[Tracing patients with chronic viral hepatitis]. / Opsporen van patiënten met chronische virushepatitis.

OBJECTIVE: To investigate the effect of an intervention in which medical-microbiological laboratories alert general practitioners (GPs) in writing about patients with a chronic hepatitis B or C infection in their practice, urging them to bring these patients under medical surveillance again now that treatment options have improved and guidelines have been revised. DESIGN: Descriptive, prospective. METHOD: All patients who had been diagnosed with hepatitis B or C between 2003 and 2013 on the request of the GP, and for whom diagnostics by an internist, infectious diseases specialist or gastrointestinal/liver specialist had never been requested, were included. The requesting GP received a letter advising them to confirm the diagnosis, and if results were positive to refer the patient to a hepatitis centre. If the GP did not respond, or the healthcare practitioner involved was not the current GP, a written reminder was sent. RESULTS: A total of 515 letters were sent initially; the final response following reminders was 362 (70%). Of these 362 patients, 69 (19%) still had an indication for referral and 45 (64%) were referred to a hepatitis centre. CONCLUSION: The intervention was successful, feasible and relatively simple.

Students' perceptions of aspects affecting seminar learning.

BACKGROUND: Many medical and veterinary schools have curricula in which they use seminars of approximately 25 students to achieve their learning goals. There is not much research on seminar learning. AIM: To explore students' views regarding aspects that affect seminar learning. METHODS: Twenty-four second-year students of a 3-year bachelor curriculum participated in semi-structured focus group interviews. The sessions were audio-taped and transcribed. Two researchers independently coded the data using qualitative methods. An iterative process of data reduction resulted in emerging aspects. The participating students were asked to comment on the preliminary results. RESULTS: Course schedule, coherence and alignment of the different educational methods, the amount and type of seminar questions and the amount and clarity of the preparation materials affected seminar learning. Also, the didactic approach and facilitating methods used by the teachers, the group composition, size and atmosphere, the amount of active student participation and interaction and assessment influenced seminar learning according to students. CONCLUSION: Most aspects that affect seminar learning are consistent with aspects affecting small group learning. Course schedule and alignment seem to have a stronger impact on seminar learning.