Henk G Schmidt

Q: What Schools Are Affiliated With Henk G Schmidt

Henk G Schmidt is affiliated with the following schools: University of Amsterdam, Utrecht University, University of Groningen, Erasmus University Rotterdam, Maastricht University, Leiden University

Henk G Schmidt's AcademicInfluence.com Rankings

Henk G Schmidt

Psychology

#1919

World Rank

#2267

Historical Rank

Experimental Psychology

#16

World Rank

#28

Historical Rank

Cognitive Science

#75

World Rank

#76

Historical Rank

Cognitive Psychology

#142

World Rank

#147

Historical Rank

psychology Degrees

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Psychology

Henk G Schmidt's Degrees

PhD Psychology University of Amsterdam
Masters Cognitive Science University of Groningen
Bachelors Psychology University of Amsterdam

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Henk G Schmidt'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

The psychological basis of problem‐based learning: a review of the evidence (1992) (1715)
Problem‐based learning: rationale and description (1983) (1242)
Foundations of problem‐based learning: some explanatory notes (1993) (780)
Effectiveness of problem‐based learning curricula: theory, practice and paper darts (2000) (761)
A Cognitive Perspective on Medical Expertise: Theory and Implications (1990) (746)
A cognitive perspective on medical expertise: theory and implication [published erratum appears in Acad Med 1992 Apr;67(4):287] (1990) (718)
The process of problem‐based learning: what works and why (2011) (624)
On the Role of Biomedical Knowledge in Clinical Reasoning by Experts, Intermediates and Novices (1992) (565)
How expertise develops in medicine: knowledge encapsulation and illness script formation (2007) (503)
What makes a tutor effective? A structural‐equations modeling approach to learning in problem‐based curricula (1995) (407)
Description, justification and clarification: a framework for classifying the purposes of research in medical education (2008) (389)
On acquiring expertise in medicine (1993) (379)
Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006) (2007) (370)
Effects of reflective practice on the accuracy of medical diagnoses (2008) (323)
Stress amongst dental students: a systematic review. (2011) (318)
The structure of reflective practice in medicine (2004) (314)
Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School (2009) (311)
Problem-based learning: An introduction (1994) (304)
Situational Interest and Academic Achievement in the Active-Learning Classroom. (2011) (302)
Effect of availability bias and reflective reasoning on diagnostic accuracy among internal medicine residents. (2010) (299)
The Causes of Errors in Clinical Reasoning: Cognitive Biases, Knowledge Deficits, and Dual Process Thinking (2017) (294)
Longterm effects of problem‐based learning: a comparison of competencies acquired by graduates of a problem‐based and a conventional medical school (2006) (278)
Memory load and the cognitive pupillary response in aging. (2004) (269)
The development of diagnostic competence: comparison of a problem‐based, an integrated, and a conventional medical curriculum (1996) (268)
Signs of Erosion: Reflections on Three Decades of Problem-based Learning at Maastricht University (2005) (264)
Comparing the effects of problem-based and conventional curricula in an international sample. (1987) (247)
What Do We Know About Cognitive and Motivational Effects of Small Group Tutorials in Problem-Based Learning? (2006) (229)
On the origin of intermediate effects in clinical case recall (1993) (225)
Problem based learning: Cognitive and metacognitive processes during problem analysis (1996) (221)
Situational interest and learning: Thirst for knowledge (2014) (209)
Explanatory Models in the Processing of Science Text: The Role of Prior Knowledge Activation Through Small-Group Discussion (1989) (204)
Cognitive load theory and aging: effects of worked examples on training efficiency (2002) (198)
Influence of tutors' subject‐matter expertise on student effort and achievement in problem‐based learning (1993) (193)
Cognitive engagement in the problem-based learning classroom (2011) (188)
Maternal thyroid function during early pregnancy and cognitive functioning in early childhood: the generation R study. (2011) (187)
The advantages of problem-based curricula. (1996) (182)
Accuracy of students' self‐assessment and their beliefs about its utility (2010) (174)
Self-reflection and academic performance: is there a relationship? (2011) (168)
The role of teachers in facilitating situational interest in an active-learning classroom (2011) (167)
The structure of computer anxiety: a six-factor model (2001) (163)
How to improve the teaching of clinical reasoning: a narrative review and a proposal (2015) (160)
Diagnostic errors and reflective practice in medicine. (2007) (159)
What drives the student in problem‐based learning? (1994) (154)
Maternal psychological distress and fetal growth trajectories: The Generation R Study (2009) (154)
Motivation to commit oneself as a determinant of achievement in problem-based learning (2000) (151)
Assumptions underlying self‐directed learning may be false (2000) (144)
Influence of clerkship experiences on clinical competence (2006) (142)
Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert (2010) (140)
The efficiency of multimedia learning into old age. (2003) (133)
Resolving inconsistencies in tutor expertise research: does lack of structure cause students to seek tutor guidance? (1994) (131)
The development of clinical reasoning expertise (2018) (129)
The Role of Basic Science Knowledge and Clinical Knowledge in Diagnostic Reasoning: A Structural Equation Modeling Approach (2005) (127)
Academic and social integration and study progress in problem based learning (2009) (126)
Problem effectiveness in a course using problem‐based learning (1993) (125)
Reflection as a strategy to foster medical students’ acquisition of diagnostic competence (2012) (125)
Examining continuity of early expressive vocabulary development: the generation R study. (2011) (123)
Contextual factors in the activation of first diagnostic hypotheses: expert‐novice differences (1987) (120)
Knowledge restructuring in expertise development: Evidence from pathophysiological representations of clinical cases by students and physicians (2000) (116)
Evidence for constructive, self-regulatory, and collaborative processes in problem-based learning (2009) (116)
Development and Evaluation of a Causal Model of Problem-Based Learning (1990) (115)
Characteristics of Problems for Problem-Based Learning: The Students’ Perspective (2011) (112)
No retrieval-induced forgetting using item-specific independent cues: evidence against a general inhibitory account. (2007) (108)
Impact of problem‐based, active learning on graduation rates for 10 generations of Dutch medical students (2009) (107)
Computer experience and computer anxiety (2003) (105)
Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students (2001) (101)
Effects of tutor-related behaviours on the process of problem-based learning (2011) (100)
Learning environment, learning process, academic outcomes and career success of university graduates (2008) (100)
Knowledge development and restructuring in the domain of medicine: The role of theory and practice (1995) (98)
Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning (2007) (98)
Effect of worksheet scaffolds on student learning in problem-based learning (2011) (96)
On the Use and Misuse of Lectures in Higher Education (2015) (94)
Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others (2011) (92)
Interest development: Arousing situational interest affects the growth trajectory of individual interest (2017) (89)
What students learn in problem-based learning: a process analysis (2012) (89)
Self‐reported Competency Ratings of Graduates of a Problem‐based Medical Curriculum (2001) (88)
Encapsulation of Biomedical Knowledge (1992) (88)
The influence of medical expertise, case typicality, and illness script component on case processing and disease probability estimates (1996) (86)
The impact of students' conceptions of constructivist assumptions on academic achievement and drop‐out (2007) (85)
Detrimental influence of contextual change on spacing effects in free recall. (2004) (84)
Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration (2010) (84)
The role of encapsulated knowledge in clinical case representations of medical students and family doctors (2004) (81)
Innovations in Problem-based Learning: What can we Learn from Recent Studies? (2006) (81)
A Taxonomy of Community‐based Medical Education (2000) (81)
Students' Conceptions of Constructivist Learning: A Comparison between a Traditional and a Problem-based Learning Curriculum (2006) (80)
Is learning in problem-based learning cumulative? (2010) (79)
COGNITIVE LOAD THEORY AND THE ACQUISITION OF COMPLEX COGNITIVE SKILLS IN THE ELDERLY: TOWARDS AN INTEGRATIVE FRAMEWORK (2000) (77)
Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies (2008) (76)
The Role of Illness Scripts in the Development of Medical Diagnostic Expertise: Results From an Interview Study (1998) (76)
Exposure to Media Information About a Disease Can Cause Doctors to Misdiagnose Similar-Looking Clinical Cases (2014) (76)
Computer Anxiety: "Trait" or "State"? (2007) (76)
The influence of medical students’ self‐explanations on diagnostic performance (2011) (75)
The relationship between student-generated learning issues and self-study in problem-based learning (1994) (75)
Effects of staff and student tutors on student achievement (1994) (74)
Correlates of Reflective Practice in Medicine (2005) (74)
Network of community‐oriented educational institutions for the health sciences (1984) (73)
Modality and Variability as Factors in Training the Elderly (2006) (73)
One-day, one-problem: An approach to problem-based learning (2012) (70)
On the Constraints of Encapsulated Knowledge: Clinical Case Representations by Medical Experts and Subexperts (2002) (69)
Deliberate practice predicts performance over time in adolescent chess players and drop-outs: a linear mixed models analysis. (2008) (68)
Students’ conceptions of distinct constructivist assumptions (2007) (67)
Retrieval-induced forgetting in implicit memory tests: The role of test awareness (2005) (66)
Facilitating small-group learning: A comparison of student and staff tutors' behavior (1994) (62)
Do patients' disruptive behaviours influence the accuracy of a doctor's diagnosis? A randomised experiment (2016) (62)
Case representation by medical experts, intermediates and novices for laboratory data presented with or without a clinical context (2004) (60)
Student and tutor perceptions on attributes of effective problems in problem-based learning (2011) (60)
The Role of Biomedical Knowledge in Clinical Reasoning: A Lexical Decision Study (2005) (59)
The effect of self-explanation and prediction on the development of principled understanding of chess in novices (2007) (59)
Self‐explanation in learning clinical reasoning: the added value of examples and prompts (2015) (57)
Biomedical knowledge: encapsulated or two worlds apart? (2005) (57)
Theory-Guided Design of a Rating Scale for Course Evaluation in Problem-Based Curricula (1995) (57)
Why patients’ disruptive behaviours impair diagnostic reasoning: a randomised experiment (2016) (57)
Students' conceptions of constructivist learning in different programme years and different learning environments. (2009) (57)
Are independent probes truly independent? (2009) (56)
Examination of the context‐specific nature of self‐regulated learning (2009) (56)
Exploring the role of salient distracting clinical features in the emergence of diagnostic errors and the mechanisms through which reflection counteracts mistakes (2012) (55)
Peer versus staff tutoring in problem-based learning (1994) (53)
Why Do Doctors Make Mistakes? A Study of the Role of Salient Distracting Clinical Features (2014) (52)
Perceptions of group dynamics in problem-based learning sessions: a time to reflect on group issues (1998) (51)
Measuring knowledge and clinical reasoning skills in a problem‐based curriculum (1997) (51)
Writing to learn: can reflection journals be used to promote self-reflection and learning? (2011) (50)
The relation between individual interest and knowledge acquisition (2017) (49)
The Rationale Behind Problem-based Learning (1989) (49)
Reflection in Medical Diagnosis: A Literature Review (2017) (48)
Effects of tutor expertise on student performance in relation to prior knowledge and level of curricular structure (1996) (48)
Construction of problems for problem-based learning (1990) (48)
Cognitive Load Theory as a Tool for Expertise Development (2004) (47)
The motivated strategies for learning questionnaire: A measure for students' general motivational beliefs and learning strategies? (2010) (46)
Maternal pre‐ and postnatal anxiety and infant temperament. The generation R study (2009) (46)
The Explanation of Clinical Concepts by Expert Physicians, Clerks, and Advanced Students (1999) (46)
Students' self‐explanations while solving unfamiliar cases: the role of biomedical knowledge (2013) (46)
Problem‐based learning: does it prepare medical students to become better doctors? (1998) (46)
Influence of Perceived Difficulty of Cases on Physicians' Diagnostic Reasoning (2008) (45)
The influence of achievement motivation and chess-specific motivation on deliberate practice. (2007) (45)
Clinical Competence: General Ability or Case-specific? (2007) (44)
Performance of Academically at-Risk Medical Students in a Problem-Based Learning Programme: A Preliminary Report (2007) (44)
The Intricate Relationship Between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors (2012) (43)
The robustness of medical expertise: clinical case processing by medical experts and subexperts. (2002) (43)
Personality characteristics of engineers (2007) (43)
How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation (2018) (43)
A measure of professional identity development for professional education (2017) (42)
Limitations to the spacing effect: demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall. (2005) (42)
New Directions for Medical Education (1989) (40)
Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers (2014) (40)
The influence of computer anxiety on experienced computer users while performing complex computer tasks (2006) (40)
Fetal growth from mid‐ to late pregnancy is associated with infant development: the Generation R Study (2010) (39)
Determinants of effective clinical learning: a student and teacher perspective in Saudi Arabia. (2010) (37)
Processes That Shape Small-Group Tutorial Learning: A Review of Research. (1998) (37)
Parental family stress during pregnancy and cognitive functioning in early childhood: The Generation R Study☆ (2011) (36)
Effects of Quantity of Instruction on Time Spent on Learning and Achievement (1995) (36)
To what extent do tutor-related behaviours influence student learning in PBL? (2015) (35)
New directions for medical education : problem-based learning and community-oriented medical education (1989) (35)
A failure to reproduce the intermediate effect in clinical case recall (1998) (33)
Does Time Pressure Have a Negative Effect on Diagnostic Accuracy? (2016) (33)
What and how advanced medical students learn from reasoning through multiple cases (2012) (32)
How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning? (2015) (31)
Influence of problem familiarity on learning in a problem-based course (2005) (31)
To observe or not to observe peers when learning physical examination skills; that is the question (2013) (31)
Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement (2013) (31)
Does medical students’ diagnostic performance improve by observing examples of self-explanation provided by peers or experts? (2015) (30)
Differential Student Attrition and Differential Exposure Mask Effects of Problem-Based Learning in Curriculum Comparison Studies (2012) (30)
Design of a problem-based curriculum: a general approach and a case study in the domain of public health (2002) (29)
Monitoring accuracy and self-regulation when learning to play a chess endgame (2005) (29)
The effect of midterm peer feedback on student functioning in problem-based tutorials (2012) (28)
To what extent does problem-based learning contribute to students' professional identity development? (2016) (27)
The Role of Interest in Learning: Knowledge Acquisition at the Intersection of Situational and Individual Interest (2017) (27)
The effect of prior knowledge activation on text recall: an investigation of two conflicting hypotheses (1995) (27)
A Brief History of Problem-based Learning (2012) (26)
How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement (2018) (26)
‘Immunising’ physicians against availability bias in diagnostic reasoning: a randomised controlled experiment (2020) (25)
Dutch Comparisons: Cognitive and Motivational Effects of Problem-based Learning on Medical Students (1989) (25)
Tutorials in problem-based learning : new directions in training for the health professions (1984) (25)
Can students adequately evaluate the activities of their peers in PBL? (2011) (24)
On the additional value of lectures in a problem-based curriculum. (2005) (24)
The problem-based learning process (2010) (24)
Clinical case processing: a diagnostic versus a management focus (2007) (24)
Fetal size in mid- and late pregnancy is related to infant alertness: the generation R study. (2009) (23)
The progress test as a diagnostic tool for a new PBL curriculum. (2011) (23)
Factors underlying suboptimal diagnostic performance in physicians under time pressure (2018) (23)
Inducing expertise effects in clinical case recall (2005) (22)
Criteria for a good referral system for psychiatric patients: the view from Saudi Arabia. (2009) (22)
Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement (2014) (22)
The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning (2011) (22)
A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation. (2019) (21)
One-Day, One-Problem (2012) (21)
Assessing the Quality of Problems in Problem-Based Learning (2012) (21)
Problem-based-learning and intrinsic motivation (1986) (21)
Exploring lecturers’ views of first-year health science students’ misconceptions in biomedical domains (2015) (21)
Do Students' topic interest and tutors' instructional style matter in problem-based learning? (2014) (21)
Clinical Case Processing by Medical Experts and Subexperts (2003) (21)
Effectiveness of a training programme for primary care physicians directed at the enhancement of their psychiatric knowledge in Saudi Arabia. (2006) (21)
Effects of verbal participation in small-group discussion on learning (1987) (20)
Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise (2007) (20)
Influence of Learning Resources on Study Time and Achievement Scores in a Problem-based Curriculum (2006) (20)
Student assessment in community settings: a comprehensive approach (1998) (20)
Revisiting ‘Foundations of problem‐based learning: some explanatory notes’ (2016) (20)
The relationship between students’ small group activities, time spent on self-study, and achievement (2012) (19)
Revisiting ‘Effectiveness of problem‐based learning curricula: theory, practice and paper darts’ (2016) (19)
Are specialist certification examinations a reliable measure of physician competence? (2008) (18)
Problem-based Learning and Student Motivation: The Role of Interest in Learning and Achievement (2012) (18)
A Short Intellectual History of Problem‐Based Learning (2019) (18)
Fostering novice students' diagnostic ability: the value of guiding deliberate reflection (2019) (18)
Does the extent of problem familiarity influence students’ learning in problem-based learning? (2013) (18)
Initial diagnostic hypotheses bias analytic information processing in non‐visual domains (2008) (18)
Is analytic information processing a feature of expertise in medicine? (2008) (17)
Innovative and conventional curricula compared: What can be said about their effects? (1990) (17)
Assessing knowledge growth in a psychology curriculum: which students improve most? (2012) (17)
Effects of reviewing routine practices on learning outcomes in continuing education (2013) (17)
Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins? (2020) (17)
Assessing Students in Community Settings: The Role of Peer Evaluation (1998) (16)
University teacher judgments in problem-based learning: Their accuracy and reasoning (2016) (16)
3. COLLABORATIVE LEARNING (2000) (16)
Clinical inquiry and scientific inquiry (1990) (16)
Activation and restructuring of prior knowledge and their effects on text processing (1982) (16)
Effect of reflection on medical students’ situational interest: an experimental study (2018) (15)
Effects of deliberate reflection on students’ engagement in learning and learning outcomes (2019) (15)
Evidence supporting dual‐process theory of medical diagnosis: a functional near‐infrared spectroscopy study (2018) (15)
Biomedical Knowledge and Clinical Expertise. (1990) (14)
Examining the stability of experts’ clinical case processing: An experimental manipulation (2005) (14)
Is clinical competence perceived differently for student daily performance on the wards versus clerkship grading? (2008) (14)
Assessing Patient Management Plans of Doctors and Medical Students: An Illness Script Perspective (2012) (13)
Effects of mobilizing prior knowledge on information processing: Studies of free recall and allocation of study time (1993) (13)
The Effects of Prior Knowledge on Study-Time Allocation and Free Recall: Investigating the Discrepancy Reduction Model (2005) (12)
Cognitive Effects of Practical Experience (1992) (12)
How cognitive psychology changed the face of medical education research (2020) (12)
Think Twice: Effects on Diagnostic Accuracy of Returning to the Case to Reflect Upon the Initial Diagnosis (2020) (12)
Effects of deliberate reflection on diagnostic accuracy, confidence and diagnostic calibration in dermatology (2019) (12)
Measuring medical students’ professional competencies in a problem-based curriculum: a reliability study (2019) (12)
Influence of negative emotions on residents’ learning of scientific information: an experimental study (2019) (12)
Improving clinical education through evaluation (1997) (12)
First-year medical students' naïve beliefs about respiratory physiology. (2016) (11)
Innovations in medical internship: benchmarking and application within the King Saud bin Abdulaziz University for Health Sciences. (2010) (11)
Reflection in diagnostic reasoning: what really matters? (2014) (11)
Teaching clinical reasoning through hypothetico-deduction is (slightly) better than self-explanation in tutorial groups: An experimental study (2018) (11)
Psychiatric referrals. In primary care and general hospitals in Qassim Region, Saudi Arabia. (2001) (11)
Effects of graded versus ungraded individual readiness assurance scores in team-based learning: a quasi-experimental study (2019) (11)
Interest in Subject Matter: The Mathematics Predicament (2014) (11)
Computer anxiety in daily life: Old history? (2012) (11)
Attitude Change Among Medical Teachers: Effects of a Workshop on Tutorials (1989) (11)
Long-term retention of a theatrical script by repertory actors: The role of context (2002) (11)
Predicting educational success and attrition in problem-based learning: do first impressions count? (2014) (10)
Problem-Based Learning as a Valuable Educational Method for Physically Disabled Teenagers? The Discrepancy Between Theory and Practice (2005) (10)
Preparing Faculty and Students for Problem-based Learning (1989) (10)
Implications of psychology‐type theories for full curriculum interventions (2005) (10)
The impact of a community-oriented medical school on mental health services. (2002) (10)
Assessing Knowledge Structures in a Constructive Statistical Learning Environment (2002) (10)
Use of student-generated learning issuses to evaluate problems in a problem-based curriculum (1994) (10)
The Single-Item Questionnaire (2018) (9)
Team-Based Learning Analytics: An Empirical Case Study (2020) (9)
A review of the evidence: Effects of problem-based learning on students and graduates of Maastricht medical school (2010) (9)
The Rijksuniversiteit Limburg, Maastricht, Netherlands: development of medical education. (1978) (9)
Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined (2014) (8)
The role of deliberate practice in the development of expertise (2001) (8)
Quality of courses evaluated by ‘predictions’ rather than opinions: Fewer respondents needed for similar results (2010) (8)
The effect of self-explanation of pathophysiological mechanisms of diseases on medical students’ diagnostic performance (2017) (8)
It’s the destination: diagnostic accuracy and reasoning (2020) (8)
Process study of verbal interactions in problem based learning (2007) (8)
Online reflection journals: Learning through assessment (2007) (8)
Cognitive Constructivist Foundations of Problem‐Based Learning (2019) (8)
Clinical reasoning: the nuts and bolts of clinical education (2009) (8)
Acquisition of visual perceptual skills from worked examples: learning to interpret electrocardiograms (ECGs) (2013) (8)
Undergraduate Students as Tutors: Are They as Effective as Faculty in Conducting Small-Group Tutorials?. (1992) (8)
PEER ASSESSMENT IN PROBLEM-BASED LEARNING : STUDENTS ’ VIEWS (2008) (8)
Assessment and validation of diagnostic interviewing skills for the mental health professions (1995) (7)
Elaboration during problem-based group discussion: Effects on recall for high and low ability students (2013) (7)
Changes in examination practices reduce procrastination in university students (2021) (7)
Deliberate reflection and clinical reasoning: Founding ideas and empirical findings (2022) (6)
Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes (2018) (6)
Quality of psychiatric referrals in Saudi Arabia. A structural equation modeling approach. (2007) (6)
The Role of Reflection in Medical Practice: Continuing Professional Development in Medicine (2012) (6)
Like it or not: Individual interest is not a cause but a consequence of learning. Rejoinder to Hidi and Renninger (2017) (2017) (6)
General practitioners pre- and post-training psychiatric knowledge and attitude towards psychiatry (2004) (6)
The Effect of Patients׳ Appearance on Doctors’ Diagnostic Decision Making: Do Poor People Get Poorer Medical Care? (2016) (5)
Cognitive learning theory and its application in the dental curriculum. (1999) (5)
Age-related decline and diagnostic performance of more and less prevalent clinical cases (2016) (5)
A critical look at the discrepancy reduction mechanism of study time allocation (2005) (5)
Testing a causal model of community‐based education in the Sudan (1998) (5)
Specific Disease Knowledge as Predictor of Susceptibility to Availability Bias in Diagnostic Reasoning: a Randomized Controlled Experiment (2020) (5)
The Relation between the Nature of Prior Knowledge Activated and Information Processing: To Elaborate or To Infer?. (1995) (4)
How Effective Are Problem-based, Community-oriented Curricula: Experienced Evidence (1989) (4)
Does providing the correct diagnosis as feedback after self-explanation improve medical students diagnostic performance? (2019) (4)
Does Applying Biomedical Knowledge Improve Diagnostic Performance When Solving Electrolyte Problems (2010) (4)
The intermediate effect and the diagnostic accuracy in clinical case recall of students and experts in dental medicine. (2009) (4)
A review of problem-based learning: Perceptions of the students and tutors at the United Arab Emirates University (1998) (4)
Exploring a Model of Study Time Allocation in a Problem-Based Medical Curriculum. (1992) (4)
Characteristics of effective problems (2012) (4)
Erratum to: The effect of self-explanation of pathophysiological mechanisms of diseases on medical students’ diagnostic performance (2017) (4)
Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise (2021) (4)
Effects of Problem‐Based Learning on Motivation, Interest, and Learning (2019) (4)
Differences In The Organisation And Application Of Knowledge Between Novice, Intermediate And Experienced Auditors (1995) (4)
Effects of Activation of Prior Knowledge on the Recall of a Clinical Case. (1990) (4)
Exploring mechanisms underlying learning from deliberate reflection: An experimental study (2020) (4)
The Role of Lectures in Problem-Based Learning. (2001) (4)
On the Journal's 20th Anniversary: The Beginnings of Education for Health (2008) (3)
Fifty Years of Problem-based Learning (2019) (3)
General practitioners pre and post training knowledge and attitude towards psychiatry. (2004) (3)
The role of pathophysiological explanations in clinical case representations of dental students and experts. (2009) (3)
Knowledge Reconsolidation: A Psychological Foundation for Team-Based Learning. (2019) (3)
A Developmental Perspective on the Role of Biomedical Knowledge in Medical Problem Solving; Implications for AI (1991) (2)
The relationship between time to diagnose and diagnostic accuracy among internal medicine residents: a randomized experiment (2021) (2)
Techniques in medical education : problem-based learning (2008) (2)
The Effect of Using Native versus Nonnative Language on the Participation Level of Medical Students during PBL Tutorials (2020) (2)
Effects of Prior Knowledge Activation through Small-Group Discussion on the Processing of Science Text. (1987) (2)
Improving Handoff by Deliberate Cognitive Processing: Results from a Randomized Controlled Experimental Study. (2020) (1)
Effects of different types of true–false questions on memory awareness and long-term retention (2014) (1)
To observe or not to observe peers when learning physical examination skills; that is the question (2013) (1)
The Process of Student Learning in One-Day, One-Problem (2012) (1)
Learning from Multiple Cases: A New Paradigm for Investigating the Effects of Clinical Experience on Knowledge Restructuring and Knowledge Acquisition. (1998) (1)
Assessing Student Learning: Daily Self-Assessment at Republic Polytechnic (2012) (1)
Improving diagnostic decision support through deliberate reflection: a proposal (2022) (1)
Thinking fast or slow? Functional magnetic resonance imaging reveals stronger connectivity when experienced neurologists diagnose ambiguous cases (2020) (1)
Transitory Stages in the Development of Expertise in Medicine: Review of the Evidence. (1990) (1)
Design, Implementation and Evaluation of PsyWeb, a Learning Environment in a Problem Based Learning Curriculum. (2002) (1)
Focus of The New Journal Health Professions Education (2015) (1)
Does medical students’ diagnostic performance improve by observing examples of self-explanation provided by peers or experts? (2014) (1)
Running Head : ACCURACY AND REASONING OF TEACHER JUDGMENTS 1 University Teacher Judgments in Problem-Based Learning in Higher Education : Their Accuracy and Reasoning (2016) (1)
Inducing Shifts in Clinical Case Processing by Manipulation of Format and Instruction. (2003) (1)
Problem-based learning in the Maastricht medical curriculum (1983) (1)
Biomedical knowledge: Encapsulated or two worlds apart? Commentary (2005) (0)
The effect of instructional support on learning behavior in a rich telematics-learning environment. (2002) (0)
There is no shortcut to de‐biasing biases (2019) (0)
Individual study skills (2019) (0)
Failure to demonstrate effects of interruptions on diagnostic reasoning: three experiments (2022) (0)
It’s the destination: diagnostic accuracy and reasoning (2019) (0)
Elaboration during problem-based group discussion: Effects on recall for high and low ability students (2012) (0)
International Medical Education Prize Awarded to Dutch Researcher (2004) (0)
The extended human and computer anxiety (2003) (0)
The relationship between students' small group activities, time spent on self-study, and achievement Rachelle J. A. KampDiana H. J. M. Dolmans • Henk J. M. van BerkelHenk G. Schmidt (2012) (0)
Chairing a tutorial group meeting (2019) (0)
Collaborative learning in the tutorial group (2019) (0)
An individualised learning system for interviewing techniques (1976) (0)
The relationship between students’ small group activities, time spent on self-study, and achievement (2012) (0)
Motivation as a determinant in problem-based learning MOTIVATION TO COMMIT ONESELF AS A DETERMINANT OF ACHIEVEMENT IN (2012) (0)
The effect of midterm peer feedback on student functioning in problem-based tutorials (2012) (0)
[Effects of problem-based medical education: 16 Dutch curriculum comparisons]. (2006) (0)
In Reply to Eichbaum. (2019) (0)
Measuring medical students’ professional competencies in a problem-based curriculum: a reliability study (2019) (0)
Erratum to: The effect of self-explanation of pathophysiological mechanisms of diseases on medical students’ diagnostic performance (2017) (0)
The influence of verbal elaboration on subsequent learning: an experimental study in a PBL-setting (2008) (0)
Zohair Nooman: a personal memoir. (2002) (0)
Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement (2013) (0)
Maastricht--Peer Activity Rating Scale (2014) (0)
Effect of a knowledge-oriented intervention on physicians’ diagnostic accuracy and susceptibility to bias : A randomized controlled experiment (2019) (0)
Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins? (2020) (0)
[Clinical judgement: practice makes perfect]. (1983) (0)
Does the extent of problem familiarity influence students’ learning in problem-based learning? (2013) (0)
What and how advanced medical students learn from reasoning through multiple cases (2012) (0)
Failure to demonstrate effects of interruptions on diagnostic reasoning: three experiments (2022) (0)
Learning through problems (2019) (0)
Effects of graded versus ungraded individual readiness assurance scores in team-based learning: a quasi-experimental study (2019) (0)
Assessing Test Validity Through the Use of Teachers' Judgments' (2007) (0)
Good supervision is the key to effective learning during clerkships (2006) (0)
Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement (2012) (0)
Medical Students Who Prepare for a Lecture Learn More Than Those Who Do Not: An Experimental Study (2020) (0)
Guiding Processes in Problem-Based Learning* (2007) (0)
Course improvement based on course content data: An explmatie study conducted in a problem-based curriculum (2007) (0)
STUDENT SELF-ASSESSMENT IN A ONE-DAY , ONE-PROBLEM PROBLEM-BASED LEARNING CURRICULUM (2010) (0)
Skills required by tutorial group members (2019) (0)
Cognitive processes during group discussions in problem-based learning (2006) (0)
How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning? (2014) (0)
Educational outcomes of innovative versus conventional medical curricula: a review (1987) (0)
Skills in psychodiagnostics (2014) (0)
What happens to misunderstandings of biomedical concepts across a medical curriculum? (2021) (0)
Perceived workload as an indicator for the quality of instruction, the case of Maastricht (1990) (0)
Do poor patients suffer from inaccurate diagnoses more than well-to-do patients? A randomized control trial (2019) (0)
What students learn in problem-based learning: a process analysis (2011) (0)
Tutor Behaviours Measure (2015) (0)
The Limited Use of Self-Reports in Educational Research (2017) (0)
Differences in Learning Results due to the Structuring of Information (2005) (0)
Teaching clinical reasoning through hypothetico-deduction is (slightly) better than self-explanation in tutorial groups: An experimental study (2018) (0)
The relationship between the development of medical knowledge and the solving of problems (1988) (0)
Computer Anxiety Among “Smart” Dutch Computer Users (2017) (0)
To what extent do tutor-related behaviours influence student learning in PBL? (2014) (0)
Use of Student Ratings for Program Improvement: Examples from a Problem-Based Medical Curriculum. (1990) (0)
DEVELOPMENT, EXECUTION AND EVALUATION OF A DIGITAL COURSE IN ACADEMIC WRITING SKILLS (2019) (0)
Features of Problem-based Learning (2021) (0)
TITLE What Makes a Tutor Effective ? A Structural Equations Modelling Approach to Learning in Problem-Based (2012) (0)
Problem‐Based Learning (2014) (0)
How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement (2017) (0)
Evaluation of 'PsyWeb', a Web Based Learning Environment in a Problem-based curriculum on Psychology. (2003) (0)
The Relationship Between Medical Expertise and the Development of Ilhiess-Scripts (2007) (0)
Features of problem-based learning: An introduction (2019) (0)
Exploring lecturers’ views of first-year health science students’ misconceptions in biomedical domains (2014) (0)
MEDICAL EDUCATION (1988) (0)
Problem Rating Scale--Adapted Version (2015) (0)
Resource Based Learning and Problem Based Learning within a Psychology curriculum, two complementary approaches ? (2000) (0)
The effect of self-explanation of pathophysiological mechanisms of diseases on medical students’ diagnostic performance (2017) (0)

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