adaptation by end-use instructors, were well received by learners, and led to measurable changes in students¿ knowledge of and attitudes toward ECT.
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2020 |
Shimizu I, Kikukawa M, Tada T, Kimura T, Duvivier R, Van Der Vleuten C, 'Measuring social interdependence in collaborative learning: Instrument development and validation', BMC Medical Education, 20 (2020) [C1] Background: In health professions education, several collaborative learning approaches have been used. As collaborative learning has a theoretical background of social interdepend... [more] Background: In health professions education, several collaborative learning approaches have been used. As collaborative learning has a theoretical background of social interdependence theory, a theory informed and valid instrument to measure social interdependence is required to evaluate and compare several learning approaches. The aim of this study was to develop an instrument (the SOcial interdependence in Collaborative learning Scale; SOCS) to measure students' perceived social interdependence in collaborative learning and validate it. Methods: We conducted a modified Delphi procedure among stakeholders to develop the content validity of the instrument. To establish construct validity, we performed a confirmatory factor analysis, and we estimated reliability. Results: Two rounds of Delphi were conducted to develop the instrument. Confirmatory factor analysis yielded a three-factor model with 15 items, which provided an excellent fit with CMIN/df = 1.838, GFI = 0.924, CFI = 0.951, RMSEA = 0.061, and PCLOSE = 0.121. Alpha-coefficients for all factors indicated high internal consistency of all the factors. Conclusion: This study describes the development and construct validation of the SOCS for measuring social interdependence in collaborative learning. This instrument will provide teachers and schools with feedback about their classroom environment.
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2020 |
Zhou Y, Diemers AD, Brouwer J, Muntinghe FLH, Duvivier RJ, Pols J, et al., 'The influence of mixing international and domestic students on competency learning in small groups in undergraduate medical education', BMC Medical Education, 20 (2020) [C1] Background: Medical curricula are increasingly internationalized, with international students being mixed with domestic students in small group learning. Small group learning is k... [more] Background: Medical curricula are increasingly internationalized, with international students being mixed with domestic students in small group learning. Small group learning is known to foster competency learning in undergraduate medical education, specifically Communication, Collaboration, Leadership, and Professionalism. However, it is unclear what happens with the learning of competencies when international students are introduced in small groups. This study explores if students in international small groups master the competencies Collaboration, Leadership and Professionalism at the same level as students in domestic groups in an undergraduate medical curriculum. Method: In total, 1215 Students of three academic year cohorts participated in the study. They were divided into four learning communities (LCs), per year cohort, in which tutor groups were the main instructional format. The tutorials of two learning communities were taught in English, with a mix of international and Dutch students. The tutorials of the other two learning communities were taught in Dutch with almost all domestic students. Trained tutors assessed three competencies (Collaboration, Leadership, Professionalism) twice per semester, as 'Not-on-track', 'On-track', or 'Fast-on-track'. By using Chi-square tests, we compared students' competencies performance twice per semester between the four LCs in the first two undergraduate years. Results: The passing rate ('On-track' plus 'Fast-on-track') for the minimum level of competencies did not differ between the mixed and domestic groups. However, students in the mixed groups received more excellent performance evaluations ('Fast-on-track') than the students in the homogenous groups of Dutch students. This higher performance was true for both international and Dutch students of the mixed groups. Prior knowledge, age, gender, and nationality did not explain this phenomenon. The effect could also not be explained by a bias of the tutors. Conclusion: When students are educated in mixed groups of international and Dutch students, they can obtain the same basic competency levels, no matter what mix of students is made. However, students in the mixed international groups outperformed the students in the homogenous Dutch groups in achieving excellent performance scores. Future research should explore if these findings can be explained from differences in motivation, perceived grading or social network interactions.
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2020 |
Boulet JR, Duvivier RJ, Pinsky WW, 'Prevalence of International Medical Graduates from Muslim-Majority Nations in the US Physician Workforce from 2009 to 2019', JAMA Network Open, 3 (2020) [C1] Importance: Historically, the US physician workforce has included a large number of international medical graduates (IMGs). Recent US immigration policies may affect the inflow of... [more] Importance: Historically, the US physician workforce has included a large number of international medical graduates (IMGs). Recent US immigration policies may affect the inflow of IMGs, particularly those who are citizens of Muslim-majority nations. Objectives: To provide an overview of the characteristics of IMGs from Muslim-majority nations, including their contributions to the US physician workforce, and to describe trends in the number of applications for certification to the Educational Commission for Foreign Medical Graduates between 2019 and 2018, both overall and for citizens of Muslim-majority nations. Design, Setting, and Participants: This cross-sectional study, which included 1065606 US physicians listed in the 2019 American Medical Association Physician Masterfile and 156017 applicants to the Educational Commission for Foreign Medical Graduates certification process between 2009 and 2018, used a repeated cross-sectional study design to review the available data, including country of medical school attended, citizenship when entering medical school, and career information, such as present employment, specialty, and type of practice. Exposures: Country of citizenship when entering medical school. Main Outcomes and Measures: Physician counts and demographic information from the 2019 American Medical Association Physician Masterfile and applicant data from the Educational Commission for Foreign Medical Graduates from 2009 to 2018. Results: Of 1065606 physicians in the American Medical Association Physician Masterfile, 263029 (24.7%) were IMGs, of whom 48354 were citizens of Muslim-majority countries at time of entry to medical school, representing 18.4% of all IMGs. Overall, 1 in 22 physicians in the US was an IMG from a Muslim-majority nation, representing 4.5% of the total US physician workforce. More than half of IMGs from Muslim-majority nations (24491 [50.6%]) come from 3 countries: Pakistan (14352 [29.7%]), Iran (5288 [10.9%]), and Egypt (4851 [10.0%]). The most prevalent specialties include internal medicine (10934 [23.6%]), family medicine (3430 [7.5%]), pediatrics (2767 [5.9%]), and psychiatry (2251 [4.8%]), with 18229 (38.1%) practicing in primary care specialties. The number of applicants for Educational Commission for Foreign Medical Graduates certification from Muslim-majority countries increased from 2009 (3227 applicants) to 2015 (4244 applicants), then decreased by 2.1% in 2016 to 4254 applicants, 4.3% in 2017 to 4073 applicants, and 11.5% in 2018 to 3604 applicants. Much of this decrease could be attributed to fewer citizens from Pakistan (1042 applicants in 2015 to 919 applicants in 2018), Egypt (493 applicants in 2015 to 309 applicants in 2018), Iran (281 applicants in 2015 to 182 applicants in 2018), and Saudi Arabia (337 applicants in 2015 to 163 applicants in 2018) applying for certification. Conclusions and Relevance: Based on the findings of this study, the number of ECFMG applicants from Muslim-majority countries decreased from 2015 to 2018. The US physician workforce will continue to rely on IMGs for some time to come. To the extent that citizens from some countries no longer seek residency positions in the US, gaps in the physician workforce could widen..
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2020 |
Wijbenga MH, Duvivier RJ, Sheehan DC, Ramaekers SPJ, Teunissen PW, Driessen EW, 'Finding your feet: student participation during initiation of international clinical placements: Student participation during initiation', Perspectives on Medical Education, 9 41-48 (2020) [C1] Introduction: International placements challenge students to find the right level of participation, as local practices, language and time pressure may affect their engagement in p... [more] Introduction: International placements challenge students to find the right level of participation, as local practices, language and time pressure may affect their engagement in patient-related tasks or team activities. This study sought to unpack the initiation process during international clinical placements with the ultimate aim to achieve active student participation. Methods: Following a¿constructivist grounded theory approach, we conducted two individual interviews with 15¿undergraduate healthcare students (before departure and whilst on placement). To identify emerging themes, we applied an iterative process of data collection and constant comparative analysis. Several team discussions informed further analysis, allowing us to reach a¿more conceptual level of theory. Results: From our findings we constructed a¿four-phase model of healthcare students¿ initiation of international clinical placements, which brings into focus how the phases of ¿orientation¿, ¿adjustment¿ and ¿contribution to patient care¿ build up towards a¿¿sense of belonging¿. We identified several factors that induced active student participation in practice, such as a¿favourable workplace setting, opportunities for learning and a¿local support network. Discussion: Active student participation is aimed at different goals, depending on the four phases of initiation that eventually lead to a¿sense of belonging and support workplace learning.
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2019 |
Stokes-Parish J, Duvivier R, Jolly B, 'Expert opinions on the authenticity of moulage in simulation: a Delphi study.', Advances in Simulation, 4 (2019) [C1]
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2019 |
Griffin B, Bayl-Smith P, Duvivier R, Shulruf B, Hu W, 'Retest effects in medical selection interviews', Medical Education, 53 175-183 (2019) [C1] Context: Repetition of a cognitive ability test is known to increase scores, but almost no research has examined whether similar improvement occurs with repetition of interviews. ... [more] Context: Repetition of a cognitive ability test is known to increase scores, but almost no research has examined whether similar improvement occurs with repetition of interviews. Retest effects can change the rank order of candidates and reduce the test's criterion validity. Because interviews are widely used to select medical students and postgraduate trainees, and because applicants apply to multiple programmes and often reapply if unsuccessful, the potential for retest effects needs to be understood. Objectives: This study was designed to identify if retest improvements occur when candidates undertake multiple interviews and, if so, whether the effect is attributable to general interview experience or specific experience and whether repeat testing affects criterion validity. Methods: We compared interview scores of applicants who were interviewed for one or more of three independent undergraduate medical programmes in two consecutive years and those who were interviewed in both years for the same programme. Correlations between initial and repeat interview scores and a written test of social understanding were compared. Results: General experience (being interviewed by multiple programmes) did not produce improvement in subsequent interview performance. There was no evidence of method effect (having prior experience of the multiple mini-interview process). Specific experience (being interviewed by the same programme across 2¿years) resulted in a significant improvement in scores for which regression to the mean did not fully account. Criterion validity did not appear to be affected. Conclusions: Unsuccessful candidates for medical school who reapply and are re-interviewed on a subsequent occasion at the same institution are likely to increase their scores. The results of this study suggest the increase is probably not attributable to improved ability.
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2019 |
Griffin B, Auton J, Duvivier R, Shulruf B, Hu W, 'Applicants to medical school: if at first they don t succeed, who tries again and are they successful?', Advances in Health Sciences Education, 24 33-43 (2019) [C1] This study compared the profile of those who, after initial failure to be selected, choose to reapply to study medicine with those who did not reapply. It also evaluates the chanc... [more] This study compared the profile of those who, after initial failure to be selected, choose to reapply to study medicine with those who did not reapply. It also evaluates the chance of a successful outcome for re-applicants. In 2013, 4007 applicants to undergraduate medical schools in the largest state in Australia were unsuccessful. Those who chose to reapply (n = 665) were compared to those who did not reapply (n = 3342). Results showed that the odds of re-applying to medicine were 55% less for those from rural areas, and 39% more for those from academically-selective schools. Those who had higher cognitive ability and high school academic performance scores in 2013 were also more likely to re-apply. Socioeconomic status was not related to re-application choice. Re-applicants¿ showed significant improvements in selection test scores and had a 34% greater probability of selection than first-time applicants who were also interviewed in the same selection round. The findings of this study indicate that re-testing and re-application improves one¿s chance of selection into an undergraduate medical degree, but may further reduce the diversity of medical student cohorts in terms of rural background and educational background.
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2019 |
Duvivier RJ, Boulet J, Qu JZ, 'The contribution of Chinese-educated physicians to health care in the United States', PLOS ONE, 14 (2019) [C1]
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2019 |
Duvivier RJ, 'How to future-proof the use of space in universities by integrating new digital technologies', Perspectives: Policy and Practice in Higher Education, 23 18-23 (2019) [C1] This paper examines how digital technologies shape the use of space in universities with a particular focus on the implications on organisational level. In order to maximise the p... [more] This paper examines how digital technologies shape the use of space in universities with a particular focus on the implications on organisational level. In order to maximise the potential of new technologies, I argue that universities will have to reconsider their use of space. This includes addressing the impact of new technologies on pedagogies, on facilities and on students. This paper discusses seven organisational consequences, with an aim to guide estate planning and strategic investment in campus buildings and facilities.
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2019 |
Duvivier RJ, Wiley E, Boulet JR, 'Supply, distribution and characteristics of international medical graduates in family medicine in the United States: a cross-sectional study', BMC FAMILY PRACTICE, 20 (2019) [C1]
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2018 |
Stokes-Parish JB, Duvivier R, Jolly B, 'Investigating the impact of moulage on simulation engagement A systematic review', Nurse Education Today, 64 49-55 (2018) [C1] Background: Simulation Based Education (SBE) is used as a primer for clinical education in nursing and other health professions. Participant engagement strategies and good debrief... [more] Background: Simulation Based Education (SBE) is used as a primer for clinical education in nursing and other health professions. Participant engagement strategies and good debriefing have been identified as key for effective simulations. The environment in which the simulation is situated also plays a large role in the degree of participant engagement. Various cues are staged within simulations to enhance this engagement process. Moulage techniques are used in current-day simulation to mimic illnesses and wounds, acting as visual and tactile cues for the learner. To effectively utilise moulage in simulation, significant expense is required to train simulation staff and to purchase relevant equipment. Objective: Explore the use of moulage in simulation practice today and its influence on participant engagement. Design: Using a systematic process to extract papers, we reviewed the literature with a critical-realist lens. Data Sources: CINAHL Complete, ERIC, Embase, Medline, PsycINFO, SCOPUS, Web of Science, Proquest, Science Direct and SAGE. Review Methods: 10 databases were systematically reviewed using the keyword ¿moulage¿ to answer the question ¿How does the authenticity of moulage impact on participant engagement?¿. 1318 records were identified prior to exclusion criterion were applied. 10 articles were targeted for review, following exclusion for English language and publication between 2005 and 2015. Results: The resulting 10 papers were assessed for quality using the Medical Education Research Study Quality Instrument (MERSQI). The majority of papers were situated in dermatology teaching, with only one nursing paper. Study participants were both undergraduate and postgraduate. Most of the studies were undertaken at a university setting. No papers comprehensively addressed whether the authenticity of moulage influences learner engagement. Conclusions: Results were limited, yet clearly outline a widely held assumption that moulage is essential in simulation-based education for improved realism and subsequent learner engagement. Despite this, there is no clear evidence from the literature that this is the case, suggesting that further research to explore the impact of moulage on participant engagement is warranted. A number of recommendations are made for future research.
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2018 |
Griffin B, Auton J, Duvivier R, Shulruf B, Hu W, 'Multiple mini interviews: Revealing similarities across institutions', BMC Medical Education, 18 (2018) [C1]
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2017 |
Sanchez AA, Southgate E, Rogers G, Duvivier RJ, 'Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Health in Australian and New Zealand Medical Education', LGBT Health, 4 295-303 (2017) [C1] Purpose: This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula. Met... [more] Purpose: This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula. Methods: We sent medical school curriculum administrators an online cross-sectional survey. Results: The response rate was 15 medical schools (71%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33%), course coordinators (n = 4; 27%), Heads of School (n = 2; 13%), one Dean (7%), and three others (20%). Most schools (n = 9; 60%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80%) and small-group sessions (n = 9; 60%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80%) and the difference between sexual behavior and identity (67%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47%) unsure about what is taught. Eight respondents (53%) described the coverage of LGBTQI content at their institution as "fair," two (13%) as "good," and two (13%) as "poor," with one respondent (7%) describing the coverage as "very poor." None of the respondents described the coverage as "very good." Conclusions: Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. There is a need for further inclusion of curriculum related to transgender, gender diverse, and intersex people.
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2017 |
Stokes-Parish JB, Duvivier R, Jolly B, 'Does Appearance Matter? Current Issues and Formulation of a Research Agenda for Moulage in Simulation', Simulation in Healthcare-Journal of the Society for Simulation in Healthcare, 12 47-50 (2017) [C1]
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2017 |
Ditton-Phare P, Loughland C, Duvivier R, Kelly B, 'Communication skills in the training of psychiatrists: A systematic review of current approaches', AUSTRALIAN AND NEW ZEALAND JOURNAL OF PSYCHIATRY, 51 675-692 (2017) [C1]
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2017 |
Duvivier RJ, Burch VC, Boulet JR, 'A comparison of physician emigration from Africa to the United States of America between 2005 and 2015', HUMAN RESOURCES FOR HEALTH, 15 (2017) [C1]
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2016 |
Leppink J, Duvivier R, 'Twelve tips for medical curriculum design from a cognitive load theory perspective', Medical Teacher, 38 669-674 (2016) [C1] Abstract: During their course, medical students have to become proficient in a variety of competencies. For each of these competencies, educational design can use cognitive load t... [more] Abstract: During their course, medical students have to become proficient in a variety of competencies. For each of these competencies, educational design can use cognitive load theory to consider three dimensions: task fidelity: from literature (lowest) through simulated patients (medium) to real patients (highest); task complexity: the number of information elements in a learning task; and instructional support: from worked examples (highest) through completion tasks (medium) to autonomous task performance (lowest). One should integrate any competency into a medical curriculum such that training in that competency facilitates the students¿ journey that starts from high instructional support on low-complexity low-fidelity learning tasks all the way to high-complexity tasks in high-fidelity environments carried out autonomously. This article presents twelve tips on using cognitive load theory or, more specifically, a set of four tips for each of task fidelity, task complexity, and instructional support, to achieve that aim.
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2015 |
Duvivier RJ, Wiley E, 'WHO and the health of LGBT individuals', The Lancet, 385 1070-1071 (2015) [C3]
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2015 |
Duvivier RJ, Van Zanten M, 'Medical education in the former Netherlands Antilles countries Bonaire, St Eustatius and Saba', Nederlands Tijdschrift voor Geneeskunde, 159 (2015) [C3] On 10 October 2010, the former Netherlands Antilles was dissolved politically; Curacao and St Maarten became autonomous countries, while Bonaire, St Eustatius and Saba (the '... [more] On 10 October 2010, the former Netherlands Antilles was dissolved politically; Curacao and St Maarten became autonomous countries, while Bonaire, St Eustatius and Saba (the 'BES islands') joined the Netherlands with the status 'special municipalities'. At that time there was one medical school on each of the BES islands, providing medical education to students predominantly from the United States and Canada. A process was instigated for recognition and accreditation within the Netherlands system of the education provided by these schools. This article provides an overview of this process, and investigates its consequences, including admission and registration requirements, student mobility and financial aspects. The current location and status of the different educational programmes will be explained. |
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2015 |
Duvivier RJ, Stull MJ, Colombo AS, Chantanakomes JP, Kaduru C, 'A 21st-century medical school', The Lancet, 385 2574 (2015) [C3]
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2015 |
Duvivier R, Kelly B, Veysey M, 'Selection and study performance', Medical Education, 49 638-639 (2015) [C3]
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2014 |
Duvivier RJ, 'Education of health professionals in China', The Lancet, 384 2108 (2014) [C3]
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Show 97 more journal articles |
Conference (5 outputs)
Year | Citation | Altmetrics | Link | ||||
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2018 |
Arora M, Walker K, Duvivier RJ, Wynne K, 'The effect of an educational session on attitudes toward delivery of transgender healthcare by medical students and general practitioners in the Hunter region', CLINICAL ENDOCRINOLOGY, Perth, AUSTRALIA (2018)
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2017 |
Gilligan C, Duvivier R, Southgate E, Outram S, Zangger M, Desoirs J, 'Attitudes towards sexuality and sexual identities among Australian and New Zealand Medical students', Proceedings Oral ANZAHPE 2017, Adelaide, SA (2017)
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2017 | Stokes-Parish JB, Duvivier R, jOLLY B, 'Designing a scale for validation of moulage authenticity using the Delphi Method', Designing a scale for validation of moulage authenticity using the Delphi Method., Sydney, Australia (2017) | ||||||
Show 2 more conferences |
Media (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2017 |
Duvivier R, Brosnan C, Southgate E, Southgate EL, 'Getting into medicine: Tips for future applicants.', (2017)
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Report (4 outputs)
Year | Citation | Altmetrics | Link |
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2013 | ten Hoope - Bender P, Duvivier R, Campbell J, 'Commitments for Every Woman, Every Child : a midwifery perspective. Technical Brief.', ICS Integrare, 1 (2013) | ||
2013 | Campbell J, Duvivier R, Buchan J, Van Look P, Matthews Z, 'Commitments for Every Woman, Every Child : a Human Resources for Health perspective', ICS Integrare, 4 (2013) | ||
2013 | Condon R, Duvivier RJ, Kirition R, Kafoa B, McKimm J, Roberts G, 'Medical internship programs in the Pacific: current situation and future challenges', AusAID, 22 (2013) | ||
Show 1 more report |
Thesis / Dissertation (1 outputs)
Year | Citation | Altmetrics | Link |
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2012 | Duvivier RJ, Teaching and learning clinical skills : mastering the art of medicine, Maastricht University (2012) |
Grants and Funding
Summary
Number of grants | 7 |
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Total funding | $330,268 |
Click on a grant title below to expand the full details for that specific grant.
20171 grants / $12,088
How does variation of moulage authenticity impact on engagement of participants in a simulation? $12,088
Funding body: Society for Simulation in Healthcare
Funding body | Society for Simulation in Healthcare |
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Project Team | Professor Brian Jolly, Jessica Stokes-Parish, Doctor Robbert Duvivier |
Scheme | Novice Research Grant |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1701357 |
Type Of Funding | C3500 – International Not-for profit |
Category | 3500 |
UON | Y |
20161 grants / $98,015
Equity and Medical Education (EME) - what are the 'sticky points' in the application and admissions processes of undergraduate medical schools that affect entry of students from low socioeconomic stat$98,015
Funding body: Department of Education
Funding body | Department of Education |
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Project Team | Doctor Robbert Duvivier, Associate Professor Erica Southgate, Associate Professor Caragh Brosnan, Professor Brian Kelly, Professor Brian Jolly, Associate Professor Marita Lynagh, Associate Professor Sue Outram, Professor Wendy Hu, Dr Barbara Griffin, Associate Professor Boaz Shulruf, Associate Professor Amanda Nagle |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600143 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
20153 grants / $146,165
"Same same but different" - how different institutional settings impact the delivery of a joint medical curriculum$80,000
Funding body: Central Coast Local Health District
Funding body | Central Coast Local Health District |
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Project Team | Professor Martin Veysey, Doctor Robbert Duvivier, Associate Professor Caragh Brosnan, Dr Eleonora Leopardi |
Scheme | Research Sponsorship Scholarship |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2018 |
GNo | G1500446 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Selection in a school leaver population: comparing three different processes in one pool of applicants$64,665
Funding body: ACER (Australian Council for Educational Research)
Funding body | ACER (Australian Council for Educational Research) |
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Project Team | Prof Wendy Hu, A/Prof Boaz Shulruf, A/Prof Barbara Griffin, Dr Robbert Duvivier |
Scheme | UMAT Consortium Research Grant |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2016 |
GNo | |
Type Of Funding | Aust Competitive - Non Commonwealth |
Category | 1NS |
UON | N |
Association for Medical Education in Europe, Glasgow 5-9 September$1,500
Funding body: University of Newcastle - Faculty of Health and Medicine
Funding body | University of Newcastle - Faculty of Health and Medicine |
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Project Team | Doctor Robbert Duvivier |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500881 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20121 grants / $12,000
Overview of the World’s Medical Schools$12,000
Funding body: Foundation for Advancement of International Medical Education and Research [FAIMER],Philadelphia
Funding body | Foundation for Advancement of International Medical Education and Research [FAIMER],Philadelphia |
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Project Team | R Duvivier, JR Boulet |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20091 grants / $62,000
Kootstra Talent Fellowship$62,000
Funding body: Maastricht University
Funding body | Maastricht University |
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Project Team | Robbert Duvivier |
Scheme | Personal Grant |
Role | Lead |
Funding Start | 2009 |
Funding Finish | 2012 |
GNo | |
Type Of Funding | Not Known |
Category | UNKN |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
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2015 | PhD | Problem-Based Learning, Productive Failure and Medical Education | Curriculum & Education Studies, The University of Sydney | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
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2021 | PhD | The Medical School Learning Environment and its Effects on the Students' Choices in Learning: Formal, Informal and Hidden Curriculum in Action | PhD (Medicine), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2021 | PhD | Communication Skills Teaching and Learning in Undergraduate Medical Education: From Classroom to Bedside | PhD (Medicine), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2020 | PhD | Authentic Moulage: Exploring Participant Engagement in Simulation | PhD (Medicine), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
Country | Count of Publications | |
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Netherlands | 70 | |
Australia | 36 | |
United States | 31 | |
United Kingdom | 6 | |
Portugal | 6 | |
More... |
Dr Robbert Duvivier
Position
Adjunct Associate Professor
School of Medicine and Public Health
College of Health, Medicine and Wellbeing
Contact Details
robbert.duvivier@newcastle.edu.au | |
Phone | 0249854375 |
Office
Room | BB1-03B |
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Building | Bowman Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |