#Dr van overloop pdf

The virtual dissection room increases the time a student can interact with high-fidelity human anatomy.The principles above guide efforts by our group to innovate e-learning. Debbie JaarsmaВ of the UMCGвЂ™s Institute for Medical Education. This research is carried out in close collaboration with prof. We investigate whether game design principles (вЂgamificationвЂ™) can help us to better contextualize teaching modules so that they better target learning goals, and better appeal to individual differences in motivation. We see motivation and context as important mediators in this process. The challenge is to design e-learning such that self-regulated learning is supported and encouraged, instead of complicated and discouraged. How do we go about this? Acquiring anatomical and physiological competency increasingly depends on self-regulated learning and on distance learning (e.g.

Thinking about the most effective and efficient way to educate and train this competency stimulates better teaching, and thereby aligns with the Healthy Ageing objective of the UMCG through better trained students and professionals. Having a handle on the structure and function of the human body is essential for health care professionals. In our educational research we ask fundamental and applied questions about undergraduate and post-graduate teaching of basic medical knowledge, anatomy and physiology in particular. (2003) Brain activation during human male ejaculation.

Holstege G, Georgiadis JR, Paans AM, Meiners LC, van der Graaf FH, Reinders AA.

(2006) Regional cerebral blood flow changes associated with clitorally-induced orgasm in women.

Georgiadis JR, Kortekaas R, Kuipers R, Nieuwenburg A, Pruim J, Reinders AA, Holstege G.

(2008) 8-13 Hz fluctuations in rectal pressure are an objective marker of orgasm in women.

Van Netten JJ, Georgiadis JR, Nieuwenburg A, Kortekaas R.

(2009) Men versus women on sexual brain function: prominent differences during tactile genital stimulation, but not during orgasm.

Georgiadis JR, Reinders AA, Paans AM, Renken RJ, Kortekaas R.

(2010) Dynamic subcortical blood flow during male sexual activity with ecological validity: a perfusion fMRI study.

Georgiadis JR, Farrell MJ, Boessen R, Denton DA, Gavrilescu M, Kortekaas R, Renken RJ, Hoogduin JM, Egan GF.

(2012) The human sexual response cycle: neuroimaging evidence linking sex to other pleasures. (2012) Sex for fun: a synthesis of human and animal neurobiology.

Georgiadis JR, Kringelbach ML, Pfaus JG.

(2014) Brain activity during sexual penetration versus disgust stimuli in women with genito-pelvic pain disorder.

Borg C, Georgiadis JR, Weijmar Schultz WW, Spoelstra K, Renken RJ, de Jong PJ.

Social Cognitive and Affective Neuroscience (2014) Subcortical BOLD responses during visual sexual stimulation vary as a function of implicit porn associations in women. Central somatosensory networks respond to a de novo innervated penis in spina bifida: a pilot study of three cases.

Kortekaas R, Nanetti L, Overgoor M, De Jong BM, Georgiadis JR.

#Dr van overloop pdf

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