Cees P. M. Van Der Vleuten
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Cees P. M. Van Der Vleuten's Degrees
- PhD Psychology University of Amsterdam
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(Suggest an Edit or Addition)Cees P. M. Van Der Vleuten's Published Works
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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:
