| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A collaborative clinical and population-based curriculum for medical students to address primary care needs of the homeless in New York City shelters
|
Asgary, Ramin
|
|
2016
|
|
3 |
p. 154-162
|
artikel
|
| 2 |
A collective case study of supervision and competence judgments on the inpatient internal medicine ward
|
Gilchrist, Tristen
|
|
|
|
3 |
p. 155-162
|
artikel
|
| 3 |
Actor-network theory and ethnography: Sociomaterial approaches to researching medical education
|
MacLeod, Anna
|
|
2019
|
|
3 |
p. 177-186
|
artikel
|
| 4 |
A curriculum focused on informed empathy improves attitudes toward persons with disabilities
|
Miller, Sonya R.
|
|
2013
|
|
3 |
p. 114-125
|
artikel
|
| 5 |
Addressing the role of medical students using community mobilization and social media in the Ebola response
|
Chapman, Helena J.
|
|
2016
|
|
3 |
p. 186-190
|
artikel
|
| 6 |
A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions
|
Berghmans, Inneke
|
|
2012
|
|
3 |
p. 104-118
|
artikel
|
| 7 |
A faculty development workshop in narrative-based reflective writing
|
Boudreau, J. Donald
|
|
2012
|
|
3 |
p. 143-154
|
artikel
|
| 8 |
A hundred years of basic science in medical education
|
Sibbald, Matt
|
|
2016
|
|
3 |
p. 136-137
|
artikel
|
| 9 |
A layered analysis of self-explanation and structured reflection to support clinical reasoning in medical students
|
Chamberland, Martine
|
|
|
|
3 |
p. 171-179
|
artikel
|
| 10 |
A method for the madness: An international survey of health professions education authors’ journal choice
|
Rees, Eliot L.
|
|
|
|
3 |
p. 165-172
|
artikel
|
| 11 |
A multiple-perspective approach for the assessment and learning of ultrasound skills
|
Tolsgaard, Martin Grønnebæk
|
|
2018
|
|
3 |
p. 211-213
|
artikel
|
| 12 |
An exploratory study into the impact and acceptability of formatively used progress testing in postgraduate obstetrics and gynaecology
|
Dijksterhuis, Marja G. K.
|
|
2013
|
|
3 |
p. 126-141
|
artikel
|
| 13 |
An exploratory study on microaggressions in medical school: What are they and why should we care?
|
Espaillat, Andre
|
|
2019
|
|
3 |
p. 143-151
|
artikel
|
| 14 |
Applying cognitive load theory to medical education: construct and measurement challenges
|
Young, John Q.
|
|
2015
|
|
3 |
p. 107-109
|
artikel
|
| 15 |
A qualitative study of undergraduate clerkships in the intensive care unit: It’s a brand new world
|
O’Connor, Enda
|
|
2017
|
|
3 |
p. 173-181
|
artikel
|
| 16 |
Barriers to cross-disciplinary knowledge flow: The case of medical education research
|
Albert, Mathieu
|
|
|
|
3 |
p. 149-155
|
artikel
|
| 17 |
Bibliometrics: Methods for studying academic publishing
|
Ninkov, Anton
|
|
|
|
3 |
p. 173-176
|
artikel
|
| 18 |
Binding study advice: effect of raising the standards?
|
Stegers-Jager, Karen M.
|
|
2015
|
|
3 |
p. 160-162
|
artikel
|
| 19 |
Bonfire red titles
|
Lingard, Lorelei
|
|
2016
|
|
3 |
p. 179-181
|
artikel
|
| 20 |
Breaking microaggressions without breaking ourselves
|
Sukhera, Javeed
|
|
2019
|
|
3 |
p. 129-130
|
artikel
|
| 21 |
“Can you recommend a journal for my paper?”
|
ten Cate, Olle
|
|
|
|
3 |
p. 146-148
|
artikel
|
| 22 |
Career decisions and gender: the illusion of choice?
|
Hill, Elspeth J. R.
|
|
2014
|
|
3 |
p. 151-154
|
artikel
|
| 23 |
Characterizing the literature on validity and assessment in medical education: a bibliometric study
|
Young, Meredith
|
|
2018
|
|
3 |
p. 182-191
|
artikel
|
| 24 |
Clinical educational scholarship: polarized or integrated?
|
Park, Sophie
|
|
|
|
3 |
p. 137-138
|
artikel
|
| 25 |
Collaborative writing: Strategies and activities for writing productively together
|
Lingard, Lorelei
|
|
|
|
3 |
p. 163-166
|
artikel
|
| 26 |
Communicating with graduate medical trainees: the Cleveland Clinic experience
|
Greenwald, Laura R.
|
|
2013
|
|
3 |
p. 142-155
|
artikel
|
| 27 |
Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined
|
Bonke, Benno
|
|
2014
|
|
3 |
p. 179-189
|
artikel
|
| 28 |
Constructing critical thinking in health professional education
|
Kahlke, Renate
|
|
2018
|
|
3 |
p. 156-165
|
artikel
|
| 29 |
Coping with COVID-19: medical students as strong and responsible stewards of their education
|
Kercheval, Jacquelyn B.
|
|
|
|
3 |
p. 187-191
|
artikel
|
| 30 |
Correction to: Teaching health professionals how to tailor gender-affirming medicine protocols: A design thinking project
|
MacKinnon, Kinnon R.
|
|
|
|
3 |
p. 195
|
artikel
|
| 31 |
COVID-19: a unique learning opportunity if the well-being of learners and frontline workers is adequately supported
|
Brand, Paul L. P.
|
|
|
|
3 |
p. 129-131
|
artikel
|
| 32 |
Development and psychometric evaluation of an instrument to measure knowledge, skills, and attitudes towards quality improvement in health professions education: The Beliefs, Attitudes, Skills, and Confidence in Quality Improvement (BASiC-QI) Scale
|
Brown, Allison
|
|
2019
|
|
3 |
p. 167-176
|
artikel
|
| 33 |
Development of a 3D printed simulator for closed reduction of distal radius fractures
|
Dixon, William
|
|
|
|
3 |
p. 192-195
|
artikel
|
| 34 |
Do you hear what you see? Utilizing phonocardiography to enhance proficiency in cardiac auscultation
|
Watsjold, Bjorn
|
|
|
|
3 |
p. 148-154
|
artikel
|
| 35 |
Drawing on drawings: Moving beyond text in health professions education research
|
Rees, Charlotte
|
|
2018
|
|
3 |
p. 166-173
|
artikel
|
| 36 |
Educating educators on research on research
|
Ioannidis, John P. A.
|
|
|
|
3 |
p. 137-138
|
artikel
|
| 37 |
Effects of two different instructional formats on scores and reliability of a script concordance test
|
Broek, W. E. Sjoukje van den
|
|
2012
|
|
3 |
p. 119-128
|
artikel
|
| 38 |
Enhancing the connection between the classroom and the clinical workplace: A systematic review
|
Peters, Sanne
|
|
2017
|
|
3 |
p. 148-157
|
artikel
|
| 39 |
Establishing a scholarly culture requires a conceptual framework for leveraging change
|
O’Brien, Jennifer Marie
|
|
2016
|
|
3 |
p. 191-192
|
artikel
|
| 40 |
Evidence-based medicine, shared decision making and the hidden curriculum: a qualitative content analysis
|
Braschi, Emélie
|
|
|
|
3 |
p. 173-180
|
artikel
|
| 41 |
Examining the effects of gaming and guessing on script concordance test scores
|
Lubarsky, Stuart
|
|
2018
|
|
3 |
p. 174-181
|
artikel
|
| 42 |
Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices
|
Lisk, Kristina
|
|
2016
|
|
3 |
p. 147-153
|
artikel
|
| 43 |
Exploring patients’ reasons for participation in a medical education home visit program: a qualitative study in Malaysia
|
Tan, Chai-Eng
|
|
2017
|
|
3 |
p. 182-188
|
artikel
|
| 44 |
Eye opener: exploring complexity using rich pictures
|
Cristancho, Sayra
|
|
2015
|
|
3 |
p. 138-141
|
artikel
|
| 45 |
Faculty and student perceptions of academic counselling services at an academic health science center
|
Gaughf, Natalie White
|
|
2013
|
|
3 |
p. 165-170
|
artikel
|
| 46 |
Feedback on role model behaviour: effective for clinical trainers?
|
Jochemsen-van der Leeuw, H.G.A. Ria
|
|
2015
|
|
3 |
p. 153-157
|
artikel
|
| 47 |
Fewer themes, more stories: shall we consider alternative ways for representing complexity well?
|
Cristancho, Sayra
|
|
2014
|
|
3 |
p. 159-162
|
artikel
|
| 48 |
Gendered specialities during medical education: a literature review
|
Alers, Margret
|
|
2014
|
|
3 |
p. 163-178
|
artikel
|
| 49 |
Getting to know our non-traditional and rejected medical school applicants
|
Wouters, Anouk
|
|
|
|
3 |
p. 132-134
|
artikel
|
| 50 |
Getting with the times: a narrative review of the literature on group decision making in virtual environments and implications for promotions committees
|
Acai, Anita
|
|
2018
|
|
3 |
p. 147-155
|
artikel
|
| 51 |
Help wanted: developing clinician leaders
|
Stoller, James K.
|
|
2014
|
|
3 |
p. 233-237
|
artikel
|
| 52 |
How are competency frameworks perceived and taught?
|
Paradis, Elise
|
|
2018
|
|
3 |
p. 200-206
|
artikel
|
| 53 |
How do small groups make decisions?
|
Chahine, Saad
|
|
2017
|
|
3 |
p. 192-198
|
artikel
|
| 54 |
Innovations in multidisciplinary education in healthcare and technology
|
van Hoof, Joost
|
|
2015
|
|
3 |
p. 146-148
|
artikel
|
| 55 |
In response to ‘Medical Education Research: is participation fair?’
|
van den Broek, W. E. Sjoukje
|
|
2015
|
|
3 |
p. 158-159
|
artikel
|
| 56 |
International women physicians’ perspectives on choosing an academic medicine career
|
Borges, Nicole J.
|
|
2013
|
|
3 |
p. 156-161
|
artikel
|
| 57 |
Interprofessional educator development
|
Pien, Lily C.
|
|
2018
|
|
3 |
p. 214-218
|
artikel
|
| 58 |
Is postgraduate leadership education a match for the wicked problems of health systems leadership? A critical systematic review
|
Onyura, Betty
|
|
2019
|
|
3 |
p. 133-142
|
artikel
|
| 59 |
Joining the meta-research movement: A bibliometric case study of the journal Perspectives on Medical Education
|
Maggio, Lauren A.
|
|
|
|
3 |
p. 127-136
|
artikel
|
| 60 |
Kolb, integration and the messiness of workplace learning
|
Wilkinson, Tim J.
|
|
2017
|
|
3 |
p. 144-145
|
artikel
|
| 61 |
Labelling of mental illness in a paediatric emergency department and its implications for stigma reduction education
|
Sukhera, Javeed
|
|
2017
|
|
3 |
p. 165-172
|
artikel
|
| 62 |
Leadership education for physicians—how it fits in their culture
|
Pangaro, Louis N.
|
|
2019
|
|
3 |
p. 131-132
|
artikel
|
| 63 |
Learning at large conferences: from the ‘sage on the stage’ to contemporary models of learning
|
Torre, Dario
|
|
2017
|
|
3 |
p. 205-208
|
artikel
|
| 64 |
Learning environment, stress and coping in psychiatry residents within a national training program: a longitudinal study
|
Chew, Qian Hui
|
|
2019
|
|
3 |
p. 160-166
|
artikel
|
| 65 |
Learning to manage complexity through simulation: students’ challenges and possible strategies
|
Gormley, Gerard J.
|
|
2016
|
|
3 |
p. 138-146
|
artikel
|
| 66 |
Lessons on resilience: Learning to manage complexity
|
Cristancho, Sayra
|
|
2016
|
|
3 |
p. 133-135
|
artikel
|
| 67 |
Longitudinal resident coaching in the outpatient setting: A novel intervention to improve ambulatory consultation skills
|
Graddy, Ryan
|
|
|
|
3 |
p. 186-190
|
artikel
|
| 68 |
Maintaining your voice as an underrepresented minority during the peer review process: A dialogue between author and mentor
|
Johnson, Monnique
|
|
|
|
3 |
p. 144-145
|
artikel
|
| 69 |
Making the transition: A perspective from two PhDs in the US
|
Wyatt, Tasha R.
|
|
|
|
3 |
p. 135-136
|
artikel
|
| 70 |
Medical students’ use of Facebook for educational purposes
|
Ali, Anam
|
|
2016
|
|
3 |
p. 163-169
|
artikel
|
| 71 |
Mind the gap: the transition to hospital consultant
|
Westerman, Michiel
|
|
2013
|
|
3 |
p. 219-221
|
artikel
|
| 72 |
Motivation in medical students: a PhD thesis report
|
Kusurkar, Rashmi
|
|
2012
|
|
3 |
p. 155-157
|
artikel
|
| 73 |
Musculoskeletal education: an assessment of the clinical confidence of medical students
|
Truntzer, Jeremy
|
|
2014
|
|
3 |
p. 238-244
|
artikel
|
| 74 |
Need for universal acceptance of preprinting by editors of journals of health professional education
|
Schvaneveldt, Nena
|
|
|
|
3 |
p. 177-178
|
artikel
|
| 75 |
Nothing is as practical as a good theory
|
Jaarsma, A. Debbie C.
|
|
2012
|
|
3 |
p. 101-103
|
artikel
|
| 76 |
Perspectives on Medical Education Special Edition
|
Varpio, Lara
|
|
2017
|
|
3 |
p. 139-140
|
artikel
|
| 77 |
Potential benefits of student- and junior doctor-led textbooks
|
Qureshi, Zeshan U
|
|
2015
|
|
3 |
p. 149-152
|
artikel
|
| 78 |
Quality of cost evaluations of physician continuous professional development: Systematic review of reporting and methods
|
Cook, David A.
|
|
|
|
3 |
p. 156-164
|
artikel
|
| 79 |
Quality of life: international and domestic students studying medicine in New Zealand
|
Henning, Marcus A.
|
|
2012
|
|
3 |
p. 129-142
|
artikel
|
| 80 |
Raising awareness of cognitive biases during diagnostic reasoning
|
van Geene, Kaylee
|
|
2016
|
|
3 |
p. 182-185
|
artikel
|
| 81 |
Reducing length of stay and satisfying learner needs
|
Shepherd, Lisa
|
|
2016
|
|
3 |
p. 170-178
|
artikel
|
| 82 |
Research skills for undergraduates: a must!
|
Lemon, Thomas I.
|
|
2013
|
|
3 |
p. 174-175
|
artikel
|
| 83 |
Seeking coherence between ‘mobile learning’ applications and the everyday lives of medical residents
|
Ramos, Diana
|
|
2019
|
|
3 |
p. 152-159
|
artikel
|
| 84 |
Shedding light on autistic traits in struggling learners: A blind spot in medical education
|
Giroux, Marie
|
|
|
|
3 |
p. 180-186
|
artikel
|
| 85 |
Stressors and starting points for health-promoting interventions in medical school from the students’ perspective: a qualitative study
|
Kötter, Thomas
|
|
2015
|
|
3 |
p. 128-135
|
artikel
|
| 86 |
Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?
|
Oudkerk Pool, Andrea
|
|
|
|
3 |
p. 166-172
|
artikel
|
| 87 |
Tackling medical student stress: beyond individual resilience
|
Watling, Christopher
|
|
2015
|
|
3 |
p. 105-106
|
artikel
|
| 88 |
Tailoring medical education to meet speciality needs
|
Vivekanantham, Sayinthen
|
|
2014
|
|
3 |
p. 254-255
|
artikel
|
| 89 |
Task analysis method for procedural training curriculum development
|
Riggle, Jakeb D.
|
|
2013
|
|
3 |
p. 204-218
|
artikel
|
| 90 |
Teaching in the clinical workplace: looking beyond the power of ‘the one’
|
Stalmeijer, Renée E.
|
|
2015
|
|
3 |
p. 103-104
|
artikel
|
| 91 |
The art of limitations
|
Lingard, Lorelei
|
|
2015
|
|
3 |
p. 136-137
|
artikel
|
| 92 |
The association between medical education accreditation and the examination performance of internationally educated physicians seeking certification in the United States
|
Zanten, Marta van
|
|
2015
|
|
3 |
p. 142-145
|
artikel
|
| 93 |
“The biggest barrier was my own self”: the role of social comparison in non-traditional students’ journey to medicine
|
Ball, Rachel
|
|
|
|
3 |
p. 147-156
|
artikel
|
| 94 |
The butterfly effect in clinical supervision
|
Klasen, Jennifer M.
|
|
|
|
3 |
p. 145-147
|
artikel
|
| 95 |
The evolution of cognitive load theory and its application to medical education
|
Leppink, Jimmie
|
|
2015
|
|
3 |
p. 119-127
|
artikel
|
| 96 |
The last generation of the pommy medical officer
|
Armstrong, A.
|
|
2013
|
|
3 |
p. 171-173
|
artikel
|
| 97 |
The Massive Online Needs Assessment (MONA) to inform the development of an emergency haematology educational blog series
|
Chan, Teresa M.
|
|
2018
|
|
3 |
p. 219-223
|
artikel
|
| 98 |
The rationale for and use of assessment frameworks: improving assessment and reporting quality in medical education
|
Pearce, Jacob
|
|
2015
|
|
3 |
p. 110-118
|
artikel
|
| 99 |
The scope of health professions education requires complementary and diverse approaches to knowledge synthesis
|
Norman, Geoffrey
|
|
|
|
3 |
p. 139-143
|
artikel
|
| 100 |
The script concordance test: an adequate tool to assess clinical reasoning?
|
Custers, Eugène J. F. M.
|
|
2018
|
|
3 |
p. 145-146
|
artikel
|
| 101 |
The sensemaking narratives of scientists working in health professions education scholarship units: The Canadian experience
|
Etmanski, Brittany
|
|
|
|
3 |
p. 157-165
|
artikel
|
| 102 |
“The storm has arrived”: the impact of SARS-CoV-2 on medical students
|
Klasen, Jennifer M.
|
|
|
|
3 |
p. 181-185
|
artikel
|
| 103 |
The use of daily questions for educational purposes: a TOPday for students
|
Tanck, Esther
|
|
2013
|
|
3 |
p. 162-164
|
artikel
|
| 104 |
The use of theatre in medical education in the emergency cases school: an appealing and widely accessible way of learning
|
Keskinis, Christodoulos
|
|
2017
|
|
3 |
p. 199-204
|
artikel
|
| 105 |
Thinking outside the box
|
Peeraer, G.
|
|
2013
|
|
3 |
p. 111-113
|
artikel
|
| 106 |
Times change: the NVMO journal going from Dutch to English and from paper to electronics
|
Cohen-Schotanus, Janke
|
|
2014
|
|
3 |
p. 149-150
|
artikel
|
| 107 |
Training wheels needed: Lessons in professionalism from a liberal deferral policy
|
Daniel, Michelle
|
|
2019
|
|
3 |
p. 187-190
|
artikel
|
| 108 |
Tuning your writing
|
Watling, Christopher
|
|
2017
|
|
3 |
p. 189-191
|
artikel
|
| 109 |
Unconscious thought and deliberation without attention: A miracle or a mirage?
|
Custers, Eugène J. F. M.
|
|
2014
|
|
3 |
p. 155-158
|
artikel
|
| 110 |
Use of a group concept mapping approach to define learning outcomes for an interdisciplinary module in medicine
|
Stoyanov, Slavi
|
|
2013
|
|
3 |
p. 245-253
|
artikel
|
| 111 |
Use of an e‑portfolio mapping tool: connecting experiences, analysis and action by learners
|
Heeneman, Sylvia
|
|
2019
|
|
3 |
p. 197-200
|
artikel
|
| 112 |
Using activity theory to study cultural complexity in medical education
|
Frambach, Janneke M.
|
|
2014
|
|
3 |
p. 190-203
|
artikel
|
| 113 |
Using Google Scholar to track the scholarly output of research groups
|
Thoma, Brent
|
|
2019
|
|
3 |
p. 201-205
|
artikel
|
| 114 |
Using rhetorical appeals to credibility, logic, and emotions to increase your persuasiveness
|
Varpio, Lara
|
|
2018
|
|
3 |
p. 207-210
|
artikel
|
| 115 |
Visualizing faculty development impact: A social network analysis
|
Foo, Yang Yann
|
|
2019
|
|
3 |
p. 191-196
|
artikel
|
| 116 |
We need more replication research – A case for test-retest reliability
|
Leppink, Jimmie
|
|
2017
|
|
3 |
p. 158-164
|
artikel
|
| 117 |
We need to talk: clinical competency committees in the key of c(onversation)
|
Hemmer, Paul A.
|
|
2017
|
|
3 |
p. 141-143
|
artikel
|
| 118 |
What we learned in the development of a third-year medical student curricular project
|
D de la Cruz, Maria Syl
|
|
|
|
3 |
p. 167-170
|
artikel
|
| 119 |
What we need is person-centred care
|
Stuart, Heather
|
|
2017
|
|
3 |
p. 146-147
|
artikel
|
| 120 |
What would happen to education if we take education evidence seriously?
|
Vleuten, C. P. M. van der
|
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