Cees P. M. Van Der Vleuten

Cees P. M. Van Der Vleuten's AcademicInfluence.com Rankings

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#708

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Pedagogy

#44

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Education

Cees P. M. Van Der Vleuten's Degrees

PhD Psychology University of Amsterdam

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Cees P. M. Van Der Vleuten's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Problem‐based learning: future challenges for educational practice and research (2005) (793)
The assessment of professional competence: Developments, research and practical implications. (1996) (727)
Assessing professional competence: from methods to programmes (2005) (593)
A model for programmatic assessment fit for purpose (2012) (542)
Programmatic assessment: From assessment of learning to assessment for learning (2011) (426)
The assessment of professional competence: building blocks for theory development. (2010) (324)
Portfolios in medical education: why do they meet with mixed success? A systematic review (2007) (323)
The Script Concordance Test: A Tool to Assess the Reflective Clinician (2000) (310)
The development and validation of a framework for teaching competencies in higher education (2004) (300)
The Processes and Dimensions of Informed Self-Assessment: A Conceptual Model (2010) (266)
Students' opinions about their preparation for clinical practice (2005) (247)
Conditions for successful reflective use of portfolios in undergraduate medical education (2005) (242)
Does problem‐based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy (2003) (220)
How much anatomy is enough? (2008) (214)
Programmatic assessment of competency-based workplace learning: when theory meets practice (2013) (214)
The role of deliberate practice in the acquisition of clinical skills (2011) (212)
The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: a case study (2005) (211)
How residents learn: qualitative evidence for the pivotal role of clinical activities (2007) (209)
Learning from clinical work: the roles of learning cues and credibility judgements (2012) (207)
Solving problems with group work in problem‐based learning: hold on to the philosophy (2001) (206)
Different written assessment methods: what can be said about their strengths and weaknesses? (2004) (199)
Workplace-based assessment: effects of rater expertise (2010) (190)
Profiles of effective tutors in problem‐based learning: scaffolding student learning (1999) (188)
Twelve Tips for programmatic assessment (2015) (187)
Why don’t they know enough about anatomy? A narrative review (2011) (182)
Tensions in Informed Self-Assessment: How the Desire for Feedback and Reticence to Collect and Use It Can Conflict (2011) (179)
Workplace-based assessment: raters’ performance theories and constructs (2012) (169)
Context and clinical reasoning: understanding the perspective of the expert’s voice (2011) (168)
Use of portfolios in early undergraduate medical training (2003) (165)
Can medical schools rely on clerkships to train students in basic clinical skills? (1999) (161)
“Directed” self‐assessment: Practice and feedback within a social context (2008) (160)
General competencies of problem‐based learning (PBL) and non‐PBL graduates (2005) (158)
Rethinking the globalisation of problem‐based learning: how culture challenges self‐directed learning (2012) (158)
AM last page. Quality criteria in qualitative and quantitative research. (2013) (151)
Script concordance testing: a review of published validity evidence (2011) (149)
Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship (2010) (148)
Doctor–patient communication in Southeast Asia: a different culture? (2012) (147)
Who Wants Feedback? An Investigation of the Variables Influencing Residents’ Feedback-Seeking Behavior in Relation to Night Shifts (2009) (146)
Challenges in multisource feedback: intended and unintended outcomes (2007) (146)
Design of simulation-based medical education and advantages and disadvantages of in situ simulation versus off-site simulation (2017) (146)
An evaluation study of the didactic quality of clerkships (2000) (143)
Standardized Assessment of Reasoning in Contexts of Uncertainty (2004) (143)
Features of assessment learners use to make informed self‐assessments of clinical performance (2011) (142)
The mechanism of impact of summative assessment on medical students’ learning (2010) (138)
Do students have sufficient knowledge of clinical anatomy? (2005) (137)
Students’ Views on the Use of Real Patients and Simulated Patients in Undergraduate Medical Education (2009) (137)
Clarifying students’ feedback‐seeking behaviour in clinical clerkships (2013) (137)
In-training assessment using direct observation of single-patient encounters: a literature review (2010) (137)
Clarifying assumptions to enhance our understanding and assessment of clinical reasoning. (2013) (133)
A new framework for designing programmes of assessment (2009) (133)
Development and analysis of D-RECT, an instrument measuring residents’ learning climate (2011) (129)
A model of the pre-assessment learning effects of summative assessment in medical education (2011) (126)
A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71 (2012) (123)
Feedback by simulated patients in undergraduate medical education: a systematic review of the literature (2009) (121)
Assessment in the context of uncertainty: how many members are needed on the panel of reference of a script concordance test? (2005) (121)
The concepts of professionalism and professional behaviour: conflicts in both definition and learning outcomes. (2009) (121)
Measurement of clinical reflective capacity early in training as a predictor of clinical reasoning performance at the end of residency: an experimental study on the script concordance test (2001) (118)
Genetic educational needs and the role of genetics in primary care: a focus group study with multiple perspectives (2011) (118)
A Comparison of Standard‐setting Procedures for an OSCE in Undergraduate Medical Education (2000) (117)
Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! (2015) (113)
Standardized or real patients to test clinical competence? The long case revisited (2001) (113)
Comparison of a rational and an empirical standard setting procedure for an OSCE (2003) (113)
Changing education, changing assessment, changing research? (2004) (111)
Strengths and Weaknesses of Simulated and Real Patients in the Teaching of Skills to Medical Students: A Review (2008) (110)
Motivational and cognitive processes influencing tutorial groups. (1998) (109)
Perspective: redefining context in the clinical encounter: implications for research and training in medical education. (2010) (109)
The process of feedback in workplace‐based assessment: organisation, delivery, continuity (2012) (106)
Design principles for virtual patients: a focus group study among students (2009) (104)
Junior doctors' opinions about the transition from medical school to clinical practice: a change of environment. (2004) (104)
Quiet or questioning? Students' discussion behaviors in student-centered education across cultures (2014) (102)
Verbal and non-verbal behavior of doctors and patients in primary care consultations - how this relates to patient enablement. (2012) (101)
Professionalism: evolution of the concept. (2009) (100)
Validity of final examinations in undergraduate medical training (2000) (98)
Longitudinal and Concentrated Communication Skills Programmes: Two Dutch Medical Schools Compared (2002) (97)
Composite undergraduate clinical examinations: how should the components be combined to maximize reliability? (2001) (96)
Doctor–patient communication in a Southeast Asian setting: the conflict between ideal and reality (2010) (94)
Validity, reliability, feasibility and satisfaction of the Mini-Clinical Evaluation Exercise (Mini-CEX) for cardiology residency training (2007) (94)
The use of progress testing (2012) (93)
Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships (2019) (92)
“It's Just Not the Culture”: A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback (2017) (91)
Challenges for educationalists (2006) (91)
Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited (2013) (90)
Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study (2013) (90)
Context matters when striving to promote active and lifelong learning in medical education (2018) (90)
Progress testing internationally (2010) (90)
Validity of portfolio assessment: which qualities determine ratings? (2006) (89)
The use of programmatic assessment in the clinical workplace: A Maastricht case report (2012) (89)
The role of the specialist physician in nursing homes: the Netherlands' experience (2003) (87)
Learning in context: identifying gaps in research on the transfer of medical communication skills to the clinical workplace. (2013) (87)
What would happen to education if we take education evidence seriously? (2014) (87)
How undergraduate clinical learning climates differ: a multi‐method case study (2008) (87)
Understanding the Transition From Resident to Attending Physician: A Transdisciplinary, Qualitative Study (2010) (86)
The Impacts of Supervision, Patient Mix, and Numbers of Students on the Effectiveness of Clinical Rotations (2002) (85)
Instructiveness of Real Patients and Simulated Patients in Undergraduate Medical Education: A Randomized Experiment (2010) (84)
General overview of the theories used in assessment: AMEE Guide No. 57 (2011) (84)
Effectiveness of basic clinical skills training programmes: a cross‐sectional comparison of four medical schools (2001) (84)
Web‐based feedback after summative assessment: how do students engage? (2013) (83)
Exploring Task- and Student-Related Factors in the Method of Propositional Manipulation (MPM) (2011) (82)
Development and validation of a competency framework for veterinarians. (2011) (82)
ABC of learning and teaching in medicine: Written assessment. (2003) (81)
Understanding responses to feedback: the potential and limitations of regulatory focus theory (2012) (80)
Stakes in the eye of the beholder: an international study of learners’ perceptions within programmatic assessment (2018) (80)
The effect on reliability of adding a separate written assessment component to an objective structured clinical examination (2000) (79)
Web‐ or paper‐based portfolios: is there a difference? (2007) (78)
Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures (2016) (78)
Effects of conventional and problem‐based learning on clinical and general competencies and career development (2008) (77)
Clerkship assessment assessed. (2000) (77)
Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports (2016) (77)
Student Perspectives on Critical Incidents in the Tutorial Group (2002) (76)
Student perceptions of a virtual learning environment for a problem‐based learning undergraduate medical curriculum (2006) (76)
Programmatic assessment and Kane’s validity perspective (2012) (75)
Quality issues in judging portfolios: implications for organizing teaching portfolio assessment procedures (2005) (75)
Learning in Practice: Experiences and Perceptions of High-Scoring Physicians (2006) (75)
Residents' perceived barriers to communication skills learning: comparing two medical working contexts in postgraduate training. (2014) (75)
Achieving acceptable reliability in oral examinations: an analysis of the Royal College of General Practitioners membership examination's oral component (2003) (74)
Simulation-based multiprofessional obstetric anaesthesia training conducted in situ versus off-site leads to similar individual and team outcomes: a randomised educational trial (2015) (74)
The impact of student‐generated learning issues on individual study time and academic achievement (1999) (73)
Assessment in the Context of Uncertainty Using the Script Concordance Test: More Meaning for Scores (2010) (71)
The Hidden Value of Narrative Comments for Assessment: A Quantitative Reliability Analysis of Qualitative Data (2017) (71)
Exploration of a method to analyze group interactions in problem-based learning (2004) (71)
Merging views on assessment (2004) (71)
Effects of communication training on real practice performance: a role-play module versus a standardized patient module. (2012) (70)
The perceptions of attending doctors of the role of residents as teachers of undergraduate clinical students (2003) (69)
Factors Influencing the Successful Introduction of Portfolios (2007) (67)
Assessment of clinical reasoning in the context of uncertainty: the effect of variability within the reference panel (2006) (67)
Influences on anatomical knowledge: The complete arguments (2014) (67)
The predictive validity of grade point average scores in a partial lottery medical school admission system (2006) (66)
The feasibility, reliability, and validity of a post-encounter form for evaluating clinical reasoning (2012) (66)
Health professions’ students have an alarming prevalence of depressive symptoms: exploration of the associated factors (2016) (66)
Changing the culture of assessment: the dominance of the summative assessment paradigm (2017) (65)
Student perceptions about the occurrence of critical incidents in tutorial groups. (2001) (64)
Formative assessment of the consultation performance of medical students in the setting of general practice using a modified version of the Leicester Assessment Package (2000) (64)
Exploring assessment factors contributing to students' study strategies: Literature review (2012) (64)
Relative or Absolute Standards in Assessing Medical Knowledge Using Progress Tests (1998) (64)
An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students (2010) (63)
Design of integrated practice for learning professional competences (2006) (62)
How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study (2012) (62)
How clinical medical students perceive others to influence their self‐regulated learning (2016) (62)
Exploring factors affecting undergraduate medical students’ study strategies in the clinical years: a qualitative study (2011) (61)
About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices (2018) (60)
Comparison of an Aggregate Scoring Method With a Consensus Scoring Method in a Measure of Clinical Reasoning Capacity (2002) (60)
The transition to hospital consultant and the influence of preparedness, social support, and perception: A structural equation modelling approach (2013) (60)
A standard setting method with the best performing students as point of reference: Practical and affordable (2010) (60)
Perceptions of problem-based learning (PBL) group effectiveness in a socially-culturally diverse medical student population. (2008) (59)
A Long Case (1888) (58)
Constructive, collaborative, contextual, and self‐directed learning in surface anatomy education (2013) (58)
Residents' perceptions of the ideal clinical teacher--a qualitative study. (2008) (58)
General considerations regarding assessment of professional behaviour. (2009) (58)
The pattern of social media use and its association with academic performance among medical students (2018) (57)
At‐risk medical students: implications of students’ voice for the theory and practice of remediation (2010) (56)
Expert validation of fit-for-purpose guidelines for designing programmes of assessment (2012) (55)
Quality of written narrative feedback and reflection in a modified mini-clinical evaluation exercise: an observational study (2012) (55)
Effective improvement of doctor-patient communication: a randomised controlled trial. (2006) (55)
Measurement of perception and interpretation skills during radiology training: utility of the script concordance approach (2004) (55)
Development and validation of a questionnaire to identify learning-oriented group interactions in PBL (2005) (53)
Matching Student Assessment to Problem-based Learning: Lessons from experience in a law faculty (2000) (53)
Student perceptions about the characteristics of an effective discussion during the reporting phase in problem‐based learning (2006) (52)
Development of an instrument to evaluate the effectiveness of teachers in guiding small groups (2003) (52)
Managing tensions in assessment: moving beyond either–or thinking (2018) (51)
The role of the teacher in remediating at-risk medical students (2012) (50)
Correlation of a written test of skills and a performance based test: a study in two traditional medical schools (2001) (50)
Aging and cognitive performance: challenges and implications for physicians practicing in the 21st century. (2010) (50)
Participants' opinions on the usefulness of a teaching portfolio (2006) (50)
The prevalence and correlates of depressive symptoms from an Arabian setting: A wake up call (2012) (49)
Expertise, needs and challenges of medical educators: Results of an international web survey (2010) (49)
Approaches to professional behaviour assessment: tools in the professionalism toolbox. (2009) (49)
Exploration of perceived effects of innovations in postgraduate medical education (2013) (48)
Clarifying the learning experiences of healthcare professionals with in situ and off-site simulation-based medical education: a qualitative study (2015) (48)
Authenticity of instruction and student performance: a prospective randomised trial (2011) (48)
Training and learning professionalism in the medical school curriculum: current considerations. (2009) (48)
The Reliability of Multisource Feedback in Competency-Based Assessment Programs: The Effects of Multiple Occasions and Assessor Groups (2015) (47)
Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students (2010) (47)
What programmatic assessment in medical education can learn from healthcare (2017) (46)
Fellows’ in intensive care medicine views on professionalism and how they learn it (2009) (46)
Doctors in a Southeast Asian country communicate sub-optimally regardless of patients' educational background. (2011) (46)
Feedback-giving behaviour in performance evaluations during clinical clerkships (2016) (46)
Relationship of Tutors' Group‐dynamics Skills to Their Performance Ratings in Problem‐based Learning (2001) (46)
Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities (2016) (45)
Enhancing students’ learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking (2015) (45)
Student centered curricular elements are associated with a healthier educational environment and lower depressive symptoms in medical students (2014) (45)
Prediction and prevention of failure: An early intervention to assist at-risk medical students (2014) (45)
Research in assessment: Consensus statement and recommendations from the Ottawa 2010 Conference (2011) (45)
Functional Neuroimaging Correlates of Burnout among Internal Medicine Residents and Faculty Members (2013) (44)
Workplace-based assessment and students’ approaches to learning: a qualitative inquiry (2013) (44)
Evidence for validity within workplace assessment: the Longitudinal Evaluation of Performance (LEP) (2008) (43)
More Consensus Than Idiosyncrasy: Categorizing Social Judgments to Examine Variability in Mini-CEX Ratings (2014) (43)
Very‐short‐answer questions: reliability, discrimination and acceptability (2018) (43)
Sustained effects of online genetics education: a randomized controlled trial on oncogenetics (2013) (43)
Student views on the effective teaching of physical examination skills: a qualitative study (2009) (43)
Optimising the Reproducibility of a Performance-Based Assessment Test in Midwifery Education (2002) (43)
Integrating learning assessment and supervision in a competency framework for clinical workplace education. (2015) (42)
A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context (2012) (42)
Learner preferences regarding integrating, sequencing and aligning virtual patients with other activities in the undergraduate medical curriculum: A focus group study (2013) (42)
‘I found myself to be a down to earth Dutch girl’: a qualitative study into learning outcomes from international traineeships (2004) (42)
Identifying context factors explaining physician's low performance in communication assessment: an explorative study in general practice (2011) (42)
'In situ simulation' versus 'off site simulation' in obstetric emergencies and their effect on knowledge, safety attitudes, team performance, stress, and motivation: study protocol for a randomized controlled trial (2013) (42)
Learning physical examination skills outside timetabled training sessions: what happens and why? (2011) (42)
A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24 (2013) (41)
Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum (2009) (41)
Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study (2013) (40)
Exploring Residents’ Communication Learning Process in the Workplace: A Five-Phase Model (2015) (38)
Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace (2016) (38)
“For most of us Africans, we don’t just speak”: a qualitative investigation into collaborative heterogeneous PBL group learning (2010) (38)
Does the think-aloud protocol reflect thinking? Exploring functional neuroimaging differences with thinking (answering multiple choice questions) versus thinking aloud (2013) (38)
Testing a Causal Model for Learning in a Problem-based Curriculum (2001) (38)
Scaffolding reflective learning in clinical practice: A comparison of two types of reflective activities (2014) (37)
Change in knowledge of general practitioners during their professional careers. (1995) (37)
Effectiveness of oncogenetics training on general practitioners' consultation skills: a randomized controlled trial (2013) (37)
Evaluating Communication Skills (1998) (37)
Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment (2017) (37)
Reproducibility of clinical performance assessment in practice using incognito standardized patients (2002) (37)
To what extent are medical interviewing skills teachable? (1990) (37)
The Sharp/van der Heijde method out-performed the Larsen/Scott method on the individual patient level in assessing radiographs in early rheumatoid arthritis. (2004) (37)
The Importance of Active Involvement in Learning: A Qualitative Study on Learning Results and Learning Processes in Different Traineeships (2003) (37)
Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design (2015) (36)
The Relation Between Time Spent on Individual Study and Academic Achievement in a Problem-Based Curriculum (1998) (36)
The CanMEDS framework: Relevant but not quite the whole story (2013) (36)
Broadening the Scope of Feedback to Promote Its Relevance to Workplace Learning. (2017) (36)
Revisiting the D-RECT tool: Validation of an instrument measuring residents’ learning climate perceptions (2015) (35)
The Cognitive Validity of the Script Concordance Test: A Processing Time Study (2006) (35)
Developing Resident-Sensitive Quality Measures: A Model From Pediatric Emergency Medicine (2017) (35)
Theories in medical education: Towards creating a union between educational practice and research traditions (2011) (35)
Requesting Organ Donation: The Case of Self-Efficacy – Effects of the European Donor Hospital Education Programme (EDHEP) (2004) (35)
Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view (2017) (34)
Dual processing theory and expertsʼ reasoning: exploring thinking on national multiple-choice questions (2015) (34)
Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour (2017) (34)
Flexible electronic feedback using the virtues of progress testing (2010) (34)
Effect of Comprehensive Oncogenetics Training Interventions for General Practitioners, Evaluated at Multiple Performance Levels (2015) (34)
Characteristics of communication guidelines that facilitate or impede guideline use: a focus group study (2007) (34)
Contextual factors and clinical reasoning: differences in diagnostic and therapeutic reasoning in board certified versus resident physicians (2017) (34)
Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education (2020) (33)
Using functional neuroimaging combined with a think-aloud protocol to explore clinical reasoning expertise in internal medicine. (2012) (33)
Poor professionalism identified through investigation of unsolicited healthcare complaints (2012) (32)
Correlates of emotional intelligence: Results from a multi-institutional study among undergraduate medical students (2014) (32)
Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching (2014) (32)
Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting (2019) (32)
A laboratory study on the reliability estimations of the mini-CEX (2011) (32)
Perceived Effects of Innovations in Postgraduate Medical Education: A Q Study Focusing on Workplace-Based Assessment (2014) (32)
Using activity theory to study cultural complexity in medical education (2014) (32)
An Innovative Peer Assessment Approach to Enhance Guideline Adherence in Physical Therapy: Single-Masked, Cluster-Randomized Controlled Trial (2014) (31)
Combined formative and summative professional behaviour assessment approach in the bachelor phase of medical school: A Dutch perspective (2010) (31)
Community-based educational design for undergraduate medical education: a grounded theory study (2019) (31)
A Guide to Reflexivity for Qualitative Researchers in Education. (2018) (31)
Using a Smartphone App and Coaching Group Sessions to Promote Residents' Reflection in the Workplace. (2016) (30)
Differential Student Attrition and Differential Exposure Mask Effects of Problem-Based Learning in Curriculum Comparison Studies (2012) (30)
A Historical Discourse Analysis of Pharmacist Identity in Pharmacy Education (2020) (30)
Impact of national context and culture on curriculum change: A case study (2013) (30)
Bad apples spoil the barrel: Addressing unprofessional behaviour (2010) (30)
Factors inhibiting assessment of students' professional behaviour in the tutorial group during problem‐based learning (2007) (30)
Students' perceptions of the impact of assessment on approaches to learning: a comparison between two medical schools with similar Curricula (2011) (29)
The validity of multiple choice practical examinations as an alternative to traditional free response examination formats in gross anatomy (2013) (29)
“Doctor, please tell me it’s nothing serious”: an exploration of patients’ worrying and reassuring cognitions using stimulated recall interviews (2014) (29)
Teaching and learning professional behavior in practice. (2009) (29)
How doctors move from generic goals to specific communicative behavior in real practice consultations. (2013) (29)
Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study (2016) (29)
Integrating performance assessment, maintenance of competence, and continuing professional development of community pharmacists. (2007) (29)
Exploring the institutional logics of health professions education scholarship units (2017) (29)
Theoretical considerations on programmatic assessment (2020) (29)
How Entrustment Is Informed by Holistic Judgments Across Time in a Family Medicine Residency Program: An Ethnographic Nonparticipant Observational Study (2017) (28)
Assessing the reliability of the borderline regression method as a standard setting procedure for objective structured clinical examination (2013) (28)
Acquisition of clinical skills in postgraduate training for general practice. (2003) (28)
Impact of a fellowship program for faculty development on the self-efficacy beliefs of health professions teachers: A longitudinal study (2013) (27)
Validity evidence and reliability of a simulated patient feedback instrument (2012) (27)
Effect of extension of postgraduate training in general practice on the acquisition of knowledge of trainees. (2003) (27)
How lead consultants approach educational change in postgraduate medical education (2012) (27)
Defining and Adopting Clinical Performance Measures in Graduate Medical Education: Where Are We Now and Where Are We Going? (2019) (27)
The transition to hospital consultant: Denmark and the Netherlands compared on preparedness for practice, perceived intensity and contextual factors (2013) (27)
A history of assessment in medical education (2020) (27)
Education research at the Faculty of Medicine, University of Maastricht: fostering the interrelationship between professional and education practice. (2004) (26)
Written assessment (2003) (26)
Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study (2020) (26)
Assessment in the context of problem-based learning (2019) (26)
Exploring the validity and reliability of a questionnaire for evaluating virtual patient design with a special emphasis on fostering clinical reasoning (2015) (25)
The specialist training program for nursing home physicians: a new professional challenge. (2001) (25)
Functional neuroimaging correlates of thinking flexibility and knowledge structure in memory: Exploring the relationships between clinical reasoning and diagnostic thinking (2015) (25)
Context factors in general practitioner - patient encounters and their impact on assessing communication skills - an exploratory study (2013) (25)
Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study (2012) (25)
Working Definitions of the Roles and an Organizational Structure in Health Professions Education Scholarship: Initiating an International Conversation. (2017) (25)
Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education (2017) (25)
Towards a systems approach to assessment (2012) (25)
Making the best of the "long case". (1996) (25)
Reliability of consultation skills assessments using standardised versus real patients (2011) (25)
Does the Authenticity of Preclinical Teaching Format Affect Subsequent Clinical Clerkship Outcomes? A Prospective Randomized Crossover Trial (2012) (24)
Contemporary Epistemological Research in Education (2008) (24)
Modelling the pre-assessment learning effects of assessment: evidence in the validity chain (2012) (24)
Unannounced in situ simulation of obstetric emergencies: staff perceptions and organisational impact (2014) (23)
Relationship between reflection ability and clinical performance: a cross-sectional and retrospective-longitudinal correlational cohort study in midwifery. (2015) (23)
Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design (2014) (23)
Progress test utopia (2018) (22)
Problem-based learning as an alternative to lecture-based continuing medical education (1998) (22)
Theoretical perspectives and applications of group learning in PBL (2016) (22)
Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education (2012) (22)
Professionalism beyond medical school: an educational continuum? (2009) (22)
Self-evaluation of assessment programs: a cross-case analysis. (2011) (22)
Use of case-based exams as an instructional teaching tool to teach clinical reasoning (2007) (22)
How to introduce incognito standardized patients into outpatient clinics of specialists in rheumatology. (2001) (22)
The Effect of Guidance in Problem-Based Learning of Statistics (2014) (21)
The Association Between Learning Climate and Adverse Obstetrical Outcomes in 16 Nontertiary Obstetrics–Gynecology Departments in the Netherlands (2017) (21)
Prior knowledge moderates instructional effects on conceptual understanding of statistics (2012) (21)
Revisiting 'Assessing professional competence: from methods to programmes'. (2016) (21)
Comparison of outcomes of a community‐based education programme executed with and without active community involvement (2006) (21)
Impact of institute and person variables on teachers’ conceptions of learning and teaching* (2015) (21)
Get yourself a mentor (2011) (21)
Monitoring Community Pharmacist's Quality of Care: A feasibility study of using pharmacy claims data to assess performance (2011) (20)
A One-Day Dental Faculty Workshop in Writing Multiple-Choice Questions: An Impact Evaluation. (2015) (20)
Impact of postgraduate training on communication skills teaching: a controlled study (2014) (20)
Global clinical performance rating, reliability and validity in an undergraduate clerkship. (2005) (20)
Impact of Increased Authenticity in Instructional Format on Preclerkship Students’ Performance: A Two-Year, Prospective, Randomized Study (2012) (19)
Doctor-patient interaction: standardized patients' reflections from inside the rheumatological office. (2002) (19)
Influence of the workplace on learning physical examination skills (2014) (19)
Students’ and junior doctors’ preparedness for the reality of practice in sub-Saharan Africa (2015) (19)
Understanding the influence of teacher–learner relationships on learners’ assessment perception (2019) (19)
Neural basis of nonanalytical reasoning expertise during clinical evaluation (2015) (19)
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles (2021) (19)
A Medical School’s Organizational Readiness for Curriculum Change (MORC): Development and Validation of a Questionnaire (2013) (19)
Program for laparoscopic urological skills assessment: Setting certification standards for residents (2013) (18)
Social Accountability Frameworks and Their Implications for Medical Education and Program Evaluation: A Narrative Review (2020) (18)
Reliability and validity of a Tutorial Group Effectiveness Instrument (2010) (18)
Clinical teachers’ views on how teaching teams deliver and manage residency training (2013) (18)
Residents' perceived needs in communication skills training across in- and outpatient clinical settings. (2009) (18)
Electronic assessment of clinical reasoning in clerkships: A mixed-methods comparison of long-menu key-feature problems with context-rich single best answer questions (2017) (18)
Teachers’ conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics (2016) (18)
Sequential Testing in the Assessment of Clinical Skills (2000) (18)
Context factors in consultations of general practitioner trainees and their impact on communication assessment in the authentic setting. (2013) (18)
Making use of contrasting participant views of the same encounter (2010) (18)
A qualitative study of caregivers' expectations and communication desires during medical consultation for sick children in Uganda. (2011) (18)
New consultants mastering the role of on‐call supervisor: a longitudinal qualitative study (2013) (18)
Remediation of at-risk medical students: theory in action (2013) (17)
Standardized Patients' Perspectives on Workplace Satisfaction and Work-Related Relationships: A Multicenter Study (2016) (17)
Computer-supported collaborative learning in the medical workplace: Students' experiences on formative peer feedback of a critical appraisal of a topic paper (2011) (17)
An Inter- and Intra-University Comparison With Short Case-Based Testing (1999) (17)
Meaningful feedback through a sociocultural lens (2019) (17)
Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations (2019) (17)
Developing skilled doctor–patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors (2017) (17)
Critical features of peer assessment of clinical performance to enhance adherence to a low back pain guideline for physical therapists: a mixed methods design (2015) (17)
Medical students' learning processes: a comparative and longitudinal study. (1998) (16)
Validity of objective tests towards peer-rated competence by students (2003) (16)
Instructional authenticity and clinical reasoning in undergraduate medical education: a 2-year, prospective, randomized trial. (2012) (16)
Students’ motivation toward feedback-seeking in the clinical workplace (2017) (16)
The Cultural Competence of Health Care Professionals (2013) (16)
Students' perceptions of time spent during clinical rotations (2001) (16)
Stimulating medical education research in the Netherlands (2013) (16)
Introducing a partnership doctor-patient communication guide for teachers in the culturally hierarchical context of Indonesia. (2013) (16)
Use of evidence in health professions education: Attitudes, practices, barriers and supports (2019) (15)
Competency-based education is beneficial for professional development (2015) (15)
Initial Implementation of Resident-Sensitive Quality Measures in the Pediatric Emergency Department: A Wide Range of Performance (2020) (15)
Assessment of communication skills. (2019) (15)
Closing the patient experience chasm: A two‐level validation of the Consumer Quality Index Inpatient Hospital Care (2017) (15)
National, European licensing examinations or none at all? (2009) (15)
Does CBE come close to what it should be? A case study from the developing world. Evaluating a programme in action against objectives on paper. (2005) (15)
Communication guidelines as a learning tool: an exploration of user preferences in general practice. (2013) (15)
Rethinking Remediation: A Model to Support the Detailed Diagnosis of Clinicians' Performance Problems and the Development of Effective Remediation Plans (2017) (15)
Factors Influencing the Growth in Knowledge of Trainees in General Practice (1997) (15)
On the issue of costs in programmatic assessment (2016) (14)
The long case. (2004) (14)
The curriculum for the doctor of the future: Messages from the clinician's perspective (2011) (14)
Does Community-Based Education come close to what it should be? A case study from the developing world: students' opinions. (2006) (14)
Culture Matters in Successful Curriculum Change: An International Study of the Influence of National and Organizational Culture Tested With Multilevel Structural Equation Modeling (2015) (14)
A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: a qualitative study of supervisors' perceptions. (2014) (14)
Factors influencing trainers’ feedback-giving behavior: a cross-sectional survey (2014) (14)
Health Professions Education Scholarship Unit Leaders as Institutional Entrepreneurs (2017) (14)
Lessons learned from an adolescent simulated patient educational program: Five years of experience (2009) (14)
Impact of a faculty development programme for teaching communication skills on participants’ practice (2014) (13)
Driving lesson or driving test? (2020) (13)
A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL) (2021) (13)
Classification of staff development programmes and effects perceived by teachers (2016) (13)
Origin bias of test items compromises the validity and fairness of curriculum comparisons (2007) (13)
Resident-Sensitive Quality Measures in the Pediatric Emergency Department: Exploring Relationships With Supervisor Entrustment and Patient Acuity and Complexity (2020) (13)
A survey validation of generic objectives for community-based education in undergraduate medical training. (2006) (13)
Programmatic assessment: Can we provide evidence for saturation of information? (2019) (13)
Medical education research: a vibrant community of research and education practice. (2014) (13)
Improving supervision for students at a distance: videoconferencing for group meetings (2016) (12)
Feasibility of peer assessment and clinical audit to self-regulate the quality of physiotherapy services: a mixed methods study (2017) (12)
Validation of the INCEPT: A Multisource Feedback Tool for Capturing Different Perspectives on Physicians' Professional Performance (2017) (12)
International survey of veterinarians to assess the importance of competencies in professional practice and education. (2014) (12)
A pilot study exploring the relationship between internists’ self-reported sleepiness, performance on multiple-choice exam items and prefrontal cortex activity (2014) (12)
Long‐term stability of tutor performance (1996) (12)
Using Resampling to Estimate the Precision of an Empirical Standard-Setting Method (2003) (12)
Development of knowledge tests for multi‐disciplinary emergency training: a review and an example (2015) (12)
Limiting tutorial-group size. (1996) (12)
Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement? (2011) (12)
The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104 (2016) (11)
The Power of Contribution and Attribution in Assessing Educational Outcomes for Individuals, Teams, and Programs (2019) (11)
The use of video in standardized patient training to improve portrayal accuracy: A randomized post-test control group study (2015) (11)
Improving assessment practice through cross-institutional collaboration: An exercise on the use of OSCEs (2015) (11)
The Effect of Face-to-Face Collaborative Learning on the Elaboration of Computer-Based Simulated Cases (2009) (11)
Supervisors’ intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training (2020) (11)
Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study (2020) (11)
Regulatory end-point assessment of the consultation competence of family practice trainees in Kuwait (2006) (10)
Developing Resident-Sensitive Quality Measures: Engaging Stakeholders to Inform Next Steps. (2019) (10)
Using functional magnetic resonance imaging to improve how we understand, teach, and assess clinical reasoning. (2014) (10)
A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools (2017) (10)
Measuring social interdependence in collaborative learning: instrument development and validation (2020) (10)
Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan (2017) (10)
Program directors in their role as leaders of teaching teams in residency training (2014) (10)
A Feasibility Study to Attribute Patients to Primary Interns on Inpatient Ward Teams Using Electronic Health Record Data. (2019) (9)
How to gather information from talkative patients in a respectful and efficient manner: a qualitative study of GPs' communication strategies. (2016) (9)
Impact of Self- and Peer Assessment on the Clinical Performance of Physiotherapists in Primary Care: A Cohort Study. (2018) (9)
Chronic patients in undergraduate education: didactic value as perceived by students (2006) (9)
How pharmacists perceive their professional identity: a scoping review and discursive analysis. (2021) (9)
[Assessment of medical competence in clinical education]. (2005) (8)
COVID‐19 and programmatic assessment (2020) (8)
Development and Validation of an Instrument for Measuring the Quality of Teamwork in Teaching Teams in Postgraduate Medical Training (TeamQ) (2014) (8)
Understanding medical student evidence-based medicine information seeking in an authentic clinical simulation (2020) (8)
When I say … context specificity. (2014) (8)
How characteristic routines of clinical departments influence students’ self-regulated learning: A grounded theory study (2017) (8)
14 Years Later: A Follow-Up Case-Study Analysis of 8 Health Professions Education Scholarship Units (2019) (7)
'I still have no idea why this patient was here': An exploration of the difficulties GP trainees experience when gathering information. (2015) (7)
Reliability of narrative assessment data on communication skills in a summative OSCE. (2019) (7)
Use of Resident-Sensitive Quality Measure Data in Entrustment Decision Making: A Qualitative Study of Clinical Competency Committee Members at One Pediatric Residency (2020) (7)
Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan (2020) (7)
Effects of an in situ instructional design based postpartum hemorrhage simulation training on patient outcomes: an uncontrolled before-and-after study (2019) (7)
Beyond standard checklist assessment: Question sequence may impact student performance (2016) (7)
The Future of High-Quality Care Depends on Better Assessment of Physician Performance. (2016) (7)
Exploring how educators at the workplace inform their judgement of students’ professional performance (2019) (7)
Team communication amongst clinical teachers in a formal meeting of post graduate medical training (2015) (7)
A Description of a Validated Effective Teacher-Training Workshop for Medical Residents (2006) (6)
The longitudinal simulated patient program: evaluations by teachers and students and feasibility (2009) (6)
Validity of the scan of postgraduate educational environment domains (SPEED) questionnaire in a rural general practice training setting (2019) (6)
Computer supported collaborative learning in a clerkship: an exploratory study on the relation of discussion activity and revision of critical appraisal papers (2012) (6)
Entrustment Unpacked: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment. (2021) (6)
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice (2021) (6)
Should we assess clinical performance in single patient encounters or consistent behaviors of clinical performance over a series of encounters? A qualitative exploration of narrative trainee profiles (2017) (6)
The impact of selected contextual factors on experts’ clinical reasoning performance (does context impact clinical reasoning performance in experts?) (2011) (6)
Assessment in problem-based learning (PBL). (2001) (6)
Improving medical education (2006) (6)
Cross-validation of a learning climate instrument in a non-western postgraduate clinical environment (2018) (6)
Selection for postgraduate training for general practice: the role of knowledge tests. (1997) (5)
Conflict between clinician teachers and their students: the clinician perspective (2020) (5)
Written narrative feedback, reflections and action plans in single-encounter observations: an observational study (2013) (5)
Self-explanation in the domain of statistics: an expertise reversal effect (2011) (5)
Students can be full partners in designing their education (1997) (5)
Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study (2021) (5)
EXPLORING MEDICAL DEVICES: THE USE OF RISK ASSESSMENT TOOLS AND THEIR LINK WITH TRAINING IN HOSPITALS (2018) (5)
The relationship between study skills and depressive symptoms among medical residents (2019) (5)
Optimizing the utility of communication OSCEs: omit station-specific checklists and provide students with narrative feedback. (2012) (4)
An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles (2020) (4)
Response to: Functional neuroimaging and diagnostic reasoning (2016) (4)
Relationship of neuroimaging to typical sleep times during a clinical reasoning task: a pilot study. (2015) (4)
Construct validation of judgement-based assessments of medical trainees’ competency in the workplace using a “Kanesian” approach to validation (2015) (4)
Development of an instrument for measuring different types of cognitive load (2013) (4)
Hospitals need more guidance on implementing guidelines for the safe use of medical devices (2018) (3)
The Incidence and Nature of Adverse Medical Device Events in Dutch Hospitals: A Retrospective Patient Record Review Study (2020) (3)
Dual process theory and intermediate effect: are faculty and residents' performance on multiple-choice, licensing exam questions different? (2015) (3)
How doctors recognise that their patients are worried: A qualitative study of patient cues. (2019) (3)
Evidence-based education? (1995) (3)
Yes, but does medical education produce better doctors? (2019) (3)
Exploring Validity Evidence Associated With Questionnaire-Based Tools for Assessing the Professional Performance of Physicians: A Systematic Review. (2019) (3)
Exploring Validity Evidence Associated With Questionnaire-Based Tools for Assessing the Professional Performance of Physicians: A Systematic Review. (2019) (3)
The Step 2 Clinical Skills exam. (2013) (3)
Setting and maintaining standards in multiple choice examinations: Guide supplement 37.1 – Viewpoint (2010) (2)
Applicability of Progress Testing in Veterinary Medical Education. (2017) (2)
Dual processing theory and expertsʼ reasoning: exploring thinking on national multiple-choice questions (2015) (2)
[Effective communication with talkative patients: 10 tips]. (2016) (2)
Exploring perspectives on health professions education scholarship units from sub-Saharan Africa (2020) (2)
The pursuit of fairness in assessment: Looking beyond the objective (2022) (2)
Designing Assessment Programmes for the Model Curriculum for Emergency Medicine Specialists. (2015) (2)
Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace (2016) (2)
When Feedback Backfires: Influences of Negative Discrepancies Between Physicians' Self and Assessors' Scores on Their Subsequent Multisource Feedback Ratings. (2021) (2)
How innovative and conventional curricula prepare medical students for practice in Sub-Saharan Africa: A comparative study from Mozambique (2017) (2)
AM Last Page: medical education in the Netherlands. (2009) (2)
Global Perceptions on Social Accountability and Outcomes: A Survey of Medical Schools. (2022) (2)
Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting (2021) (1)
Impact of postgraduate training on communication skills teaching: a controlled study (2014) (1)
Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency (2022) (1)
Using activity theory to study cultural complexity in medical education (2014) (1)
“Prevention Is Better Than Cure”: A Plea to Emphasize the Learning Function of Competence Committees in Programmatic Assessment (2021) (1)
Student centered curricular elements are associated with a healthier educational environment and lower depressive symptoms in medical students (2014) (1)
Remediation of at-risk medical students: theory in action (2013) (1)
Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study (2013) (1)
The Association Between Residency Learning Climate and Inpatient Care Experience in Clinical Teaching Departments in the Netherlands (2019) (1)
Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching (2014) (1)
[Professional behaviour during medical training]. (2009) (1)
Contextual factors and clinical reasoning: differences in diagnostic and therapeutic reasoning in board certified versus resident physicians (2017) (1)
Quality of written narrative feedback and reflection in a modified mini-clinical evaluation exercise: an observational study (2012) (1)
Cross-validation of a learning climate instrument in a non-western postgraduate clinical environment (2018) (1)
Research in medical education: doctoral dissertation reports. (2010) (1)
Erratum (2003) (1)
Validity evidence and reliability of a simulated patient feedback instrument (2012) (1)
Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports (2015) (1)
Computer supported collaborative learning in a clerkship: an exploratory study on the relation of discussion activity and revision of critical appraisal papers (2012) (1)
Factors Influencing Professional Identity Construction in Fourth-Year Pharmacy Students (2022) (1)
[Testing and development of tests in medical education]. (1994) (1)
An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions (2022) (1)
Implementation of Programmatic Assessment: Challenges and Lessons Learned (2022) (1)
Influence of the workplace on learning physical examination skills (2014) (1)
Programmatic assessment design choices in nine programs in higher education (2022) (1)
Factors influencing trainers’ feedback-giving behavior: a cross-sectional survey (2014) (1)
Programmatic assessment of competency-based workplace learning: when theory meets practice (2013) (1)
Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making (2022) (1)
[Educational science, 'the hardest science of all']. (2012) (1)
Developing skilled doctor–patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors (2017) (0)
Written narrative feedback, reflections and action plans in single-encounter observations: an observational study (2013) (0)
The threat of the dyscompetent resident: A plea to make the implicit more explicit! (2014) (0)
Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting (2019) (0)
Perceived control decisions in preparation for a summative achievement test in higher education (2023) (0)
[Qualitative ranking of medical curricula is useful]. (2006) (0)
Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour (2017) (0)
Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures (2016) (0)
GP supervisors’ experience in supporting self-regulated learning: a balancing act (2014) (0)
Critical features of peer assessment of clinical performance to enhance adherence to a low back pain guideline for physical therapists: a mixed methods design (2015) (0)
Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study (Preprint) (2019) (0)
Expert validation of fit-for-purpose guidelines for designing programmes of assessment (2012) (0)
Using Resident-Sensitive Quality Measures Derived From Electronic Health Record Data to Assess Residents’ Performance in Pediatric Emergency Medicine (2022) (0)
Consequences of contextual factors on clinical reasoning in resident physicians (2015) (0)
Board #142 - Research Abstract The Effectiveness of Instructional-design Based Simulation Scenarios for Postpartum Hemorrhage (Submission #7894) (2014) (0)
How do trained raters take context factors into account when assessing GP trainee communication performance? An exploratory, qualitative study (2014) (0)
On the issue of costs in programmatic assessment (2016) (0)
Correction: Simulation-based multiprofessional obstetric anaesthesia training conducted in situ versus off-site leads to similar individual and team outcomes: a randomised educational trial (2017) (0)
A laboratory study on the reliability estimations of the mini-CEX (2011) (0)
Doctor–patient communication in Southeast Asia: a different culture? (2012) (0)
The Discourse and Attempt of Student-Centered Assessment in the Context of Cultural Diversity (2022) (0)
Improving the Competency of Nurses (2020) (0)
Health professions’ students have an alarming prevalence of depressive symptoms: exploration of the associated factors (2016) (0)
The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis. (2023) (0)
Locally adapting generic rubrics for the implementation of outcome-based medical education: a mixed-methods approach (2022) (0)
Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement? (2011) (0)
Supervisors’ approaches to the early entrustment of clinical tasks: an observational study in general practice (2022) (0)
The relationship between study skills and depressive symptoms among medical residents (2019) (0)
Barriers to the uptake and use of feedback in the context of summative assessment (2014) (0)
The measurement of growth in medical knowledge in a non-departmental organised medical school. (1983) (0)
Driving lesson or driving test? (2020) (0)
Developing a digital application for quality assurance of assessment programmes in higher education (2022) (0)
Elaboration during problem-based group discussion: Effects on recall for high and low ability students (2012) (0)
Correction: Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making (2022) (0)
Locally adapting generic rubrics for the implementation of outcome-based medical education: a mixed-methods approach (2022) (0)
Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education (2020) (0)
Correction: Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making (2022) (0)
Entrustable Professional Activities and Learning: The Postgraduate Trainee Perspective (2022) (0)
Research in medical education: pratical impact on medical training and future challenges (2010) (0)
Beyond standard checklist assessment: Question sequence may impact student performance (2016) (0)
Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view (2016) (0)
A Feasibility Study to Attribute Patients to Primary Interns on Inpatient Ward Teams Using Electronic Health Record Data. (2019) (0)
Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design (2014) (0)
Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study (2021) (0)
Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study (2020) (0)
How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study (2012) (0)
Community-based educational design for undergraduate medical education: a grounded theory study (2019) (0)
Validity of the scan of postgraduate educational environment domains (SPEED) questionnaire in a rural general practice training setting (2019) (0)
Secrets of success in medical training. (2012) (0)
A Programmatic Approach to Assessment (2016) (0)
[Educational impact of performance appraisal: the case of the Mini-Clinical Evaluation Exercise (Mini-CEX)]. (2013) (0)
Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design (2015) (0)
Improving medical education. (1993) (0)
Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency (2022) (0)
Perceived positive social interdependence in online versus face-to-face team-based learning styles of collaborative learning: a randomized, controlled, mixed-methods study (2022) (0)
Perceived positive social interdependence in online versus face-to-face team-based learning styles of collaborative learning: a randomized, controlled, mixed-methods study (2022) (0)
Design of simulation-based medical education and advantages and disadvantages of in situ simulation versus off-site simulation (2017) (0)
A model of the pre-assessment learning effects of summative assessment in medical education (2011) (0)
Changing the culture of assessment: the dominance of the summative assessment paradigm (2017) (0)
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity (2022) (0)
Conflict between clinician teachers and their students: the clinician perspective (2019) (0)
Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities (2016) (0)
Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans (2022) (0)
Modeling the effect of social interdependence in interprofessional collaborative learning (2022) (0)
Measuring social interdependence in collaborative learning: instrument development and validation (2020) (0)
The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal (2022) (0)
A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context (2012) (0)
Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making (2022) (0)
The use of progress testing (2012) (0)
Teachers’ conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics (2016) (0)
Semantic competence and prototypical verbalizations are associated with higher OSCE and global medical degree scores: a multi-theory pilot study on year 6 medical student verbalizations (2023) (0)
Exploring typologies of consultation performance using authentic clinical experiences to support learning and assessment in postgraduate medical training. (2021) (0)
Team communication amongst clinical teachers in a formal meeting of post graduate medical training (2015) (0)
Supervisors’ intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training (2020) (0)
Understanding the influence of teacher–learner relationships on learners’ assessment perception (2019) (0)
Rigorously selected and well trained senior student tutors in problem based learning: student perceptions and study achievements (2011) (0)
Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement (2012) (0)
Progress test utopia (2018) (0)
Learning physical examination skills outside timetabled training sessions: what happens and why? (2011) (0)
Understanding teaching and learning conceptions among clinical faculty as a means to improve postgraduate training (2020) (0)
The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain (2013) (0)
Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting (2021) (0)
Effectiveness of a training program in supervisors’ ability to provide feedback on residents’ communication skills (2012) (0)
Exploring typologies for consultation performance for learning and assessment in medical training (2023) (0)
Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study (2016) (0)
Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan (2021) (0)

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What Schools Are Affiliated With Cees P. M. Van Der Vleuten?

Cees P. M. Van Der Vleuten is affiliated with the following schools:

Maastricht University