175 results on '"Van Der Vleuten, Cees P M"'
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2. The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal
3. Correction: Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making
4. Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making
5. Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency
6. Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment
7. Supervisors’ intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training
8. Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study
9. On the issue of costs in programmatic assessment
10. Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures
11. Supervisors’ approaches to the early entrustment of clinical tasks: an observational study in general practice
12. Relevant Prior Knowledge Moderates the Effect of Elaboration during Small Group Discussion on Academic Achievement
13. Quality of Feedback Following Performance Assessments: Does Assessor Expertise Matter?
14. Closing the patient experience chasm: A two‐level validation of the Consumer Quality Index Inpatient Hospital Care
15. The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain
16. Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, and Students' Academic Achievement in PBL: Testing a Causal Model
17. Which Cognitive Processes Support Learning during Small-Group Discussion? The Role of Providing Explanations and Listening to Others
18. Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement
19. Additional file 1 of Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency
20. Additional file 1 of The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal
21. Additional file 2 of Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making
22. Additional file 2 of Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency
23. Additional file 1 of Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making
24. Self-explanation in the domain of statistics: an expertise reversal effect
25. Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others
26. Assessment in the context of problem-based learning
27. Medical education: Challenges for educationalists
28. Using activity theory to study cultural complexity in medical education
29. Abc Of Learning And Teaching In Medicine: Written Assessment
30. 'Prevention Is Better Than Cure': A Plea to Emphasize the Learning Function of Competence Committees in Programmatic Assessment
31. The use of progress testing
32. Near-peer teaching in het coschap Interne Geneeskunde: een gerandomiseerde cross-over trial
33. Composite Reliability of Workplace Based Assessment of International Medical Graduates
34. Research in medical education: pratical impact on medical training and future challenges []
35. Written narrative feedback, reflections and action plans in single-encounter observations: an observational study
36. Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment
37. Programmatic assessment: Can we provide evidence for saturation of information?
38. Challenges for educationalists
39. Written assessment
40. Students’ motivation toward feedback-seeking in the clinical workplace
41. Cross-validation of a learning climate instrument in a non-western postgraduate clinical environment
42. Changing the culture of assessment: the dominance of the summative assessment paradigm
43. Feasibility of peer assessment and clinical audit to self-regulate the quality of physiotherapy services: a mixed methods study
44. Exploring Implications of Context Specificity and Cognitive Load in Residents
45. Teachers’ conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics
46. Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities
47. Assessment in the legal and medical domain: two sides of a coin
48. Critical features of peer assessment of clinical performance to enhance adherence to a low back pain guideline for physical therapists: a mixed methods design
49. AM last page. Quality criteria in qualitative and quantitative research
50. Programmatic assessment and Kane's validity perspective
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