| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Applying Kane’s validity framework to a simulation based assessment of clinical competence
|
Tavares, Walter
|
|
2017
|
23 |
2 |
p. 323-338
|
artikel
|
| 2 |
Effects of test item disclosure on medical licensing examination
|
Yang, Eunbae B.
|
|
2017
|
23 |
2 |
p. 265-274
|
artikel
|
| 3 |
From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio
|
Oudkerk Pool, Andrea
|
|
2017
|
23 |
2 |
p. 275-287
|
artikel
|
| 4 |
Getting granted
|
Norman, Geoff
|
|
2018
|
23 |
2 |
p. 233-239
|
artikel
|
| 5 |
Group interventions to promote mental health in health professional education: a systematic review and meta-analysis of randomised controlled trials
|
Lo, Kristin
|
|
2017
|
23 |
2 |
p. 413-447
|
artikel
|
| 6 |
How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement
|
Rotgans, Jerome I.
|
|
2017
|
23 |
2 |
p. 339-351
|
artikel
|
| 7 |
How do physicians become medical experts? A test of three competing theories: distinct domains, independent influence and encapsulation models
|
Violato, Claudio
|
|
2017
|
23 |
2 |
p. 249-263
|
artikel
|
| 8 |
Qualitative analysis of MMI raters’ scorings of medical school candidates: A matter of taste?
|
Christensen, Mette K.
|
|
2017
|
23 |
2 |
p. 289-310
|
artikel
|
| 9 |
Response distortion on personality tests in applicants: comparing high-stakes to low-stakes medical settings
|
Anglim, Jeromy
|
|
2017
|
23 |
2 |
p. 311-321
|
artikel
|
| 10 |
Student learning outcomes, perceptions and beliefs in the context of strengthening research integration into the first year of medical school
|
Vereijken, Mayke W. C.
|
|
2017
|
23 |
2 |
p. 371-385
|
artikel
|
| 11 |
Swimming in a tsunami of change
|
Salim, Saad Y.
|
|
2017
|
23 |
2 |
p. 407-411
|
artikel
|
| 12 |
The bargaining of professionalism in emergency care practice: NHS paramedics and higher education
|
Givati, Assaf
|
|
2017
|
23 |
2 |
p. 353-369
|
artikel
|
| 13 |
The grades that clinical teachers give students modifies the grades they receive
|
Paget, Michael
|
|
2017
|
23 |
2 |
p. 241-247
|
artikel
|
| 14 |
‘There’s so much to it’: the ways physiotherapy students and recent graduates experience practice
|
Barradell, S.
|
|
2017
|
23 |
2 |
p. 387-406
|
artikel
|
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