SHE Publications 2012 WI-1 Publications · 1 SHE Publications 2012 WI-1 Publications Agrawal, S.,...

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SHE Publications 2012 WI-1 Publications Agrawal, S., Norman, G. R., & Eva, K. W. (2012). Influences on medical students’

self‐ regulated learning after test completion. Medical education, 46(3), 326-335.

Al-Faris, E., Irfan, F., Van der Vleuten, C., Naeem, N., Alsalem, A., Alamiri, N., Alraiyes, T., Alfowzan, M., Alabdulsalam, A., & Ababtain, A. (2012). The prevalence and correlates of depressive symptoms from an arabian setting: A wake up call. Medical teacher, 34(sup1), S32-S36.

Al-Kadri, H. M., Al-Moamary, M. S., Roberts, C., & Van der Vleuten, C. P. (2012). Exploring assessment factors contributing to students' study strategies: Literature review. Medical teacher, 34(sup1), S42-S50.

Al-Kadri, H., Al-Moamary, M. S., Al-Takroni, H., Roberts, C., & van der Vleuten, C. P. (2012). Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study. Medical education online, 17(1), 11204.

Balslev, T., Jarodzka, H., Holmqvist, K., de Grave, W., Muijtjens, A. M., Eika, B., van Merriënboer, J., & Scherpbier, A. J. (2012). Visual expertise in paediatric neurology. european journal of paediatric neurology, 16(2), 161-166.

Barton, J., Corbett, S., & van der Vleuten, C. (2012). English bowel cancer screening programme; uk joint advisory group for gastrointestinal endoscopy. The validity and reliability of a direct observation of procedural skills assessment tool: Assessing colonoscopic skills of senior endoscopists. Gastrointest Endosc, 75(3), 591-597.

Beishuizen, J., Dolmans, D., van Driel, W. J., Wopereis, I., & van Merrienboer, J. (2012). The interuniversity centre for educational sciences: A retrospective and prospective view. Pedagogische Studiën, 89(6), 417-424.

Bergman, E., de Feijter, J., Frambach, J., Godefrooij, M., Slootweg, I., Stalmeijer, R., & van der Zwet, J. (2012). Am last page: A guide to research paradigms relevant to medical education. Academic Medicine, 87(4), 545.

Bhanji, F., Gottesman, R., de Grave, W., Steinert, Y., & Winer, L. R. (2012). The retrospective pre–post: A practical method to evaluate learning from an educational program. Academic Emergency Medicine, 19(2), 189-194.

Boerboom, T. B., Mainhard, T., Dolmans, D. H., Scherpbier, A. J., Van Beukelen, P., & Jaarsma, A. C. (2012). Evaluating clinical teachers with the maastricht clinical teaching questionnaire: How much ‘teacher’is in student ratings? Medical teacher, 34(4), 320-326.

Brehaut, J. C., & Eva, K. W. (2012). Building theories of knowledge translation

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interventions: Use the entire menu of constructs. Implementation Science, 7(1), 114.

Camp, G., Wesstein, H., & Bruin, A. B. H. (2012). Can questioning induce forgetting? Retrieval-induced forgetting of eyewitness information. Applied Cognitive Psychology, 26(3), 431-435.

Cilliers, F. J., Schuwirth, L. W., & Van der Vleuten, C. P. (2012). A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC medical education, 12(1), 9.

Cilliers, F. J., Schuwirth, L. W., & Van Der Vleuten, C. P. (2012). Modelling the pre‐assessment learning effects of assessment: Evidence in the validity chain. Medical education, 46(11), 1087-1098.

Cilliers, F. J., Schuwirth, L. W., Herman, N., Adendorff, H. J., & van der Vleuten, C. P. (2012). A model of the pre-assessment learning effects of summative assessment in medical education. Advances in Health Sciences Education, 17(1), 39-53.

de Bruin, A. B. H., & van Gog, T. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22(4), 245-252.

de Feijter, J. M., de Grave, W. S., Hopmans, E. M., Koopmans, R. P., & Scherpbier, A. J. (2012). Reflective learning in a patient safety course for final-year medical students. Medical teacher, 34(11), 946-954.

De Feijter, J. M., De Grave, W. S., Muijtjens, A. M., Scherpbier, A. J., & Koopmans, R. P. (2012). A comprehensive overview of medical error in hospitals using incident-reporting systems, patient complaints and chart review of inpatient deaths. PloS one, 7(2), e31125.

De Rijdt, C., van der Rijt, J., Dochy, F., & van der Vleuten, C. (2012). Rigorously selected and well trained senior student tutors in problem based learning: Student perceptions and study achievements. Instructional Science, 40(2), 397-411.

Dijkstra, J., Galbraith, R., Hodges, B. D., McAvoy, P. A., McCrorie, P., Southgate, L. J., Van der Vleuten, C. P., Wass, V., & Schuwirth, L. W. (2012). Expert validation of fit-for-purpose guidelines for designing programmes of assessment. BMC medical education, 12(1), 20.

Dolmans, D. H., & Tigelaar, D. (2012). Building bridges between theory and practice in medical education using a design-based research approach: Amee guide no. 60. Medical teacher, 34(1), 1-10.

Dornan, T., Muijtjens, A., Graham, J., Scherpbier, A., & Boshuizen, H. (2012). Manchester clinical placement index (mcpi). Conditions for medical students’ learning in hospital and community placements. Advances in Health Sciences Education, 17(5), 703-716.

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Driessen, E. W., van Tartwijk, J., Govaerts, M., Teunissen, P., & van der Vleuten, C. P. M. (2012). The use of programmatic assessment in the clinical workplace: A maastricht case report. Medical teacher, 34(3), 226-231. doi:10.3109/0142159X.2012.652242

Durning, S. J., Artino, A. R., Boulet, J. R., Dorrance, K., van der Vleuten, C., & Schuwirth, L. (2012). The impact of selected contextual factors on experts’ clinical reasoning performance (does context impact clinical reasoning performance in experts?). Advances in Health Sciences Education, 17(1), 65-79.

Durning, S. J., Artino, A., Boulet, J., La Rochelle, J., Van Der Vleuten, C., Arze, B., & Schuwirth, L. (2012). The feasibility, reliability, and validity of a post-encounter form for evaluating clinical reasoning. Medical teacher, 34(1), 30-37.

Durning, S. J., Dolmans, D. H., Cleland, J., Mennin, S., Amin, Z., & Gibbs, T. J. (2012). The amee research committee: Initiatives to stimulate research and practice. Medical teacher, 34(6), 458-461.

Durning, S. J., Dong, T., Artino Jr, A. R., LaRochelle, J., Pangaro, L. N., Vleuten, C. v. d., & Schuwirth, L. (2012). Instructional authenticity and clinical reasoning in undergraduate medical education: A 2-year, prospective, randomized trial. Military medicine, 177(9S), 38-43.

Durning, S. J., Graner, J., Artino Jr, A. R., Pangaro, L. N., Beckman, T., Holmboe, E., Oakes, T., Roy, M., Riedy, G., & Capaldi, V. (2012). Using functional neuroimaging combined with a think-aloud protocol to explore clinical reasoning expertise in internal medicine. Military medicine, 177(suppl_9), 72-78.

Durning, S. J., LaRochelle, J., Pangaro, L., Artino Jr, A. R., Boulet, J., van der Vleuten, C., Hemmer, P., Denton, D., & Schuwirth, L. (2012). Does the authenticity of preclinical teaching format affect subsequent clinical clerkship outcomes? A prospective randomized crossover trial. Teaching and learning in medicine, 24(2), 177-182.

Duvivier, R. J., van Geel, K., van Dalen, J., Scherpbier, A. J., & van der Vleuten, C. P. (2012). Learning physical examination skills outside timetabled training sessions: What happens and why? Advances in Health Sciences Education, 17(3), 339-355.

Eva, K. W., & Hodges, B. D. (2012). Scylla or charybdis? Can we navigate between objectification and judgement in assessment? Medical education, 46(9), 914-919.

Eva, K. W., Armson, H., Holmboe, E., Lockyer, J., Loney, E., Mann, K., & Sargeant, J. (2012). Factors influencing responsiveness to feedback: On the interplay between fear, confidence, and reasoning processes. Advances in Health Sciences Education, 17(1), 15-26.

Eva, K. W., Reiter, H. I., Rosenfeld, J., Trinh, K., Wood, T. J., & Norman, G. R. (2012). Association between a medical school admission process using the multiple mini-interview and national licensing examination scores. Jama, 308(21), 2233-2240.

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Fokkema, J. P., Westerman, M., Teunissen, P. W., van der Lee, N., Scherpbier, A. J., van der Vleuten, C. P., Dörr, P. J., & Scheele, F. (2012). How lead consultants approach educational change in postgraduate medical education. Medical education, 46(4), 390-398.

Frambach, J. M., Driessen, E. W., Chan, L. C., & van der Vleuten, C. P. (2012). Rethinking the globalisation of problem‐ based learning: How culture challenges self‐ directed learning. Medical education, 46(8), 738-747.

Groffen, D. A., Bosma, H., Tan, F. E., van den Akker, M., Kempen, G. I., & van Eijk, J. T. M. (2012). Material vs. Psychosocial explanations of old-age educational differences in physical and mental functioning. European journal of public health, 22(4), 587-592.

Helmich, E., & Dornan, T. (2012). Do you really want to be a doctor? The highs and lows of identity development. Medical education, 46(2), 132-134.

Helmich, E., Bolhuis, S., Dornan, T., Laan, R., & Koopmans, R. (2012). Entering medical practice for the very first time: Emotional talk, meaning and identity development. Medical education, 46(11), 1074-1086.

Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., & Scherpbier, A. (2012). Visualising the invisible: A network approach to reveal the informal social side of student learning. Advances in Health Sciences Education, 17(5), 743-757.

Houwink, E. J., Henneman, L., Westerneng, M., van Luijk, S. J., Cornel, M. C., Dinant, J. G., & van der Vleuten, C. (2012). Prioritization of future genetics education for general practitioners: A delphi study. Genetics in Medicine, 14(3), 323-329.

Ilgen, J. S., Humbert, A. J., Kuhn, G., Hansen, M. L., Norman, G. R., Eva, K. W., Charlin, B., & Sherbino, J. (2012). Assessing diagnostic reasoning: A consensus statement summarizing theory, practice, and future needs. Academic Emergency Medicine, 19(12), 1454-1461.

Jacobs, H. I., Visser, P. J., Van Boxtel, M. P., Frisoni, G. B., Tsolaki, M., Papapostolou, P., Nobili, F., Wahlund, L.-O., Minthon, L., & Frölich, L. (2012). The association between white matter hyperintensities and executive decline in mild cognitive impairment is network dependent. Neurobiology of aging, 33(1), 201. e201-201. e208.

Jacobs, J. C., Van Luijk, S. J., Van Berkel, H., Van der Vleuten, C. P., Croiset, G., & Scheele, F. (2012). Development of an instrument (the colt) to measure conceptions on learning and teaching of teachers, in student-centred medical education. Medical teacher, 34(7), e483-e491.

Jacobs, J. C., van Luijk, S., van der Vleuten, C., Kusurkar, R., Croiset, G., & Scheele, F. (2012). How personal factors and teaching context affect teachers’ conceptions of learning and teaching, in student-centred medical education: A qualitative study. BMC Medicine, 10, 65-77.

Kamp, R. J. A., Dolmans, D. H. J. M., van Berkel, H. J. M., & Schmidt, H. G. (2012). The relationship between students’ small group activities, time spent on self-study, and achievement. Higher Education, 64(3), 385-397. doi:10.1007/s10734-011-9500-5

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Koeijers, J., Busari, J., & Duits, A. (2012). A case study of the implementation of a competency-based curriculum in a caribbean teaching hospital. West Indian Medical Journal, 61(7), 726-732.

Kok, E. M., Bruin, A. B., Robben, S. G., & Merriënboer, J. J. (2012). Looking in the same manner but seeing it differently: Bottom‐ up and expertise effects in radiology. Applied Cognitive Psychology, 26(6), 854-862.

Könings, K. D., Brand‐ Gruwel, S., & Elen, J. (2012). Effects of a school reform on longitudinal stability of students’ preferences with regard to education. British Journal of Educational Psychology, 82(3), 512-532.

Koole, S., Dornan, T., Aper, L., De Wever, B., Scherpbier, A., Valcke, M., Cohen-Schotanus, J., & Derese, A. (2012). Using video-cases to assess student reflection: Development and validation of an instrument. BMC medical education, 12(1), 22.

Koole, S., Dornan, T., Aper, L., Scherpbier, A., Valcke, M., Cohen-Schotanus, J., & Derese, A. (2012). Does reflection have an effect upon case-solving abilities of undergraduate medical students? BMC medical education, 12(1), 75.

Koops, W. J., van der Vleuten, C. P., de Leng, B. A., & Snoeckx, L. H. (2012). Computer supported collaborative learning in a clerkship: An exploratory study on the relation of discussion activity and revision of critical appraisal papers. BMC medical education, 12(1), 79.

Ladhani, Z., Scherpbier, A. J., & Stevens, F. C. (2012). Competencies for undergraduate community-based education for the health professions–a systematic review. Medical teacher, 34(9), 733-743.

LaRochelle, J. S., Durning, S. J., Pangaro, L. N., Artino, A. R., van der Vleuten, C., & Schuwirth, L. (2012). Impact of increased authenticity in instructional format on preclerkship students’ performance: A two-year, prospective, randomized study. Academic Medicine, 87(10), 1341-1347.

Leppink, J., Broers, N. J., Imbos, T., van der Vleuten, C. P., & Berger, M. P. (2012). Self-explanation in the domain of statistics: An expertise reversal effect. Higher Education, 63(6), 771-785.

Liaw, S. Y., Chan, S. W.-c., Scherpbier, A., Rethans, J.-J., & Pua, G. G. (2012). Recognizing, responding to and reporting patient deterioration: Transferring simulation learning to patient care settings. Resuscitation, 83(3), 395-398.

Liaw, S. Y., Scherpbier, A., Rethans, J.-J., & Klainin-Yobas, P. (2012). Assessment for simulation learning outcomes: A comparison of knowledge and self-reported confidence with observed clinical performance. Nurse education today, 32(6), e35-e39.

Lohfeld, L., Goldie, J., Schwartz, L., Eva, K., Cotton, P., Morrison, J., Kulamakan, K., Norman, G., & Wood, T. (2012). Testing the validity of a scenario-based questionnaire to assess the ethical sensitivity of undergraduate medical students. Medical teacher, 34(8), 635-642.

Mâtheiken, S. J., Verstegen, D., Beard, J., & van der Vleuten, C. (2012). E-learning resources for vascular surgeons: A needs analysis study. Journal of surgical education, 69(4), 477-482.

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McConnell, M. M., & Eva, K. W. (2012). The role of emotion in the learning and transfer of clinical skills and knowledge. Academic Medicine, 87(10), 1316-1322.

McConnell, M. M., Regehr, G., Wood, T. J., & Eva, K. W. (2012). Self-monitoring and its relationship to medical knowledge. Advances in Health Sciences Education, 17(3), 311-323.

Mcconnell, M., & Eva, K. (2012). Not all answer changes are equal: Response changing patterns on a high stakes medical licensure examination. Medical education, 46, 25.

McLachlan, E., King, N., Wenger, E., & Dornan, T. (2012). Phenomenological analysis of patient experiences of medical student teaching encounters. Medical education, 46(10), 963-973.

McLellan, L., Tully, M. P., & Dornan, T. (2012). How could undergraduate education prepare new graduates to be safer prescribers? British journal of clinical pharmacology, 74(4), 605-613.

Michels, N. R., Denekens, J., Driessen, E. W., Van Gaal, L. F., Bossaert, L. L., & De Winter, B. Y. (2012). A delphi study to construct a canmeds competence based inventory applicable for workplace assessment. BMC medical education, 12(1), 86.

Mpotos, N., Valcke, M., Van der Vleuten, C., & Monsieurs, K. (2012). Studies claiming efficacy of cpr training interventions: Which skills should be assessed and how should data be reported to allow comparison? Resuscitation, 83(12), e217.

Mylopoulos, M., Lohfeld, L., Norman, G. R., Dhaliwal, G., & Eva, K. W. (2012). Renowned physicians’ perceptions of expert diagnostic practice. Academic Medicine, 87(10), 1413-1417.

Naeem, N., van der Vleuten, C., & Alfaris, E. A. (2012). Faculty development on item writing substantially improves item quality. Advances in Health Sciences Education, 17(3), 369-376.

O'Sullivan, H., van Mook, W., Fewtrell, R., & Wass, V. (2012). Integrating professionalism into the curriculum: Amee guide no. 61. Medical teacher, 34(2), e64-e77.

Palange, P., Busari, J., Hare, A., McKillop, J. H., Noël, J. L. C., Rosen, M. J., Simonds, A. K., & Stevenson, R. (2012). Perspectives in medical education: Signposts to the future in educating respiratory specialists. European Respiratory Journal, 39(3), 520.

Pawlikowska, T., Zhang, W., Griffiths, F., van Dalen, J., & van der Vleuten, C. (2012). Verbal and non-verbal behavior of doctors and patients in primary care consultations–how this relates to patient enablement. Patient Education and Counseling, 86(1), 70-76.

Pelgrim, E. A., Kramer, A. W., Mokkink, H. G., & Van der Vleuten, C. P. (2012). Quality of written narrative feedback and reflection in a modified mini-clinical evaluation exercise: An observational study. BMC medical education, 12(1), 97.

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Pelgrim, E. A., Kramer, A. W., Mokkink, H. G., & van der Vleuten, C. P. (2012). The process of feedback in workplace‐ based assessment: Organisation, delivery, continuity. Medical education, 46(6), 604-612.

Peterson, L. N., Eva, K. W., Rusticus, S. A., & Lovato, C. Y. (2012). The readiness for clerkship survey: Can self-assessment data be used to evaluate program effectiveness? Academic Medicine, 87(10), 1355-1360.

range Regehr, G., Ginsburg, S., Herold, J., Hatala, R., Eva, K., & Oulanova, O. (2012).

Using “standardized narratives” to explore new ways to represent faculty opinions of resident performance. Academic Medicine, 87(4), 419-427.

Reiter, H. I., Lockyer, J., Ziola, B., Courneya, C.-A., Eva, K., & Alliance, C. M. M.-I. R. (2012). Should efforts in favor of medical student diversity be focused during admissions or farther upstream? Academic Medicine, 87(4), 443-448.

Rethans, J.-J., Grosfeld, F. J., Aper, L., Reniers, J., Westen, J. H., Van Wijngaarden, J. J., & van Weel-Baumgarten, E. M. (2012). Six formats in simulated and standardized patients use, based on experiences of 13 undergraduate medical curricula in belgium and the netherlands. Medical teacher, 34(9), 710-716.

Rezze, B. D., Law, M., Gorter, J. W., Eva, K., & Pollock, N. (2012). A narrative review of generic intervention fidelity measures. Physical & occupational therapy in pediatrics, 32(4), 430-446.

Sagasser, M. H., Kramer, A. W., & van der Vleuten, C. P. (2012). How do postgraduate gp trainees regulate their learning and what helps and hinders them? A qualitative study. BMC medical education, 12(1), 67.

Schlegel, C., Woermann, U., Rethans, J.-J., & van der Vleuten, C. (2012). Validity evidence and reliability of a simulated patient feedback instrument. BMC medical education, 12(1), 6. doi:10.1186/1472-6920-12-6

Schlegel, C., Woermann, U., Shaha, M., Rethans, J. J., & van der Vleuten, C. (2012). Effects of communication training on real practice performance: A role-play module versus a standardized patient module. Journal of Nursing Education, 51(1), 16-22.

Schmidt, H. G., Muijtjens, A. M., Van der Vleuten, C. P., & Norman, G. R. (2012). Differential student attrition and differential exposure mask effects of problem-based learning in curriculum comparison studies. Academic Medicine, 87(4), 463-475.

Schuwirth, L. W., & van der Vleuten, C. P. (2012). Programmatic assessment and kane’s validity perspective. Medical education, 46(1), 38-48.

Sibbald, M., & de Bruin, A. B. H. (2012). Feasibility of self-reflection as a tool to balance clinical reasoning strategies. Advances in Health Sciences Education : Theory and Practice, 17(3), 419-429.

Spanjers, I. A., Gog, T., & Merriënboer, J. J. (2012). Segmentation of worked examples: Effects on cognitive load and learning. Applied Cognitive Psychology, 26(3), 352-358.

Spanjers, I. A., van Gog, T., Wouters, P., & van Merriënboer, J. J. (2012). Explaining the segmentation effect in learning from animations: The role of pausing and temporal cueing. Computers & Education, 59(2), 274-280.

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Spruijt, A., Jaarsma, A., Wolfhagen, H., van Beukelen, P., & Scherpbier, A. (2012). Students’ perceptions of aspects affecting seminar learning. Medical teacher, 34(2), e129-e135.

Stevens, F. C. J., & Goulbourne, J. D. S. (2012). Globalization and the modernization of medical education. Medical teacher, 34(10), e684-e689. doi:10.3109/0142159X.2012.687487

Susilo, A. P., Nurmala, I., van Dalen, J., & Scherpbier, A. (2012). Patient or physician safety? Physicians' views of informed consent and nurses' roles in an indonesian setting. Journal of interprofessional care, 26(3), 212-218.

Thistlethwaite, J., Davies, H., Dornan, T., Greenhalgh, T., Hammick, M., & Scalese, R. (2012). What is evidence? Reflections on the amee symposium, vienna, august 2011. Medical teacher, 34(6), 454-457.

Tjiam, I. M., Persoon, M. C., Hendrikx, A. J., Muijtjens, A. M., Witjes, J. A., & Scherpbier, A. J. (2012). Program for laparoscopic urologic skills: A newly developed and validated educational program. Urology, 79(4), 815-820.

Tjiam, I. M., Schout, B. M., Hendrikx, A. J., Scherpbier, A. J., Witjes, J. A., & Van Merriënboer, J. J. (2012). Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design. Medical teacher, 34(10), e698-e707.

Tran, T. Q., Scherpbier, A., Van Dalen, J., & Wright, P. E. (2012). Teacher-made models: The answer for medical skills training in developing countries? BMC medical education, 12(1), 98.

van der Vleuten, C. (2012). Secrets of success in medical training. Military medicine, 177(9), 79-80.

van der Vleuten, C. P., Schuwirth, L., Driessen, E., Dijkstra, J., Tigelaar, D., Baartman, L., & van Tartwijk, J. (2012). A model for programmatic assessment fit for purpose. Medical teacher, 34(3), 205-214.

Van der Vleuten, C., & Dannefer, E. F. (2012). Towards a systems approach to assessment. Medical teacher, 34(3), 185-186.

van Mook, W. N. K. A., Gorter, S. L., Kieboom, W., Castermans, M. G. T. H., de Feijter, J., de Grave, W. S., Zwaveling, J. H., Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2012). Poor professionalism identified through investigation of unsolicited healthcare complaints. Postgraduate medical journal, 88, 443-450.

van Mook, W. N., Muijtjens, A. M., Gorter, S. L., Zwaveling, J. H., Schuwirth, L. W., & van der Vleuten, C. P. (2012). Web-assisted assessment of professional behaviour in problem-based learning: More feedback, yet no qualitative improvement? Advances in Health Sciences Education, 17(1), 81-93.

Van Nuland, M., Van den Noortgate, W., van der Vleuten, C., & Jo, G. (2012). Optimizing the utility of communication osces: Omit station-specific checklists and provide students with narrative feedback. Patient Education and Counseling, 88(1), 106-112.

van Weel-Baumgarten, E., Brouwers, M., Grosfeld, F., Hermus, F. J., Van Dalen, J., & Bonke, B. (2012). Teaching and training in breaking bad news at the dutch medical schools: A comparison. Medical teacher, 34(5), 373-381.

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van Zundert, M. J., Sluijsmans, D. M., Könings, K. D., & van Merriënboer, J. J. (2012). The differential effects of task complexity on domain-specific and peer assessment skills. Educational Psychology, 32(1), 127-145.

Van Zundert, M., Könings, K., Sluijsmans, D., & Van Merriënboer, J. (2012). Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously. Educational Studies, 38(5), 541-557.

Wagter, J. M., van de Bunt, G., Honing, M., Eckenhausen, M., & Scherpbier, A. (2012). Informal interprofessional learning: Visualizing the clinical workplace. Journal of interprofessional care, 26(3), 173-182.

Watling, C., Driessen, E., van der Vleuten, C. P., & Lingard, L. (2012). Learning from clinical work: The roles of learning cues and credibility judgements. Medical education, 46(2), 192-200.

Watling, C., Driessen, E., van der Vleuten, C. P., Vanstone, M., & Lingard, L. (2012). Understanding responses to feedback: The potential and limitations of regulatory focus theory. Medical education, 46(6), 593-603.

Wearne, S., Dornan, T., Teunissen, P. W., & Skinner, T. (2012). General practitioners as supervisors in postgraduate clinical education: An integrative review. Medical education, 46(12), 1161-1173.

Widyandana, D., Majoor, G., & Scherpbier, A. (2012). Preclinical students’ experiences in early clerkships after skills training partly offered in primary health care centers: A qualitative study from indonesia. BMC medical education, 12(1), 35.

Winston, K. A., Van Der Vleuten, C. P., & Scherpbier, A. J. (2012). The role of the teacher in remediating at-risk medical students. Medical teacher, 34(11), e732-e742.

Wolfs, C. A., de Vugt, M. E., Verkaaik, M., Haufe, M., Verkade, P.-J., Verhey, F. R., & Stevens, F. (2012). Rational decision-making about treatment and care in dementia: A contradiction in terms? Patient Education and Counseling, 87(1), 43-48.

Wrigley, W., Van Der Vleuten, C. P., Freeman, A., & Muijtjens, A. (2012). A systemic framework for the progress test: Strengths, constraints and issues: Amee guide no. 71. Medical teacher, 34(9), 683-697.

Yardley, S., & Dornan, T. (2012). Kirkpatrick’s levels and education ‘evidence’. Medical education, 46(1), 97-106.

Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Amee guide no. 63. Medical teacher, 34(2), e102-e115.

Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical teacher, 34(2), 161-164.

WI-2/WI-NL Publications Blacker, S. N., & Angelo, T. E. (2012). Anesthetic management of a parturient with

thalidomide phocomelia. Open Journal of Anesthesiology, 2(03), 59-61.

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Busari, J. O. (2012). Comparative analysis of quality assurance in health care delivery and higher medical education. Advances in medical education and practice, 3, 121-127. doi:10.2147/AMEP.S38166

Busari, J. O. (2012). Management and leadership development in healthcare and the challenges facing physician managers in clinical practice. International Journal of Clinical Leadership, 17(4), 211-216.

Cantillon, P., & de Grave, W. (2012). Conceptualising gp teachers’ knowledge: A pedagogical content knowledge perspective. Education for Primary Care, 23(3), 178-185.

Cantillon, P., & de Grave, W. (2012). Gp teachers’ subject matter knowledge in the context of a tutorial: The preparation and delivery compared. Education for Primary Care, 23(3), 169-177.

Di Rezze, B., Law, M., Eva, K., Pollock, N., & Gorter, J. (2012). The paediatric rehabilitation observational measure of fidelity (prof): Development and validation. Developmental Medicine & Child Neurology, 54, 30-79. doi:10.1111/j.1469-8749.2012.04388.x

Dornan, T. (2012). Workplace learning. Perspectives on medical education, 1(1), 15-23.

Douglas, A., Letts, L., Eva, K., & Richardson, J. (2012). Use of the cognitive performance test for identifying deficits in hospitalized older adults. Rehabilitation Research and Practice, 2012, 9. doi:10.1155/2012/638480

Fastré, G. M., van der Klink, M. R., Sluijsmans, D., & van Merriënboer, J. J. (2012). Drawing students’ attention to relevant assessment criteria: Effects on self-assessment skills and performance. Journal of Vocational Education & Training, 64(2), 185-198.

Hill, E. J., Giles, J. A., & Dornan, T. (2012). Teaching in a busy clinic. Practical neurology, 12(6), 376-379.

Kubben, P. L., & Pouratian, N. (2012). An open-source and cross-platform framework for brain computer interface-guided robotic arm control. Surgical neurology international, 3(1), 149-149.

Leppink, J., Broers, N. J., Imbos, T., van der Vleuten, C. P., & Berger, M. P. (2012). Prior knowledge moderates instructional effects on conceptual understanding of statistics. Educational Research and Evaluation, 18(1), 37-51.

Malau-Aduli, B. S., Mulcahy, S., Warnecke, E., Otahal, P., Teague, P.-A., Turner, R., & Van der Vleuten, C. (2012). Inter-rater reliability: Comparison of checklist and global scoring for osces. Creative Education, 3(6), 937-942.

Schuwirth, L. W., & van der Vleuten, C. P. (2012). The use of progress testing. Perspectives on medical education, 1(1), 24-30.

Singaram, V. S., van der Vleuten, C. P., Muijtjens, A. M., & Dolmans, D. H. (2012). Relationships between language background, secondary school scores, tutorial group processes, and students’ academic achievement in pbl: Testing a causal model. Interdisciplinary Journal of Problem-based Learning, 6(1), 9.

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Soeteman, M., Willems, R. P., & Busari, J. O. (2012). Herpes zoster ophthalmicus in an otherwise healthy 2-year-old child. BMJ case reports, 2012, bcr2012007015.

Teodorczyk, J., Heijmans, J., van Mook, W., Bergmans, D., & Roekaerts, P. (2012). Effectiveness of an underbody forced warm-air blanket during coronary artery bypass surgery in the prevention of postoperative hypothermia: A prospective controlled randomized clinical trial. Open Journal of Anesthesiology, 2(1), 65-66.

van Dalen, J. (2012). All of this and he can cook, too…. Perspectives on medical education, 1(4), 214-217.

van den Akker, M., Dornan, T., Scherpbier, A. J., oude Egbrink, M. G., & Snoeckx, L. H. (2012). Easing the transition: The final year of medical education at maastricht university. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 106(2), 92-97.

van Lonkhuijzen, L., Groenewout, M., Schreuder, A., Zeeman, G. G., Scherpbier, A., Aukes, L. C., & Vanden Berg, P. P. (2012). Perceptions of women, nurses, midwives, and doctors about the use of video during birth to improve quality of care: Focus group discussions. Obstetric Anesthesia Digest, 32(3), 189-190. doi:10.1097/01.aoa.0000417611.72542.a3

Van Merriënboer, J., & Kirschner, P. A. (2012). 10 步骤的 10+ 问题 [ten steps+ 10

questions]. 开放教育研究 [Open Education Research], 18(4), 4-11.

van Mook, W., Schuwirth, L., & Bion, J. (2012). Workplace based assessment: How to use it in icu. Netherlands Journal of Critical Care, 16(5), 171-180.

Widyandana, D., Majoor, G., & Scherpbier, A. (2012). Patients' appreciation of pre-clinical student performance in primary healthcare centres in indonesia. Education for Health, 25(2), 81.

Willems, R. P., Slangen, B., & Busari, J. O. (2012). Abdominal swelling in two teenage girls: Two case reports of massive ovarian tumours in puberty. BMJ case reports, 2012, bcr1120115143.

Books Correia, S., Paiva, J., & Van Merriënboer, J. J. G. (Eds.). (2012). As novas

tecnologias. Lisboa, Portugal: Fundacao Francisco Manuel Dos Santos. Norman, G. R., van der Vleuten, C. P., & Newble, D. I. (Eds.). (2012). International

handbook of research in medical education. Dordrecht: Springer Science & Business Media. ISBN 9401004625.

Scherpbier, A. J., van der Vleuten, C. P., Rethans, J., & van der Steeg, A. (Eds.). (2012). Advances in medical education. Dordrecht: Springer Science & Business Media. ISBN 9401148864.

Spector, J. M., Merrill, M. D., van Merriënboer, J. J. G., & Driscoll, M. (2012). Handbook of research on educational communications an technology (chinese translation) (3rd ed.). Shanhai, China: East China Normal University Press.

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Book chapters

Dolmans, D., Blankenstein, F., & Kamp, R. (2012). Learning in small groups in problem-based learning. In I. Al Alwan & M. Elzubeir (Eds.), International handbook fo medical education (pp. 121-130). Thousand Oaks: SAGE Publications Ltd. . ISBN 9781446247211.

Driessen, E., Yoshida, M., & Suzuki, Y. (2012). Portfolios in medical education. In Y. Suzuki, K. Fujisaki, & M. Niwa (Eds.), Challenge of medical education in japan (pp. 194-199). Tokyo, Japan: Shinoharashinsha Publishers inc. . ISBN 978-4884123598.

Duvivier, R. J., & van Dalen, J. (2012). Learning in the skillslab. In I. Al Alwan, M. Magzoub, & M. Elzubeir (Eds.), International handbook of medical education: A guide for students (pp. 169-176). Thousand Oaks: SAGE Publications Ltd. ISBN 9781446247211.

Eva, K. W., Regehr, G., & Gruppen, L. (2012). Blinded by insight. In B. Hodges & L. Lingard (Eds.), The question of competence: Reconsidering medical education in the twenty-first century (pp. 131-154). Ithaca, New York: Cornell University Press. ISBN 0801465362.

Gerken, M., Rienties, B., Giesbers, B., & Könings, K. D. (2012). Enhancing the academic internship learning experience for business education—a critical review and future directions. In P. Van den Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Learning at the crossroads of theory and practice (pp. 7-22). Cham: Springer. ISBN 978-94-007-2845-5.

Magzoub, M. E., Al Kaderi, H., Elzubeir, M., Omair, A., Al Rumayyan, A., & van der Vleuten, C. (2012). An introduction to assessment. In I. Al Alwan, M. E. Magzoub, & M. Elzubeir (Eds.), International handbook of medical education: A guide for students (pp. 233-244). ISBN 9781446247211.

Ram, P., Rethans, J., RPTM, G., & van der Vleuten, C. (2012). The comprehensive assessment project in continuing medical. In A. J. Scherpbier, C. P. van der Vleuten, J. Rethans, & A. van der Steeg (Eds.), Advances in medical education (pp. 287-289). ISBN 9401148864.

Rethans, J. J. (2012). Integration of problem based learning an clinical skills education. In Y. Suzuki, K. Fujisaki, & M. Niwa (Eds.), Challenge of medical education in japan (pp. 136-141). Tokyo, Japan: Shinoharashinsha Publishers inc. . ISBN 978-4884123598.

Schmidt, H. G., & de Grave, W. (2012). Problem-based learning. In I. Al Alwan, M. Magzoub, & M. Elzubeir (Eds.), International handbook of medical education (pp. 47-67). Thousand Oaks: SAGE Publications Ltd. ISBN 9781446247211.

Schuwirth, L. W. T., & van der vleuten, C. (2012). Assessing competence: Extending the approaches to reliability. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers (4th ed.). Ithaca, NY: Cornell University Press. ISBN 978-0702045516.

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Schuwirth, L., & van der Vleuten, C. (2012). The question of competence. In B. Hodges & L. Lingard (Eds.), The question of competence: Reconsidering medical education in the twenty-first century (pp. 113-130). Ithaca, New York: Cornell University Press. ISBN 0801465362.

van Merriënboer, J. J. G. (2012). Complex learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 681-682). Boston, MA: Springer US. ISBN 978-1-4419-1428-6.

van Merriënboer, J. J. G. (2012). Four-component instructional design. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1320-1322). Boston, MA: Springer US. ISBN 978-1-4419-1428-6.

van Merriënboer, J. J. G. (2012). Rule formation. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2907-2909). Boston, MA: Springer US. ISBN 978-1-4419-1428-6.

van Merriënboer, J. J. G. (2012). Variability of practice. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 3389-3390). Boston, MA: Springer US. ISBN 978-1-4419-1428-6.

Van Merriënboer, J. J. G., & Kester, L. (2012). Modelo de design educacional de quatro componentes: Principios multimedia am ambientes de aprendizagem complexa. In J. J. G. Van Merriënboer, S. Correia, & J. Paiva (Eds.), As novas tecnologias (pp. 13-64). Lisboa, Portugal:: Fundacao Fancisco Manuel Dos Santos. ISBN 978-989-8424-60-0.

Van Merriënboer, J. J., & Van der Vleuten, C. P. (2012). Technology-based assessment in the integrated curriculum. In M. Mayrath, J. Clarke - Midura, D. Robinson, & G. Schraw (Eds.), Technology-based assessments for 21st century skills (pp. 345-369). Charlotte, NC: Information Age Publishing. ISBN 987-1-61735-632-2.