{"status":"OK","data":{"id":672930,"identifier":"SZP6QA","persistentUrl":"https://doi.org/10.34894/SZP6QA","protocol":"doi","authority":"10.34894","separator":"/","publisher":"DataverseNL","publicationDate":"2026-09-03","storageIdentifier":"surf://10.34894/SZP6QA","effectiveDatasetFileCountLimit":10000,"datasetFileUploadsAvailable":9998,"datasetType":"dataset","locks":[],"latestVersion":{"id":35291,"datasetId":672930,"datasetPersistentId":"doi:10.34894/SZP6QA","datasetType":"dataset","storageIdentifier":"surf://10.34894/SZP6QA","versionNumber":1,"internalVersionNumber":11,"versionMinorNumber":0,"versionState":"RELEASED","latestVersionPublishingState":"RELEASED","lastUpdateTime":"2026-09-03T15:39:38Z","releaseTime":"2026-09-03T15:39:38Z","createTime":"2026-08-31T15:34:35Z","publicationDate":"2026-09-03","citationDate":"2026-09-03","effectiveDatasetFileCountLimit":10000,"datasetFileUploadsAvailable":9998,"license":{"name":"CC0-1.0","uri":"http://creativecommons.org/publicdomain/zero/1.0","iconUri":"https://licensebuttons.net/p/zero/1.0/88x31.png","rightsIdentifier":"CC0-1.0","rightsIdentifierScheme":"SPDX","schemeUri":"https://spdx.org/licenses/","languageCode":"en"},"fileAccessRequest":true,"metadataBlocks":{"citation":{"displayName":"Citation Metadata","name":"citation","fields":[{"typeName":"title","multiple":false,"typeClass":"primitive","value":"Study 4: Strengthening teachers’ dual role in self-regulated learning during diagnostic reasoning supervision"},{"typeName":"subtitle","multiple":false,"typeClass":"primitive","value":"Lorena Isbej: PhD Project data for study 4"},{"typeName":"author","multiple":true,"typeClass":"compound","value":[{"authorName":{"typeName":"authorName","multiple":false,"typeClass":"primitive","value":"Lorena Isbej"},"authorAffiliation":{"typeName":"authorAffiliation","multiple":false,"typeClass":"primitive","value":"maastrichtuniversity.nl"}}]},{"typeName":"datasetContact","multiple":true,"typeClass":"compound","value":[{"datasetContactName":{"typeName":"datasetContactName","multiple":false,"typeClass":"primitive","value":"Shedata"},"datasetContactAffiliation":{"typeName":"datasetContactAffiliation","multiple":false,"typeClass":"primitive","value":"maastrichtuniversity.nl"}}]},{"typeName":"dsDescription","multiple":true,"typeClass":"compound","value":[{"dsDescriptionValue":{"typeName":"dsDescriptionValue","multiple":false,"typeClass":"primitive","value":"<B>Summary</B><BR><BR>\nThis design-based research study used a mixed-methods approach to evaluate the perceived effects and value of a self-regulated learning (SRL) support training programme for dental clinical supervisors. The six-week programme was delivered primarily asynchronously through a learning management system and was designed to strengthen teachers’ dual role as SRL models and facilitators during diagnostic reasoning supervision. Thirty clinical supervisors completed the programme. Quantitative data included pre- and post-programme measures of self-efficacy for supporting SRL and the frequency of SRL-supportive teaching practices, together with an end-of-programme satisfaction survey completed by 18 participants. Qualitative data were generated through a guided reflective matrix, two focus groups, and open-ended satisfaction-survey responses.<BR><BR>\n\n<B>Datafiles</B><BR><BR>\n\nThe dataset accompanying this descriptor contains two files.<BR><BR>\n•  <B>Study4_Quantitative_Data_EN_Deidentified.xlsx:</B><BR>\n De-identified quantitative dataset presented in English. The workbook contains pre/post questionnaire data for the 30 programme completers and closed-ended satisfaction-survey data for the 18 respondents. Repository-specific identifiers replace original participant codes, and potentially identifying demographic and administrative metadata are excluded.<BR><BR>\n\n•  <B>Study4_Qualitative_Data_EN_Deidentified.docx:</B><BR>\n De-identified analysed qualitative data presented in English. The file consolidates the analytical framework and findings from the guided reflective matrix, the final thematic structure and selected de-identified excerpts from two focus groups, and English translations of all open-ended satisfaction-survey responses. Full raw reflective-matrix responses and full focus-group transcripts are not included to reduce the risk of re-identification within the small clinical teaching cohort.<BR><BR>"},"dsDescriptionDate":{"typeName":"dsDescriptionDate","multiple":false,"typeClass":"primitive","value":"2026-09-01"}}]},{"typeName":"subject","multiple":true,"typeClass":"controlledVocabulary","value":["Social Sciences"]},{"typeName":"keyword","multiple":true,"typeClass":"compound","value":[{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"Self-regulated learning; faculty development; clinical supervision; diagnostic reasoning; dental education; workplace-based learning; teacher self-efficacy; mixed methods."}}]},{"typeName":"publication","multiple":true,"typeClass":"compound","value":[{"publicationCitation":{"typeName":"publicationCitation","multiple":false,"typeClass":"primitive","value":"Isbej, L., Waterval, D., Fuentes-Cimma, J., Riquelme, A., & de Bruin, A. B. H. (2026). Strengthening teachers’ dual role in self-regulated learning during diagnostic reasoning supervision. Medical Teacher. https://doi.org/10.1080/0142159X.2026.2684561"}}]},{"typeName":"depositor","multiple":false,"typeClass":"primitive","value":"Shedata"},{"typeName":"dateOfDeposit","multiple":false,"typeClass":"primitive","value":"2026-09-01"}]},"dansDataVaultMetadata":{"displayName":"Data Vault Metadata","name":"dansDataVaultMetadata","fields":[{"typeName":"dansDataversePid","multiple":false,"typeClass":"primitive","value":"doi:10.34894/SZP6QA"},{"typeName":"dansDataversePidVersion","multiple":false,"typeClass":"primitive","value":"1.0"},{"typeName":"dansBagId","multiple":false,"typeClass":"primitive","value":"urn:uuid:2fd85461-a226-4629-bdab-5cbd90d29305"},{"typeName":"dansNbn","multiple":false,"typeClass":"primitive","value":"urn:nbn:nl:ui:13-63d6cc1b-ed54-4ee4-82a6-5e7ec21d502e"}]}},"files":[{"label":"Study4_Qualitative_Data_EN_Deidentified.docx","restricted":true,"version":1,"datasetVersionId":35291,"dataFile":{"id":673081,"persistentId":"","filename":"Study4_Qualitative_Data_EN_Deidentified.docx","contentType":"application/vnd.openxmlformats-officedocument.wordprocessingml.document","friendlyType":"MS Word","filesize":32129,"storageIdentifier":"surf://store:1a067e99951-c24a5ad88763","rootDataFileId":-1,"checksum":{"type":"SHA-1","value":"12dd5b856efc1ae9a047a1f443000a0be6c2aabd"},"tabularData":false,"creationDate":"2026-09-03","publicationDate":"2026-09-03","lastUpdateTime":"2026-09-03T15:39:38Z","fileAccessRequest":true}},{"label":"Study4_Quantitative_Data_EN_Deidentified.xlsx","restricted":true,"version":1,"datasetVersionId":35291,"dataFile":{"id":673082,"persistentId":"","filename":"Study4_Quantitative_Data_EN_Deidentified.xlsx","contentType":"application/vnd.openxmlformats-officedocument.spreadsheetml.sheet","friendlyType":"MS Excel Spreadsheet","filesize":11284,"storageIdentifier":"surf://store:1a067e999b8-e2b70c1ccecc","rootDataFileId":-1,"checksum":{"type":"SHA-1","value":"bc10d9d13d92fec21e97a56bf6f1df664c145882"},"tabularData":false,"creationDate":"2026-09-03","publicationDate":"2026-09-03","lastUpdateTime":"2026-09-03T15:39:38Z","fileAccessRequest":true}}]}}}