Journal publications

Below is a list of publications in which the Department was involved. To search for specific publications use the CTRL-F function key.

• 2007
• 2006
• 2005
• 2004
• 2003
• 2002
• 2001
• 2000

2007

Alewijnse, D., Mesters, I., Metsemakers, J., & van den Borne, B. (2007). Strategies to enhance adherence and reduce drop out in conservative treatment. In B. B. Kari Bo (Ed.), Evidence-Based Physical Therapy for the pelvic floor. Edinburgh: Churchill Livingstone Elsevier.

Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2007). Teachers' opinions on quality criteria for competency assessment programs. Teaching and teacher education, 23, 857-867.

Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2007). Determining the quality of competence assessment programs: a self-evaluation procedure. Studies in Educational Evaluations, 33, 258-281.

Beckers, J. J., Wicherts, J. M., & Schmidt, H. G. (2007). Computer anxiety: "Trait" or "state"? Computers in human bahavior, 23(6), 2851-2862.

Bokken, L., & Rethans, J. J. (2007). Response to Blake & Gusella on the impact of simulation on people who act as simulated patients. Med Educ, 41(7), 719.

Boor, K., Scheele, F., van der Vleuten, C. P., Scherpbier, A. J., Teunissen, P. W., & Sijtsma, K. (2007). Psychometric properties of an instrument to measure the clinical learning environment. Med Educ, 41(1), 92-99.

Bosse, H. M., Huwendiek, S., & Nikendei, C. (2007). The R4 case: a non-medical paper case for training in problem-based learning. Med Educ, 41(11), 1086.

Bude, L. (2007). On the improvement of students' conceptual understanding in statistics education., Universiteit Maastricht, Maastricht.

Bude, L., van de Wiel, M., Imbos, T., Candel, M., Broers, N., & Berger, M. P. (2007). Students' achievements in a statistics course in relation to motivational aspects and study behaviour. Statistics Education Research Journal, 6, 5-21.

Burch, V. C., Sikakana, C. N., Yeld, N., Seggie, J. L., & Schmidt, H. G. (2007). Performance of academically at-risk medical students in a problem-based learning programme: a preliminary report. Adv Health Sci Educ Theory Pract, 12(3), 345-358.

Busari, J. O., & Koot, B. G. (2007). Quality of clinical supervision as perceived by attending doctors in university and district teaching hospitals. Med Educ, 41(10), 957-964.

Camp, G., Pecher, D., & Schmidt, H. G. (2007). No retrieval-induced forgetting using item-specific independent cues: evidence against a general inhibitory account. J Exp Psychol Learn Mem Cogn, 33(5), 950-958.

Crossley, J., Russell, J., Jolly, B., Ricketts, C., Roberts, C., Schuwirth, L., et al. (2007). 'I'm pickin' up good regressions': the governance of generalisability analyses. Med Educ, 41(10), 926-934.

De Bruin, A. B., Rikers, R., & Schmidt, H. G. (2007). The effct of self-explanation and prediction on the development of principled understanding of chess in novices. Contemporary Educational Psychology, 32(2), 188-205.

De Bruin, A. B., Rikers, R. M., & Schmidt, H. G. (2007). The influence of achievement motivation and chess-specific motivation on deliberate practice. J Sport Exerc Psychol, 29(5), 561-583.

De Bruin, A. B. H., Rikers, R., & Schmidt, H. G. (2007). Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise. European Journal of Cognitive Psychology, 19(4/5), 671-688.

De Graaf, L., Gerhards, S., Metsemakers, J., Riper, H., & Huibers, M. (2007). De computer als hulpverlener bij depressie en angst. In Bijblijven. Houten: Bohn Staffleu van Loghum.

De Leng, B., Dolmans, D., van de Wiel, M., Muijtjens, A., & van der Vleuten, C. (2007). How video cases should be used as authentic stimuli in problem-based medical education. Med Educ, 41(2), 181-188.

Derkx, H. P., Rethans, J. J., Knottnerus, J. A., & Ram, P. M. (2007). Assessing communication skills of clinical call handlers working at an out-of-hours centre: development of the RICE rating scale. Br J Gen Pract, 57(538), 383-387.

Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Student experiences with collaborative learning in asynchronous CSCL-environments. Computers in human bahavior, 23(1), 496-514.

Diemers, A. D., Dolmans, D. H., Van Santen, M., Van Luijk, S. J., Janssen-Noordman, A. M., & Scherpbier, A. J. (2007). Students' perceptions of early patient encounters in a PBL curriculum: a first evaluation of the Maastricht experience. Med Teach, 29(2-3), 135-142.

Dijkstra, J. (2007). Indicatoren van kwaliteit in (Medisch) Hoger Onderwijs. Maastricht: Universiteit Maastrichto. Document Number)

Donkers, H. H. L. M. (2007). The intuition of Dao. Paper presented at the 19th Belgium-Dutch Conference on Artificial Intelligence, Utrecht.

Dornan, T., Boshuizen, H., King, N., & Scherpbier, A. (2007). Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning. Med Educ, 41(1), 84-91.

Dornan, T., Littlewood, S., Margolis, S. A., Ypinazar, V., Scherpbier, A., & Spencer, J. (2007). Identification of best evidence in medical education. Case study. Med Teach, 29(4), e72-75.

Driessen, E., van Tartwijk, J., van der Vleuten, C., & Wass, V. (2007). Portfolios in medical education: why do they meet with mixed success? A systematic review. Med Educ, 41(12), 1224-1233.

Driessen, E. W., Muijtjens, A. M., van Tartwijk, J., & van der Vleuten, C. P. (2007). Web- or paper-based portfolios: is there a difference? Med Educ, 41(11), 1067-1073.

Duimel-Peeters, I. G., R, J. G. H., Ambergen, A. W., Houwing, R. H., M, P. F. B., & Snoeckx, L. H. (2007). The effectiveness of massage with and without dimethyl sulfoxide in preventing pressure ulcers: a randomized, double-blind cross-over trial in patients prone to pressure ulcers. Int J Nurs Stud, 44(8), 1285-1295.

Govaerts, M. J., van der Vleuten, C. P., Schuwirth, L. W., & Muijtjens, A. M. (2007). Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-training Assessment. Adv Health Sci Educ Theory Pract, 12(2), 239-260.

Gulikers, M. T. H., Huveneers, W. J. M., Van Kuppenveld, P. C. M., & Bouhuijs, P. A. J. (2006). Intake, een hulpmiddel? Een praktische studie naar een doorlopende leerlij van VMBO naar MTRO. Maastricht: Universiteit Maastricht.

Hasman, A., Roos, J. M., Muijtjens, A. M., Gronenschild, E. H., & Ahles, P. P. (2007). Evaluation of a course on patient records. Methods Inf Med, 46(1), 70-73.

Hobma, S., & Ram, P. (2007). Toetsen. Bijblijven, 23, 34-40.

Huizing, A. R., Hamers, J. P., de Jonge, J., Candel, M., & Berger, M. P. (2007). Organisational determinants of the use of physical restraints: a multilevel approach. Soc Sci Med, 65(5), 924-933.

Huizing, A. R., Hamers, J. P., Gulpers, M. J. M., & Berger, M. P. (2007). Short-term effects of an educational intervention on physical restraint use: A cluster randomized trial. BMC Geriatrics, 6(17), 1-10.

Imbos, T. (2007). Thoughts about the development of tools for cognitive diagnosis of students' writings in an E-learning environment. Paper presented at the ISI/IASE Satelite on Assessing Student Learning in Statistics, Voorburg.

Jaarsma, D. A., Kranenbarg, W. J., Dolmans, D. H., Muijtjens, A. M., Scherpbier, A. J., & Van Beukelen, P. (2007). Assessing students' research reports: development of a rating scale. Med Teach, 29(2-3), 160-165.

Jonkers, C., Lamers, F., Bosma, H., Metsemakers, J., Kempen, G., & Van Eijk, J. (2007). Process evaluation of a minimal psychological intervention to reduce depression in chronically ill elderly persons. Patient Educ Couns, 68(3), 252-257.

Karthaus, V. L. J., Donkers, H. H. L. M., Grutters, J. C., van den Herik, H. J., & Van den Bosch, J. M. M. (2007). Multi-level Clustering in Sarcoidosis: A preliminary study. Paper presented at the 11th Conference on Artificial Intelligence in Medicine, AIME.

Kilminster, S., Cottrell, D., Grant, J., & Jolly, B. (2007). AMEE Guide No. 27: Effective educational and clinical supervision. Med Teach, 29(1), 2-19.

Klein Woolthuis, E. P., De Grauw, W. J., van Gerwen, W. H., van den Hoogen, H. J., van de Lisdonk, E. H., metsemakers, J., et al. (2007). Screening for type 2 diabetes in primary care using a stepwise protocol: The Diabscreen study. Primary Care Diabetes, 1, 199-202.

Klein Woolthuis, E. P., de Grauw, W. J., van Gerwen, W. H., van den Hoogen, H. J., van de Lisdonk, E. H., Metsemakers, J. F., et al. (2007). Identifying people at risk for undiagnosed type 2 diabetes using the GP's electronic medical record. Fam Pract, 24(3), 230-236.

Kramer, A. W., Zuithoff, P., Jansen, J. J., Tan, L. H., Grol, R. P., & van der Vleuten, C. P. (2007). Growth of self-perceived clinical competence in postgraduate training for general practice and its relation to potentially influencing factors. Adv Health Sci Educ Theory Pract, 12(2), 135-145.

Laan, R. F. J. M., Bulte, J. A., Daelmans, H. E. M., Snellen-Balendong, H. A. M., & Borleffs, J. C. C. (2007). Eindtermen voor de bacheloropleiding geneeskunde. Tijdschrift voor Medisch Onderwijs, 26(1), 19-29.

Lima Passos, V., Berger, M. P., & Tan, F. E. (2007). Test design optimization in CAT early stage with the nominal response model. Applied Psychological Measurement, 31, 213-232.

Linssen, T., van Dalen, J., & Rethans, J. J. (2007). Simulating the longitudinal doctor-patient relationship: experiences of simulated patients in successive consultations. Med Educ, 41(9), 873-878.

Loyens, S. M. M., Rikers, R., & Schmidt, H. G. (2007). The impact of students' conceptions of constructivist assumptions on academic achievement and drop-out. Studies in Higher Education, 32(5), 581-602.

Loyens, S. M. M., Rikers, R., & Schmidt, H. G. (2007). Students' conceptions of distinct constructivist assumptions. European Journal of Psychology of Education, 22(2), 179-199.

Maiorova, T., Stevens, F., van der Velden, L., Scherpbier, A., & van der Zee, J. (2007). Gender shift in realisation of preferred type of GP practice: longitudinal survey over the last 25 years. BMC Health Serv Res, 7, 111.

Malling, B., Scherpbier, A. J., & Ringsted, C. (2007). What is the role of the consultant responsible for postgraduate education in the clinical department? Med Teach, 29(5), 471-477.

Mamede, S., Schmidt, H. G., & Rikers, R. (2007). Diagnostic errors and reflective practice in medicine. J Eval Clin Pract, 13(1), 138-145.

Mamede, S., Schmidt, H. G., Rikers, R. M., Penaforte, J. C., & Coelho-Filho, J. M. (2007). Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning. Med Educ, 41(12), 1185-1192.

Marambe, K. (2007). Patterns of student learning in medical education - A Sri Lankan study in a traditional curriculum. Universiteit Maastricht, Maastricht.

McLaughlin, K., Rikers, R. M., & Schmidt, H. G. (2008). Is analytic information processing a feature of expertise in medicine? Adv Health Sci Educ Theory Pract, 13(1), 123-128.

Meerkerk, G., Derickx, M., Tan, F. E., & Knibbe, R. (2007). Het meten van probleemdrinkers. In: IVO.

Moerbeek, M., Van Breukelen, G. J., & Berger, M. P. (2007). Optimal designs for multilevel studies. In J. M. De Leeuw, E. (Ed.), Handbook of quantitative multilevel analysis. New York: Sage, Springer Verlag.

Molenaar, I., Baane, C., Breukelen, P., De Grave, W. S., & Zanting, A. (2007). Docentcompetenties in het Medisch Onderwijs. Onderzoek van Onderwijs, 36(3), 65-67.

Monajemi, A., Rikers, R. M., & Schmidt, H. G. (2007). Clinical case processing: a diagnostic versus a management focus. Med Educ, 41(12), 1166-1172.

Moust, J. H. C., Bouhuijs, P. A. J., & Schmidt, H. G. (2007). El aprendizaje basado en problemas. Cuenca.

Moust, J. H. C., Bouhuijs, P. A. J., & Schmidt, H. G. (2007). Introduction to Problem-based Learning. Groningen: Wolters-Noordhoff.

Muijtjens, A. M., Schuwirth, L. W., Cohen-Schotanus, J., & van der Vleuten, C. P. (2007). Origin bias of test items compromises the validity and fairness of curriculum comparisons. Med Educ, 41(12), 1217-1223.

Niemantsverdriet, S. (2007). Learning from international internships, a reconstruction in the medical domain. Universiteit Maastricht, Maastricht.

Niessen, T. (2007). Emerging epistemologies. Making sense of teaching practice. Universiteit Maastricht, Maastricht.

Nijhuis, J., van der Kuy, H., & Metsemakers, J. (2007). Pillen niet taboe. Medisch Contact, 62, 1580-1582.

Oman, K., Khwa-Otsyula, B., Majoor, G., Einterz, R., & Wasteson, A. (2007). Working collaboratively to support medical education in developing countries: the case of the Friends of Moi University Faculty of Health Sciences. Educ Health (Abingdon), 20(1), 12.

Peeraer, G., Scherpbier, A. J., Remmen, R., De winter, B. Y., Hendrickx, K., van Petegem, P., et al. (2007). Clinical skills training in a skills lab compared with skills training in internships: comparison of skills development curricula. Educ Health (Abingdon), 20(3), 125.

Peremans, L., Rethans, J.-J., Verhoeven, V., Debaene, L., Van Royen, P., & Denekens, J. (2007). Het contraceptieconsult bij adolescenten. Een studie met gestandaardiseerde patiënten in de huisartspraktijk. Huisarts Nu(36), 426-431.

Plass, H., Schuwirth, L., Killer, M., Prodinger, W., Reibnegger, G., Künzel, W., et al. (2007). Assessment at Austrian Medical Schools - Results of a 2007 survey. Zeitschrift für Hochschulentwicklung, 2(3), 41-56.

Prop, A., Shacklady, J., Dornan, T., & Driessen, E. (2007). What is an effective mentor? In A. Veugelers (Ed.), SURF SiX Publicatie Leertechnologie in de Lage Landen. Utrecht: Surf Foundation.

Pugsley, L., & Dornan, T. (2007). Using a sledgehammer to crack a nut: clinical ethics review and medical education research projects. Med Educ, 41(8), 726-728.

Qureshi, N. A., Schmidt, H. G., Van der Molen, H. T., Al-Habeeb, T. A., & Magzoub, M. E. M. (2007). Quality of psychiatric referrals in Saudi Arabia - A structural equation modeling approach. Neurosciences Journal, 12(1), 53-61.

Ramakers, I. H., Visser, P. J., Aalten, P., Boesten, J. H., Metsemakers, J. F., Jolles, J., et al. (2007). Symptoms of preclinical dementia in general practice up to five years before dementia diagnosis. Dement Geriatr Cogn Disord, 24(4), 300-306.

Rethans, J. J., Gorter, S., Bokken, L., & Morrison, L. (2007). Unannounced standardised patients in real practice: a systematic literature review. Med Educ, 41(6), 537-549.

Ringsted, C., Lippert, F., Hesselfeldt, R., Rasmussen, M. B., Mogensen, S. S., Frost, T., et al. (2007). Assessment of Advanced Life Support competence when combining different test methods-Reliability and validity. Resuscitation(75), 153-160.

Ringsted, C. V., Hansen, T. L., Davis, D., & Scherpbier, A. (2007). [Are some of the challenging aspects of CanMEDS roles valid in a non-Canadian setting? Secondary publication]. Ugeskr Laeger, 169(24), 2329-2332.

Ronteltap, F., Koehorst, A., & Imbos, T. (2007). Online knowledge building interaction in problem-based learning: The POLARIS experience. In T. O.-S. (Ed.), Problem-based learning in elearning breakthroughs (pp. 169-185). Singapore: Thomson Asia Pte Ltd.

Sargeant, J., Mann, K., Sinclair, D., van der Vleuten, C., & Metsemakers, J. (2007). Challenges in multisource feedback: intended and unintended outcomes. Med Educ, 41(6), 583-591.

Schmidt, H. G., Loyens, S. M. M., Van Gog, T., & Paas, G. W. C. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97.

Schmidt, H. G., & Rikers, R. M. (2007). How expertise develops in medicine: knowledge encapsulation and illness script formation. Med Educ, 41(12), 1133-1139.

Schoonheim-Klein, M., Hoogstraten, J., Habets, L., Aartman, I., Van der Vleuten, C., Manogue, M., et al. (2007). Language background and OSCE performance: a study of potential bias. Eur J Dent Educ, 11(4), 222-229.

Schuwirth, L. (2007). The need for national licensing examinations. Med Educ, 41(11), 1022-1023.

Stalmeijer, R. E., Gijselaers, W. H., Wolfhagen, I. H., Harendza, S., & Scherpbier, A. J. (2007). How interdisciplinary teams can create multi-disciplinary education: the interplay between team processes and educational quality. Med Educ, 41(11), 1059-1066.

Strijbos, J. W., Martens, R. L., Jochems, J. M. G., & Broers, N. (2007). The effect of functional roles on perceived group efficiency during computer-supported collaborative learing: A matter of triangulation. Computers in human bahavior, 23(1), 353-380.

Tan, F. E. (2007). Analysis of longitudinal data mixed-effects models. Maastricht: Methodology and Statisticso. Document Number)

Tan, F. E. (2007). Analysis of longitudinal data: Advantages of hierarchical linear modeling and growth curve analysis over repeated measures ANOVA. In J. Osborne (Ed.), Best Practices in Quantitative Methods (pp. 451-471). London: Sage publication.

Teunissen, P. W., Boor, K., Scherpbier, A. J., van der Vleuten, C. P., van Diemen-Steenvoorde, J. A., van Luijk, S. J., et al. (2007). Attending doctors' perspectives on how residents learn. Med Educ, 41(11), 1050-1058.

Teunissen, P. W., Scheele, F., Scherpbier, A. J., van der Vleuten, C. P., Boor, K., van Luijk, S. J., et al. (2007). How residents learn: qualitative evidence for the pivotal role of clinical activities. Med Educ, 41(8), 763-770.

Teunissen, P. W., Stapel, D. A., Scheele, F., Scherpbier, A. J., Boor, K., van Diemen-Steenvoorde, J. A., et al. (2007). The influence of context on residents' evaluations: effects of priming on clinical judgment and affect. Adv Health Sci Educ Theory Pract.

Van Breukelen, G. J., Candel, M. J., & Berger, M. P. (2007). Relative efficiency of unequal versus equal cluster sizes in cluster randomized and multicentre trials. Stat Med, 26(13), 2589-2603.

Van den Herik, H. J., Ciancarini, P., & Donkers, H. H. L. M. (2007). Computers and games. Paper presented at the 5th International Conference CG 2006.

Van der Molen, H. T., Schmidt, H. G., & Kruisman, G. (2007). Personality characteristics of engineers. European Journal of Engineering Education, 32, 495-501.

Van Mook, W. N., de Grave, W. S., Huijssen-Huisman, E., de Witt-Luth, M., Dolmans, D. H., Muijtjens, A. M., et al. (2007). Factors inhibiting assessment of students' professional behaviour in the tutorial group during problem-based learning. Med Educ, 41(9), 849-856.

Van Mook, W. N., Van Luijk, S. J., Oudhuis, G. J. A. P. M., Gulikers, M. T. H., Schuwirth, L. W., & Van der Vleuten, C. P. M. (2007). Professioneel gedrag in de opleiding geneeskunde. Tijdschrift voor Medisch Onderwijs, 26(4), 174-183.

Van Mook, W. N. K. A., Van Luijk, S. J., Fey-Schoenmakers, M. J. G., Oudhuis, G. J. A. P. M., Gulikers, M. T. H., Schuwirth, L. W. T., et al. (2007). Bespreking en beoordeling van Professioneel Gedrag aan de Faculteit Geneeskunde te Maastricht. Tijdschrift voor Medisch Onderwijs, 26(5), 237-246.

Van Ravesteijn, H., Hageraats, E., & Rethans, J. J. (2007). Training of the gynaecological examination in The Netherlands. Med Teach, 29(4), e93-99.

Van Tartwijk, J., Driessen, E., Van der Vleuten, C., & Stokking, K. (2007). Factors influencing the successful introduction of portfolios. Quality in higher education, 13(1), 69-79.

Veenstra, M. Y., Lemmens, P. H., Friesema, I. H., Tan, F. E., Garretsen, H. F., Knottnerus, J. A., et al. (2007). Coping style mediates impact of stress on alcohol use: a prospective population-based study. Addiction, 102(12), 1890-1898.

Veldhuijzen, W., Ram, P., van der Weijden, T., Wassink, M., & van der Vleuten, C. (2007). Much variety and little evidence: a description of guidelines for doctor-patient communication. Med Educ, 41(2), 138-145.

Veldhuijzen, W., Ram, P. M., van der Weijden, T., Niemantsverdriet, S., & van der Vleuten, C. P. (2007). Characteristics of communication guidelines that facilitate or impede guideline use: a focus group study. BMC Fam Pract, 8, 31.

Verheggen, M., Okkersen, K., & Leffers, P. (2007). Wat verstaan we onder een representatieve toets? Paper presented at the NVMO Congres 2007.

Visschers-Pleijers, A. J. S. F. (2007). Tutorial group discussion in problem-based learning. Studies on the measurement and nature of learning-oriented student interactions. Universiteit Maastricht, Maastricht.

Wimmers, P. F., Splinter, T. A., Hancock, G. R., & Schmidt, H. G. (2007). Clinical competence: general ability or case-specific? Adv Health Sci Educ Theory Pract, 12(3), 299-314.

Winkens, B., Schouten, H. J., van Breukelen, G. J., & Berger, M. P. (2007). Optimal designs for clinical trials with second-order polynomial treatment effects. Stat Methods Med Res, 16(6), 523-537.

Winkens, B., van Breukelen, G. J., Schouten, H. J., & Berger, M. P. (2007). Randomized clinical trials with a pre- and a post-treatment measurement: repeated measures versus ANCOVA models. Contemp Clin Trials, 28(6), 713-719.

Winslade, N. E., Tamblyn, R. M., Taylor, L. K., Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2007). Integrating Performance Assessment, Maintenance of Competence and Continuing Professional Development of Community Pharmacists. American Journal of Pharmaceutical Education, 71(1).

Witjes-Wooning, O., Berben, S., Wiellersen, C., Molema, W., van Berkel, H., & Hollands, L. (2007). Opleidingsafdeling: krachtig leerklimaat of broeikasteffect. Onderwijs en Gezondheidszorg, 7, 3-7.

Wullink, M., van Schrojenstein Lantman-de Valk, H. M., Dinant, G. J., & Metsemakers, J. F. (2007). Prevalence of people with intellectual disability in the Netherlands. J Intellect Disabil Res, 51(Pt 7), 511-519.

Wullink, M., van Schrojenstein Lantman-de Valk, H. M., van den Akker, M., Metsemakers, J., & Dinant, G. J. (2007). Improving the transfer of care to general practice for people with intellectual disabilities: development of a guideline. Journal of Policy and Practice in intellectual disabilities, 4(4), 241-247.

Zeles, G. J. P., & Gulikers, M. T. H. (2007). De leertuin in het VMBO; fysieke leeromgeving of meer? Een onderzoek naar de TL-leerling in de leertuin. Maastricht: Universiteit Maastricht.

Zwakhalen, S. M., Hamers, J. P., & Berger, M. P. (2007). Improving the clinical usefulness of a behavioural pain scale for older people with dementia. J Adv Nurs, 58(5), 493-502.

Zwakhalen, S. M., Hamers, J. P., Peijnenburg, R. H., & Berger, M. P. (2007). Nursing staff knowledge and beliefs about pain in elderly nursing home residents with dementia. Pain Res Manag, 12(3), 177-184.

2006

Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2006). The wheel of competency assessment: presenting quality criteria for competency assessment programs. Studies in Educational Evaluations, 32(2), 153-170.

Beckers, J. J., Rikers, R. M., & Schmidt, H. G. (2006). The influence of computer anxiety on experienced computer users while performing complex computer tasks. Computers in Human Behavior, 22(3), 456-466.

Blok, G. A. (2006). Approaching donor families: culture, religion & ethnicity. Current Opinion in organ transplantation, 11, 123-129.

Blok, G. A. (2006). Dealing with grief and requesting donation. An international challenge. Effects of the European Donor Hospital Education Programme. Tijdschrift voor Medisch Onderwijs, 25(2), 100-102.

Bokken, L., Van Dalen, J., & Rethans, J.-J. (2006). The impact of simulation on people who act as simulated patients: a focus group study. Medical Education, 40(8), 781-786.

Burch, V. C., Sikakana, C. N., Yeld, N., Seggie, J. L., & Schmidt, H. G. (2006). Performance of Academically at-Risk Medical Students in a Problem-Based Learning Programme: A Preliminary Report. Adv Health Sci Educ Theory Pract.

Busari, J. O., Scherpbier, A. J. J. A., Van der Vleuten, C. P. M., & Essed, G. G. M. (2006). A two-day teacher-training programme for medical residents: investigating the impact on teaching ability. Advances in Health Sciences Education(11), 133-144.

Busari, J. O., Scherpbier, A. J. J. A., Van der Vleuten, C. P. M., Essed, G. G. M., & Rojer, R. (2006). A description of a validated effective teacher-training workshop for medical residents. Medical Education Online, 11.

Charlin, B., Gagnon, R., Pelletier, J., Coletti, M., Abi-Rizk, G., Nasr, C., et al. (2006). Assessment of clinical reasoning in the context of uncertainty: the effect of variability within the reference panel. Medical Education, 40(9), 848-854.

Claramita, M., & Majoor, G. (2006). Comparison of communication skills in medical residents with and without undergraduate communication skills training as provided by the Faculty of Medicine of Gadjah Mada University. Educ Health (Abingdon), 19(3), 308-320.

Cohen-Schotanus, J., Muijtjens, A. M. M., Reinders, J. J., Agsteribbe, J., Van Rossum, H. J. M., & Van der Vleuten, C. P. M. (2006). The predictive validity of grade point average scores in a partial lottery medical school admission system. Medical Education, 40(10), 1012-1019.

Daelmans, H. E. M., Overmeer, R. M., Van der Hem-Stokroos, H. H., Scherpbier, A. J. J. A., Stehouwer, C. D. A., & Van der Vleuten, C. P. M. (2006). In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education, 40(1), 51-58.

De Leng, B. A., Dolmans, D. H. J. M., Muijtjens, A. M. M., & Van der Vleuten, C. P. M. (2006). Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum. Medical Education, 40(6), 568-575.

Diederiks, J. P. M., Bosma, H., Van Eijk, J. T. M., Van Santen, M., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2006). Chronic patients in undergraduate education: didactic value as perceived by students. Medical Education, 40(8), 787-791.

Dolmans, D. H., Janssen-Noordman, A., & Wolfhagen, H. A. (2006). Can students differentiate between PBL tutors with different tutoring deficiencies? Med Teach, 28(6), 156-161.

Dolmans, D. H., & Schmidt, H. G. (2006). What do we know about cognitive and motivational effects of small group tutorials in problem-based learning? Adv Health Sci Educ Theory Pract, 11(4), 321-336.

Dolmans, D. H. J. M., & Stalmeijer, R. E. W., H.A.P. (2006). Feedback ter bevordering van de professionele ontwikkeling van docenten. Tijdschrift voor Medisch Onderwijs, 25(6), 267-272.

Dolmans, D. H. J. M., Van Luijk, S. J., Wolfhagen, H. A. P., & Scherpbier, A. J. J. A. (2006). The relationship between professional behaviour grades and tutor performance ratings in problem-based learning. Medical Education, 40(2), 180-186.

Dornan, T. (2006). Experience based learning, learning clinical medicine in workplaces of Manchester, Maastricht.

Dornan, T., Littlewood, S., Margolis, S. A., Scherpbier, A. J. J. A., Spencer, J., & Ypinazar, V. (2006). How can experience in clinical and community settings contribute to early medical education? A BEME systematic review. Medical Teacher, 28(1), 3-18.

Dornan, T., Muijtjens, A. M. M., Hadfield, J., Scherpbier, A. J. J. A., & Boshuizen, H. P. A. (2006). Student evaluation of the clinical 'curriculum in action'. Medical Education, 40(7), 667-674.

Driessen, E. W., Overeem, K., Van Tartwijk, J., Van der Vleuten, C. P. M., & Muijtjens, A. M. M. (2006). Validity of portfolio assessment: which qualities determine ratings? Medical Education, 40(9), 862-866.

Duimel-Peeters, I. G., Hulsenboom, M. A., Berger, M. P., Snoeckx, L. H., & Halfens, R. J. (2006). Massage to prevent pressure ulcers: knowledge, beliefs and practice. A cross-sectional study among nurses in the Netherlands in 1991 and 2003. J Clin Nurs, 15(4), 428-435.

Durak, H. I., Certug, A., Caliskan, A., & van Dalen, J. (2006). Basic life support skills training in a first year medical curriculum: six years' experience with two cognitive-constructivist designs. Med Teach, 28(2), e49-58.

Fraser, R. C., Sarkhou, M. E., McKinley, R. K., & Van der Vleuten, C. P. M. (2006). Regulatory end-point assessment of the consultation competence of family practice trainees in Kuwait. European Journal o f General Practice, 12, 100-107.

Gagnon, R., Charlin, B., Roy, L., St-Martin, M., Sauvé, E., Boshuizen, H. P. A., et al. (2006). The cognitive validity of the script concordance test: a processing time study. Teaching and learning in medicine, 18(1), 22-27.

Govaerts, M. J., van der Vleuten, C. P., Schuwirth, L. W., & Muijtjens, A. M. (2006). Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-training Assessment. Adv Health Sci Educ Theory Pract.

Govaerts, M. J. B. (2006). In-training assessment: learning from practice. The Clinical Teacher, 3, 242-247.

Hamdy, H., Prasad, K., Brownell Anderson, M., Scherpbier, A. J. J. A., Williams, R., Zwierstra, R., et al. (2006). BEME systematic review: Predictive values of measurements obtained in medical schools and future performance in medical practice. Medical Teacher, 28(2), 103-116.

Hobma, S., Ram, P., Muijtjens, A. M. M., Van der Vleuten, C. P. M., & Grol, R. (2006). Effective improvement of doctor-patient communication: a randomised controlled trial. British Journal of General Practice, 56, 580-586.

Hoek, F., Muller, M., Van der Windt, W., Ribbe, M., & Van der Vleuten, C. P. M. (2006). Werkzaamheden van verpleeghuisartsen buiten het verpleeghuis. Tijdschrift voor verpleeghuisgeneeskunde, 31(1), 13-16.

Huizing, A. R., Hamers, J. P., Gulpers, M. J., & Berger, M. P. (2006). Short-term effects of an educational intervention on physical restraint use: a cluster randomized trial. BMC Geriatr, 6, 17.

Imbos, T. (2006). Research Methodologies in Statistics Education. Paper presented at the International Conference on Teaching Statistics, Salvador, Bahia, Brazil.

Imbos, T., Koehorst, A., & Vesseur, A. (2006, 2-7 July 2006). A tool for collaborative knowledge-building in statistics education. Paper presented at the International Conference on Teaching Statistics, Salvador, Bahia, Brazil.

Imbos, T., Vesseur, A., & Koehorst, A. (2006, 10-12 May 2006). Samen leren van statistiek. Paper presented at the Onderwijs Research Dagen Amsterdam.

Janssen-Noordman, A. M. B. (2006). Hoe praktisch is het vier componenten instructieontwerpmodel? Onderzoek van Onderwijs, 35, 24-27.

Janssen-Noordman, A. M. B., Merriënboer, J. J. G., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2006). Design of integrated practice for learning professional competences. Medical Teacher, 28(5), 447-452.

Koopmans, H., Doornbos, A. J., & Van Eekelen, I. M. (2006). Learning in interactive work situations: it takes two to tango; Why not invite both partners to dance? Human resource development quarterly, 17(2), 135-158.

Kristina, T. N., Majoor, G. D., & Van der Vleuten, C. P. M. (2006). Comparison of outcomes of a community-based education programme executed with and without active community involvement. Medical Education, 40(8), 789-806.

Kristina, T. N., Majoor, G. D., & Van der Vleuten, C. P. M. (2006). Does community-based education come close to what it should be? A case study from the developing world: Students' opinions. Education for Health, 19(2), 179-188.

Kristina, T. N., Majoor, G. D., & Van der Vleuten, C. P. M. (2006). A Survey validation of generic objectives for community-based education in undergraduate medical training. Education for Health, 19(2), 189-206.

Loyens, S. M., Rikers, R. M., & Schmidt, H. G. (2006). Students' conceptions of constructivist learning: a comparison between a traditional and a problem-based learning curriculum. Adv Health Sci Educ Theory Pract, 11(4), 365-379.

Mamede, S., Schmidt, H. G., & Norman, G. R. (2006). Innovations in problem-based learning: what can we learn from recent studies? Adv Health Sci Educ Theory Pract, 11(4), 403-422.

McLeod, P. J., Steinert, Y., Meagher, T., Schuwirth, L. W. T., Tabatabai, D., & McLeod, A. H. (2006). The acquisition of tacit knowledge in medical education: learning by doing. Medical Education, 40(2), 146-149.

Muijtjens, A. M., & Wijnen, W. H. F. W. (2006). Toetsen met voortgangstoetsen. In H. Van Berkel & A. Bax (Eds.), Toetsen in het Hoger Onderwijs 2e druk. Houten: Bohn Stafleu Van Loghum.

Muijtjens, A. M. M., Van Luijk, S. J., & Van der Vleuten, C. P. M. (2006). ROC and loss function analysis in sequential testing. Advances in Health Sciences Education, 11(1), 5-17.

Muthny, F. A., Blok, G. A., Van Dalen, J., Smit, H., & Wiedebusch, S. (2006). Staff training to deal with bereaved relatives in intensive care - conclusion of 11 years and 874 workshops of the European Donor Hospital Education Programme in Germany. Transplant International, 19(3), 253-254.

Niemantsverdriet, S., Majoor, G. D., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2006). Internationalization of medical education in the Netherlands: state of affairs. Medical Teacher, 28(2), 187-189.

Niemantsverdriet, S., Van der Vleuten, C. P. M., Majoor, G. D., & Scherpbier, A. J. J. A. (2006). The learning processes of international students through the eyes of foreign supervisors. Medical Teacher, 28(4), e104-e111.

Ouwens, M. J. N. M., Tan, F. E. S., & Berger, M. P. F. (2006). A maximin criterion for the logistic random intercept model with covariates. Journal of Statistical Planning and Inference Volume, 136(3), 962-981.

Picarelli, A., Slaats, M., Bouhuijs, P. A. J., & Vermunt, J. D. (2006). Leerstijl en leeromgeving in het voortgezet onderwijs: Nederland en Vlaanderen vergeleken. Pedagogische Studiën, 83(2), 139-155.

Prince, K. (2006). Problem-based learning as a preparation for professional practice. of Maastricht, Maastricht.

Qureshi, N. A., Van Der Molen, H. T., Schmidt, H. G., Al-Habeeb, T. A., & Magzoub, M. E. (2006). Effectiveness of a training programme for primary care physicians directed at the enhancement of their psychiatric knowledge in Saudi Arabia. Educ Health (Abingdon), 19(1), 52-60.

Ringsted, C., Lindskov Hansen, T., Davis, D., & Scherpbier, A. J. J. A. (2006). Are some of the challenging aspects of the canMEDS roles valid outside Canada? Medical Education, 40(8), 807-815.

Ronteltap, F., Koehorst, A., & Imbos, T. (2006). Online knowledge-building interactions in problem-based learning: the POLARIS experience. Paper presented at the PBL in eLearning Breakthroughs, Singapore.

Sargeant, J. (2006). Multi-source feedback for physician learning & change. Dalhousie, Maastricht.

Sargeant, J., Mann, K., Sinclair, D., Ferrier, S., Muirhead, P., van der Vleuten, C., et al. (2006). Learning in practice: experiences and perceptions of high-scoring physicians. Acad Med, 81(7), 655-660.

Sargeant, J., Mann, K., Sinclair, D., Van der Vleuten, C., & Metsemakers, J. (2006). Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use. Adv Health Sci Educ Theory Pract.

Scherpbier, A. J. J. A. (2006). Dutch perspective. British Medical Journal, 332, 1504-1505.

Scherpbier, A. J. J. A. (2006). In de spreekkamer is opzoekkennis belangrijker dan parate kennis. Nederlands Tijdschrift voor Geneeskunde, 150(8), 453.

Scherpbier, A. J. J. A. (2006). In de spreekkamer is opzoekkennis belangrijker dan parate kennis. Tijdschrift voor Medisch Onderwijs, 25(1), 43-44.

Schmidt, H. G. (2006). [Effects of problem-based medical education: 16 Dutch curriculum comparisons]. Ned Tijdschr Geneeskd, 150(19), 1085-1089.

Schmidt, H. G., Vermeulen, L., & van der Molen, H. T. (2006). Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Med Educ, 40(6), 562-567.

Schoonheim-Klein, M. E., Habets, L. L. M. H., Aartman, I. H. A., Van der Vleuten, C. P. M., Hoogstraten, J., & Van der Velden, U. (2006). Implementing an objective structured clinical examination (OSCE) in dental education: effects on students' learning strategies. European Journal of Dental Education, 10, 226-235.

Schuwirth, L. W., & van der Vleuten, C. P. (2006). Challenges for educationalists. Bmj, 333(7567), 544-546.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2006). How to design a useful test: the principles of assessment. Edinburgh: ASME office.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2006). A plea for new psychometric models in educational assessment. Medical Education, 40(4), 296-300.

Semeijn, J. H., Van der Velden, R., Heijke, H., Van der Vleuten, C. P. M., & Boshuizen, H. P. A. (2006). Competence indicators in academic education and early labour market succes of graduates in health science. Journal of education and work, 19(4), 383-413.

Snoeckx, L. H., Oude Egbrink, M., & Van der Vusse, G. J. (2006). Innovative methods in teaching physiology. Experiences with problem-based learning. Acta Physiol 188, 225-227.

Steinert, Y., Mann, K., Centeno, A., Dolmans, D. H. J. M., Spencer, J., Gelula, M., et al. (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No.8. Medical Teacher, 28(6), 497-526.

Tigelaar, D. E., Dolmans, D. H., de Grave, W. S., Wolfhagen, I. H., & van der Vleuten, C. P. (2006). Participants' opinions on the usefulness of a teaching portfolio. Med Educ, 40(4), 371-378.

Tigelaar, D. E., Dolmans, D. H., de Grave, W. S., Wolfhagen, I. H., & van der Vleuten, C. P. (2006). Portfolio as a tool to stimulate teachers' reflections. Med Teach, 28(3), 277-282.

Tigelaar, D. E., Dolmans, D. H., Meijer, P. C., de Grave, W. S., & van der Vleuten, C. P. (2006). Teachers' Interactions and their Collaborative Reflection Processes during Peer Meetings. Adv Health Sci Educ Theory Pract.

Tigelaar, D. E. H., Dolmans, D. H. J. M., & Wolfhagen, H. A. P. (2006). Kwaliteit van onderwijs en docentcompetenties. In H. Van Hout, G. Ten Dam, M. Mirande, C. Terlouw & J. Willems (Eds.), Vernieuwing in het hoger onderwijs (pp. 245-257). Assen: Koninklijke Van Gorcum.

Van Berkel, H. (2006). Systeemkenmerken van hoger onderwijsrendement. In H. Van Hout, G. Ten Dam, M. Mirande, C. Terlouw & J. Willems (Eds.), Vernieuwing in het hoger onderwijs (pp. 48-62). Assen: Koninklijke Van Gorcum.

Van Berkel, H. J. M., & Dolmans, D. H. J. M. (2006). The influence of tutoring competencies on problems, group functioning and student achievement in problem-based learning. Medical Education, 40(8), 730-736.

van Breukelen, G. J., Candel, M. J., & Berger, M. P. (2006). Relative efficiency of unequal versus equal cluster sizes in cluster randomized and multicentre trials. Stat Med.

Van der Vleuten, C. P. M. (2006). Kwalitatieve ranglijsten van medische opleidingen zijn zinvol. Tijdschrift voor Medisch Onderwijs, 25(5), 235-236.

Van der Vleuten, C. P. M. (2006). Kwalitatieve ranglijsten van medische opleidingen zijn zinvol. Nederlands Tijdschrift voor Geneeskunde, 150(42), 2330.

Van der Vleuten, C. P. M., Driessen, E., & Van Tartwijk, J. (2006). Toetsprogramma's In H. Van Hout, G. Ten Dam, M. Mirande, C. Terlouw & J. Willems (Eds.), Vernieuwing in het hoger onderwijs (pp. 119-136). Assen: Koninklijke Van Gorcum.

Van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. (2006). Exploring teachers' will to learn. Teaching and teacher education, 22(4), 408-423.

Van Gerven, P. W. M., Paas, F., Van Merriënboer, J. J. G., & Schmidt, H. G. (2006). Modality and variability as factors in training the elderly. Applied Cognitive Psychology, 20(3), 311-320.

van Schrojenstein Lantman-de Valk, H. M., Wullink, M., van den Akker, M., van Heurn-Nijsten, E. W., Metsemakers, J. F., & Dinant, G. J. (2006). The prevalence of intellectual disability in Limburg, the Netherlands. J Intellect Disabil Res, 50(Pt 1), 61-68.

van Uden, C. J., Giesen, P. H., Metsemakers, J. F., & Grol, R. P. (2006). Development of out-of-hours primary care by general practitioners (GPs) in The Netherlands: from small-call rotations to large-scale GP cooperatives. Fam Med, 38(8), 565-569.

Verheggen, M. M., Muijtjens, A. M., Van Os, J., & Schuwirth, L. W. (2006). Is an Angoff Standard an Indication of Minimal Competence of Examinees or of Judges? Adv Health Sci Educ Theory Pract.

Visschers-Pleijers, A. J. S. F., Dolmans, D. H. J. M., De Grave, W. S., Wolfhagen, H. A. P., Jacobs, J. A., & Van der Vleuten, C. P. M. (2006). Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning. Medical Education, 40(9), 924-931.

Visschers-Pleijers, A. J. S. F., Dolmans, D. H. J. M., De Leng, B. A., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2006). Analysis of verbal interactions in tutorial groups: a process study. Medical Education, 40(2), 129-137.

Wass, V. (2006). The assessment of clinical competence in high stakes examinations. of Manchester, Maastricht.

Wimmers, P. F., Schmidt, H. G., & Splinter, T. A. (2006). Influence of clerkship experiences on clinical competence. Med Educ, 40(5), 450-458.

Wimmers, P. F., Splinter, T. A., Hancock, G. R., & Schmidt, H. G. (2006). Clinical Competence: General Ability or Case-specific? Adv Health Sci Educ Theory Pract.

Winkel, W. T., Rikers, R. M., Loyens, S. M., & Schmidt, H. G. (2006). Influence of learning resources on study time and achievement scores in a problem-based curriculum. Adv Health Sci Educ Theory Pract, 11(4), 381-389.

Winkens, B., Schouten, H. J., van Breukelen, G. J., & Berger, M. P. (2006). Optimal number of repeated measures and group sizes in clinical trials with linearly divergent treatment effects. Contemp Clin Trials, 27(1), 57-69.

Zwakhalen, S. M., Hamers, J. P., Abu-Saad, H. H., & Berger, M. P. (2006). Pain in elderly people with severe dementia: a systematic review of behavioural pain assessment tools. BMC Geriatr, 6, 3.

Zwakhalen, S. M., Hamers, J. P., & Berger, M. P. (2006). The psychometric quality and clinical usefulness of three pain assessment tools for elderly people with dementia. Pain, 126(1-3), 210-220.

2005

Ahmed, R., Naqvi, Z., & Wolfhagen, H. A. P. (2005). Psychomotor skills for the undergraduate medical curriculum in a developing country - pakistan. Education for Health, 18(1), 5-13.

Alves de Lima, A., Henquin, R., Thierer, J., Paulin, J., Lamari, S., Belcastro, F., et al. (2005). A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher, 27(1), 46-52.

Baars, M. J. H., Scherpbier, A. J. J. A., Schuwirth, L. W. T., Henneman, L., Beemer, F. A., Cobben, J. M., et al. (2005). Deficient knowledge of genetics relevant for daily practice among medical students nearing graduation. Genetics in medicine, 7(5), 295-301.

Balslev, T., De Grave, W. S., Muijtjens, A. M. M., & Scherpbier, A. J. J. A. (2005). Comparison of text and video cases in a postgraduate problem-based learning format. Medical Education, 39(11), 1086-1092.

Berger, M. P. F. (2005). Optimal designs for categorical variables. New York: Wiley & Sons.

Berger, M. P. F., & Wong, W. K. (2005). Applied optimal designs. New York: Wiley.

Broers, N. J., & Imbos, T. (2005). Charting and manipulating propositions as methods to promote self-explanation in the study of statistics. Learning and Instruction, 15(6), 517-538.

Broers, N. J., Mur, M. C., & Bude, L. (2005). Directed self explanation in the study of statistics. In G. B. M. Camden (Ed.), Curricular development in statistics education (pp. 21-35). Voorburg, The Netherlands.

Busari, J. O., Weggelaar, N. M., Knottnerus, A. C., Greidanus, P.-M., & Scherpbier, A. J. J. A. (2005). How medical residents perceive the quality of supervision provided by attending doctors in the clinical setting. Medical Education, 39(7), 696-703.

Camp, G., Pecher, D., & Schmidt, H. G. (2005). Retrieval-induced forgetting in implicit memory tests: The role of test awareness. Psychonomic Bulletin & Review, 12(3), 490-494.

Cohen-Schotanus, J., Schönrock-Adema, J., & Scherpbier, A. J. J. A. (2005). Welk percentage gezakte studenten is bij een bepaalde toetsvorm nog acceptabel? De mening van mvmo-congresgangers. Tijdschrift voor Medisch Onderwijs, 24(4), 184-189.

Daelmans, H. E. M., Hoogenboom, R. J. I., Scherpbier, A. J. J. A., Stehouwer, C. D. A., & Van der Vleuten, C. P. M. (2005a). Effects of in in-training assessment programme on supervision of and feedback on competencies in an undergraduate internal medicine clerkship. Medical Teacher, 27(2), 158-163.

Daelmans, H. E. M., Van der Hem-Stokroos, H. H., Hoogenboom, R. J. I., Scherpbier, A. J. J. A., Stehouwer, C. D. A., & Van der Vleuten, C. P. M. (2005b). Global clinical performance rating, reliability and validity in an undergraduate clerkship. The Netherlands journal of Medicine, 63(7), 279-284.

De Bruin, A. B. H., Rikers, R. M. J. P., & Schmidt, H. G. (2005a). Monitoring accuracy and self-regulation when learning to play a chess endgame. Applied cognitive psychology, 19(2), 167-181.

De Bruin, A. B. H., Schmidt, H. G., & Rikers, R. M. J. P. (2005b). The role of basic science knowledge and clinical knowledge in diagnostic reasoning: A structural equation modeling approach. Academic Medicine, 80(8), 765-773.

De Bruin, A. B. H., Van de Wiel, M. W. J., Rikers, R. M. J. P., & Schmidt, H. G. (2005c). Examining the stability of experts' clinical case processing: An experimental manipulation. Instructional Science, 33(3), 251-270.

Dolmans, D. H. J. M., De Grave, W., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732-741.

Dolmans, D. H. J. M., & Ginns, P. (2005). A short questionnaire to evaluate the effectiveness of tutors in pbl: Validity and reliability. Medical Teacher, 27(6), 534-538.

Dolmans, D. H. J. M., & Wolfhagen, H. A. P. (2005). Complex interactions between tutor performance, tutorial group productivity and the effectiveness of pbl units as perceived by students. Advances in health sciences education, 10, 253-261.

Dornan, T., Hadfield, J., Brown, M., Boshuizen, H., & Scherpbier, A. J. J. A. (2005a). How can medical students learn in a self-directed way in the clinical environment? Design-based research. Medical Education, 39, 356-364.

Dornan, T., Scherpbier, A. J. J. A., King, N., & Boshuizen, H. (2005b). Clinical teachers and problem-based learning: A phenomenological study. Medical Education, 39(2), 163-170.

Driessen, E. W., Van der Vleuten, C. P. M., Schuwirth, L. W. T., Van Tartwijk, J., & Vermunt, J. (2005a). The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: A case study. Medical Education, 39(2), 214-220.

Driessen, E. W., Van Tartwijk, J., Overeem, K., Vermunt, J., & Van der Vleuten, C. P. M. (2005b). Conditions for successful reflective use of portfolios in undergraduate medical education. Medical Education, 39(12), 1230-1235.

Duimel-Peeters, I. G. P., Halfens, R. J. G., Berger, M. P. F., & Snoeckx, L. H. E. H. (2005a). The effect of massage as a method to prevent pressure ulcers. A review of the literature. Ostomy/Wound management, 51(4), 70-80.

Duimel-Peeters, I. G. P., Halfens, R. J. G., Berger, M. P. F., & Snoeckx, L. H. E. H. (2005b). Massage zur dekubitusprophylaxe? Teil 1: Richtlinien sind noch nicht genügend in der praxis angekommen. Pflege zeitschrift. Fachzeitschrift für Stationäre und ambulante Pflege, 5, 318-321.

Duimel-Peeters, I. G. P., Halfens, R. J. G., Snoeckx, L. H. E. H., & Berger, M. P. F. (2005c). Massage zur dekubitusprophylaxe? Teil 2: Drei interventionen im vergleich. Pflege zeitschrift. Fachzeitschrift für Stationäre und ambulante Pflege, 6, 364-367.

Gagnon, R., Charlin, B., Coletti, M., Sauvé, E., & Van der Vleuten, C. P. M. (2005). Assessment in the context of uncertainty: How many members are needed on the panel of reference of a script concordance test? Medical Education, 39(3), 284-291.

Govaerts, M. J. B., Bisscheroux, T., & Merkx, A. (2005a). An integrated faculty development model: Experiential and professional learning. Paper presented at the 27th congress of the international confederation of midwives, Brisbane.

Govaerts, M. J. B., Van der Vleuten, C. P. M., Schuwirth, L. W. T., & Muijtjens, A. M. M. (2005b). The use of observational diaries in in-training evaluation: Student perceptions. Advances in health sciences education, 10, 171-188.

Hobma, S. O. (2005). Directed selflearning as approach to continuing professional development. Universiteit Maastricht, Maastricht.

Hobma, S. O., Bessems, P. J. M. J., Lamfers, E. J. P., & Schuurmans, M. M. J. (2005). Oedeem, voeten. Diagnostiek van alledaagse klachten, 689-706.

Könings, K. D., Wiers, R. W., Van de Wiel, M. W. J., & Schmidt, H. G. (2005). Problem-based learning as a valuable educational method for physically disabled teenagers? The discrepancy between theory and practice. Journal of Developmental and Physical Disabilities, 17(2), 107-117.

Kristina, T. N. (2005). Generic objectives for community-based education in undergraduate medical programmes: The perspective from developing countries. of Diponegoro, Semarang, Indonesia, Maastricht.

Kristina, T. N., Majoor, G. D., & Van der Vleuten, C. P. M. (2005). Does cbe come close to what it should be? A case study from the developing world. Evaluating a programme in action against objectives on paper. Education for Health, 18(2), 194-208.

Limapassos, V. (2005). Optimal test and sampling designs for polytomous item response theory models., Universiteit Maastricht, Maastricht.

Littlewood, S., Ypinazar, V., Margolis, S. A., Scherpbier, A. J. J. A., Spencer, J., & Dornan, T. (2005). Early practical experience and the social responsiveness of clinical education: Systematic review. British Medical Journal, 331(7513), 387-391.

Mamede, S., & Schmidt, H. G. (2005). Correlates of reflective practice in medicine. Advances in health sciences education, 10(4), 327-337.

Mannisto, S., Dixon, L. B., Balder, H. F., Virtanen, M. J., Krogh, V., Khani, B. R., et al. (2005). Dietary patterns and breast cancer risk: Results from three cohort studies in the dietscan project. Cancer, causes and control, 16(6), 725-733.

Mayorova, T., Stevens, F., Scherpbier, A. J. J. A., Velden, L., & Zee, J. (2005). Gender-related differences in general practice preferences: Longitudinal evidence from the netherlands 1982-2001. Health Policy, 72(1), 73-80.

Mook van, W. N. K. A., Gorter, S. L., & Scherpbier, A. J. J. A. (2005). Kwaliteitsverbetering in de geneeskunde, met speciale aandacht voor de waarde van protocollen en leercurven in de acute geneeskunde. In J. J. L. M. Bierens, Sabbe, M. (Ed.), Opleiden in de urgentiegeneeskunde (pp. 63-78). Maarssen: Elsevier gezondheidszorg.

Moust, J. H. C. (2005). Effecten van een cursus 'leren en samenwerken' op het studiegedrag van eerstejaars studenten. Onderzoek van Onderwijs, 34, 46-51.

Moust, J. H. C., Roebertsen, H., Savelberg, H., & de Rijk, A. (2005a). Revitalising pbl groups: Evaluating pbl with study teams. Education for Health, 18(1), 62-73.

Moust, J. H. C., Van Berkel, H. J. M., & Schmidt, H. G. (2005b). Signs of erosion: Reflections on three decades of problem-based learning at maastricht university. Higher Education, 50(4), 665-683.

Niemantsverdriet, S., Van der Vleuten, C. P. M., Majoor, G. D., & Scherpbier, A. J. J. A. (2005). An explorative study into learning on international traineeships: Experiential learning processes dominate. Medical Education, 39(12), 1236-1242.

Norman, G. R., Eva, K. W., & Schmidt, H. G. (2005). Implications of psychology-type theories for full curriculum interventions. Medical Education, 39(3), 247-249.

Oenema, A., Tan, F., & Brug, J. (2005). Short-term efficacy of a web-based computer-tailored nutrition intervention; main effects and mediators. Annals of behavioural medicine, 29(1), 54-63.

Overeem, K., Driessen, E. W., Drenthe, A., Van Tartwijk, J., & Van der Vleuten, C. P. M. (2005). Kwaliteitscriteria voor portfoliobeoordeling van geneeskundestudenten. Tijdschrift voor Medisch Onderwijs, 24(2), 64-71.

Peremans, L., Rethans, J. J., Verhoeven, V., Debaene, L., Denekens, J., & Van Royen, P. (2005). Adolescents demanding a good contraceptive: A study with standardised patients in general practices. Contraception, 71(6), 421-425.

Prince, K. J. A. H., Boshuizen, H. P. A., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2005a). Students' opinions about their preparation for clinical practice. Medical Education, 39(7), 704-712.

Prince, K. J. A. H., Scherpbier, A. J. J. A., Van Mameren, H., Drukker, J., & Van der Vleuten, C. P. M. (2005b). Do students have sufficient knowledge of clinical anatomy? Medical Education, 39(3), 326-332.

Prince, K. J. A. H., Van Eijs, P. W. L. J., Boshuizen, H. P. A., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2005c). General competencies of problem-based learning (pbl) and non-pbl graduates. Medical Education, 39, 394-401.

Rienties, B., Dijkstra, J., Rehm, M., Tempelaar, D., & Blok, G. (2005). Online bijspijkeronderwijs in de praktijk. Tijdschrift voor hoger onderwijs, 23(4), 239-253.

Rikers, R. M. J. P., Loyens, S., Te Winkel, W., Schmidt, H. G., & Sins, P. H. M. (2005a). The role of biomedical knowledge in clinical reasoning: A lexical decision study. Academic Medicine, 80(10), 945-949.

Rikers, R. M. J. P., Schmidt, H. G., & Moulaert, V. (2005b). Biomedical knowledge: Encapsulated or two worlds apart? Applied cognitive psychology, 19(2), 223-231.

Scherpbier, A. J. J. A. (2005). Reflectie over het onderwijs en het nvmo-congres 2004. Tijdschrift voor Medisch Onderwijs, 24(5), 197-203.

Schuwirth, L. W. T., & Cantillon, P. (2005). The need for outcome measures in medical education (editorial). British Medical Journal, 331, 977-978.

Schuwirth, L. W. T., Gorter, S. L., Van der Heijde, D., Rethans, J. J., Brauer, J., Houben, H., et al. (2005). The role of a computerised case-based testing procedure in practice performance assessment. Advances in health sciences education, 10, 145-155.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2005a). Competentiegerichte toetsing in het klinisch onderwijs. Nederlands tijdschrift Geneeskunde, 149(49), 2752-2755.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2005b). Ontwikkelingen in medisch onderwijs en in toetsing van medische competentie. Onderzoek van Onderwijs, 34, 41-45.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2005c). Written assessments. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers (2nd ed., Vol., pp. 311-322). Dundee: Elsevier.

Semeijn, J. H., van der Velden, R., Heijke, H., Van der Vleuten, C. P. M., & Boshuizen, H. (2005a). The role of education in selection and allocation in the labour market: An empirical study in the medical field. Education Economics, 13(4), 449-477.

Semeijn, J. H., Velden van der, R., Heijke, H., Van der Vleuten, C. P. M., & Boshuizen, H. (2005b). Competence indicators in academic education and early labour market success of graduates in health sciences. Maastricht: Research Centre for Education and the Labour Market.

Soppe, M., Schmidt, H. G., & Bruysten, R. J. M. P. (2005). Influence of problem familiarity on learning in a problem-based course. Instructional Science, 33(3), 271-281.

Tigelaar, D. E. H. (2005). Design and evaluation of a teaching portfolio. Universitiet Maastricht, Maastricht.

Tigelaar, D. E. H., Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2005). Quality issues in judging portfolios: Implications for organizing teaching portfolio assessment procedures. Studies in Higher Education, 30(5), 595-610.

Van Berkel, H. J. M. (2005a). Aanwijzingen bij de opbouw en implementatie van een elektronische opgavenbank. Examens, 2(1), 20.

Van Berkel, H. J. M. (2005b). Accreditatie; een zelfdiagnose. Tijdschrift voor hoger onderwijs, 23, 70-72.

Van Berkel, H. J. M. (2005c). De lezer heeft gesproken. Examens, 2(2), 4.

Van Berkel, H. J. M. (2005d). Tweede beoordeling, een tweede kans? Examens, 2(4), 4.

Van Berkel, H. J. M., & Luijten, T. (2005). Heeft het centraal examen toekomst? Examens, 2(2), 25-27.

Van Berkel, H. J. M., & Schmidt, H. (2005). On the additional value of lectures in a problem-based curriculum. Education for Health, 18(1), 45-61.

Van den Hurk, M. M. M., & Van Berkel, H. J. M. (2005). Employment and achievement in a problem-based curriculum. Higher Education in Europe, 30(2), 229-236.

van der Hem-Stokroos, H. H., Van der Vleuten, C. P. M., Daelmans, H. E. M., Haarman, H. J. T. M., & Scherpbier, A. J. J. A. (2005). Reliability of the clinical teaching effectiveness instrument. Medical Education, 39(9), 904-910.

Van der Vleuten, C. P. M., & Schuwirth, L. W. T. (2005). Assessing professional competence: From methods to programmes. Medical Education, 39(3), 309-317.

Van Eekelen, I. M. (2005). Teachers' will and way to learn. of Maastricht, Maastricht.

Van Eekelen, I. M., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50, 447-471.

Van Uden, C. J. T., Ament, A. J. H. A., Hobma, S. O., Zwietering, P. J., & Crebolder, H. F. J. M. (2005a). Patient satisfaction with out-of-hours primary care in the netherlands. BMC Health Services Research, 5(6), not for citation.

Van Uden, C. J. T., Zwietering, P. J., Hobma, S. O., Ament, A. J. H. A., Wesseling, G., Van Schayck, O. C. P., et al. (2005b). Follow-up care by patient's own general practitioner after contact with out-of-hours care. A descriptive study. BMC Health Services Research, 6(23), not for citation.

Verhoeven, B. H., Snellen-Balendong, H. A. M., Hay, I. T., Boon, J. M., Van der Linde, M. J., Blitz-Lindeque, J. J., et al. (2005). The versatility of progress testing assessed in an international contaxt: A start for benchmarking global standardization? Medical Teacher, 27(6), 514-520.

Verkoeijen, P. P. J. L., Rikers, R. M. J. P., Augustus, M. I., & Schmidt, H. G. (2005a). A critical look at the discrepancy reduction mechanism of study time allocation. European journal of cognitive psychology, 17(3), 371-387.

Verkoeijen, P. P. J. L., Rikers, R. M. J. P., & Schmidt, H. G. (2005b). The effects of prior knowledge on study-time allocation and free recall: Investigating the discrepancy reduction model. The journal of Psychology, 139(1), 67-79.

Visschers-Pleijers, A. J. S. F., Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2005a). Development and validation of a questionnaire to identify learning-oriented group interactions in pbl. Medical Teacher, 27(4), 375-381.

Visschers-Pleijers, A. J. S. F., Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2005b). Student perspectives on learning-oriented interactions in the tutorial group. Advances in health sciences education, 10, 23-35.

Wimmers, P. F., Schmidt, H. G., Verkoeijen, P. P. J. L., & Van de Wiel, M. W. J. (2005). Inducing expertise effects in clinical case recall. Medical Education, 39(9), 949-957.

Winkens, B., Schouten, H. J. A., Van Breukelen, G. J. P., & Berger, M. P. F. (2005). Optimal time points in clinical trials with linearly divergent treatment effects. Statistics in medicine, 24(24), 3743-3756.

2004

Bennett, N., Lockyer, J., Mann, K., Batty, H., LaForet, K., Rethans, J. J., et al. (2004). Hidden curriculum in continuing medical education. The Journal of continuing education in the health professions, 24, 145-152.

Berger, M. P. F., & Tan, F. E. S. (2004). Robust design for linear mixed effects models. Journal of Royal Stat Soc C, 53, 569-581.

Berger, M. P. F., & Wong, W. K. (2004). Applied optimal designs. New York: Wiley.

Blok, G. A. (2004a). Ervaringen met pgo in e-learning. Onderwijsinnovatie, 1, 36-37.

Blok, G. A. (2004b). Goed communiceren is belangrijk voor orgaandonatie. Nabestaandencontact, 6(3), 4-5.

Blok, G. A., Morton, J., Morley, M., Kerckhoffs, C. C., Kootstra, G., & Van der Vleuten, C. P. M. (2004). Requesting organ donation: The case of self-efficacy. Effects of the european donor hospital education programme (edhep). Advances in Health Sciences Education, 9(4), 261-282.

Bokken, L., Dalen van, J., & Rethans, J. J. (2004a). Performance-related stress symptoms in simulated patients. Medical Education, 38(10), 1089-1094.

Bokken, L., Van Dalen, J., Blok, G. A., & Rethans, J. J. (2004b). "het moet wel een simulatie blijven". Een onderzoek naar echte klachten bij simulatiepatiënten. Tijdschrift voor Medisch Onderwijs, 23, 266-273.

Bouhuijs, P. A. J. (2004a). Nieuwe hulpmiddelen bij de selectie van studenten. Onderzoek van Onderwijs, 33(3), 35.

Bouhuijs, P. A. J. (2004b). Onderzoek van onderwijs: Een agenda voor de toekomst. Onderzoek van Onderwijs, 33(1), 3.

Bouhuijs, P. A. J. (2004c). Studentenmobiliteit. Onderzoek van Onderwijs, 33(4), 47.

Bouhuijs, P. A. J. (2004d). Wie mag er naar de universiteit? Onderzoek van Onderwijs, 33(2), 19.

Bouhuijs, P. A. J., & Edelenbosch, P. (2004). Slash21'ers even goed als andere leerlingen. Didaktief, 8, 38-39.

Brazeau-Lamontagne, L., Charlin, B., Gagnon, R., Samson, L., & Van der Vleuten, C. P. M. (2004). Measurements of perception and interpretation skills during radiology training: Utility of the script concordance approach. Medical Teacher, 26(4), 326-332.

Bruynesteyn, K., Heijde van der, D., Boers, M., Linden van der, S., Lassere, M., & Van der Vleuten, C. P. M. (2004). The sharp/van der heijde method out-performed the larsen/scott method on the individual patient level  in assessing radiographs in early rheumatoid arthritis. Journal of Clinical Epidemiology, 57, 502-512.

Busari, J. O., & Scherpbier, A. J. J. A. (2004). Why residents should teach: A literature review. Journal of Postgraduate Medicine, 50(3), 205-210.

Charlin, B., & Van der Vleuten, C. P. M. (2004). Standardized assessment of reasoning in contexts of uncertainty. Evaluation & The Health Professions, 27(3), 304-319.

Daelmans, H. E. M., Hoogenboom, R. J. I., Donker, A. J. M., Scherpbier, A. J. J. A., Stehouwer, C. D. A., & Van der Vleuten, C. P. M. (2004a). Effectiveness of clinical rotations as a learning environment for achieving competences. Medical Teacher, 26(4), 305-312.

Daelmans, H. E. M., Van der Hem-Stokroos, H. H., Hoogenboom, R. J. I., Scherpbier, A. J. J. A., Stehouwer, C. D. A., & Van der Vleuten, C. P. M. (2004b). Feasibility and reliability of an in-training assessment programme in an undergraduate clerkship. Medical Education, 38(12), 1270-1277.

Dixon, L. B., Balder, H. F., Virtanen, M. J., Rashidkhari, B., Mannisto, S., Krogh, V., et al. (2004). Dietary patterns associated with colon and rectal cancer: Results from the dietary patterns and cancer (dietscan) project. American Journal of Clinical Nutr, 80, 1003-1011.

Dolmans, D. H. J. M., & Wolfhagen, H. A. P. (2004). The relationship between learning style and learning environment. Medical Education, 38, 800-804.

Dolmans, D. H. J. M., Wolfhagen, H. A. P., Gerver, W. J., De Grave, W. S., & Scherpbier, A. J. J. A. (2004). Providing physicians with feedback on how they supervise students during patient contacts. Medical Teacher, 26(5), 409-414.

Dornan, T., Boshuizen, H. P. A., Cordingley, L., Hider, S., Hadfield, J., & Scherpbier, A. J. J. A. (2004). Evaluation of self-directed clinical education: Validation of an instrument. Medical Education, 38, 670-678.

Fraser, R. C., Lee, R. S. Y., Yiu, Y. K., Lam, C. L. K., McKinley, R. K., & Van der Vleuten, C. P. M. (2004). Regulatory assessment of the consultation competence of family physicians in hong kong. The Hong Kong Practitioner, 26, 5-15.

Hobma, S. O., Dalhuijsen, J., & Engels, Y. (2004a). Onze (her)registratie en accreditering in internationaal perspectief. Tijd voor een herziening? Huisarts en Wetenschap, 47, 279-283.

Hobma, S. O., Ram, P. M., Muijtjens, A. M. M., Grol, R. P. T. M., & Van der Vleuten, C. P. M. (2004b). Setting a standard for performance assessment of doctor-patient communication in general practice. Medical Education, 38(12), 1244-1252.

Hobma, S. O., Ram, P. M., Van Merode, F., Van der Vleuten, C. P. M., & Grol, R. P. T. M. (2004c). Feasibility, appreciation and costs of a tailored continuing professional development approach for general practitioners. Quality in Primary Care, 12(4), 271-278.

Hoek, J. F., Ribe, M. W., Hertogh, C. M. P. M., & Van der Vleuten, C. P. M. (2004). El papel del médico especialista en residencias: La experiencia holandesa. Paper presented at the IV congreso nacional de la sociedad espanola de medicos de residencias, Spanje.

Hoos, M. B., Westerterp, K. R., Schuwirth, L. W. T., & Gerwer, W. J. (2004). Physical activity as measured by accelerometry in children receiving growth hormone therapy. Acta Paediatrica, 93(10), 1307-1311.

Jacobs, A. E. J. P., Wolfhagen, H. A. P., Dolmans, D. H. J. M., & Scherpbier, A. J. J. A. (2004). Meten van complexiteit en gestructureerdheid van pgo-problemen. Onderwijsinnovatie, maart, 17-24.

Kilminster, S., Hale, C., Lascelles, M., Morris, P., Roberts, T., Stark, P., et al. (2004). Learning for real life: Patient-focused interprofessional workshops offer added value. Medical Education, 38, 717-726.

Kramer, A. W. M., Düsman, H., Tan, L. H. C., Jansen, J. J. M., Grol, R. P. T. M., & Van der Vleuten, C. P. M. (2004). Aquisition of communication skills in postgraduate training for general practice. Medical Education, 38, 158-167.

Kristina, T. N., Majoor, G. D., & Van der Vleuten, C. P. M. (2004). Defining generic objectives for community-based education in undergraduate medical programmes. Medical Education, 38(5), 510-521.

Lima Passos, V., & Berger, M. P. F. (2004). Maximum calibration design for the nominal response model: An empirical evaluation. Applied Psychological Measurement, 28(1), 72-87.

Lionis, C. L., Stoffers, H. E. J. H., Hummers-Pradier, E., Griffiths, F., Rotar-Pavlic, D., & Rethans, J. J. (2004). Setting priorities and identifying barriers for general practice research in europe. Results from an egprw meeting. Family Practice, 21, 587-593.

Lutgens, L. C. H. W., Deutz, N. E. P., Granzier, M., Beets, R., De Ruysscher, D., Gueulette, J., et al. (2004). Plasma citrulline concentration: A surrogate end point for radiation-induced mucosal atrophy of the small bowel. A feasibility study in 23 patients. International Journal of Radiation, Oncology, Biology, Physics, 60(1), 275-285.

Mahesh, S., Sijtsma, K., Scheele, F., Wolf, B., & Driessen, E. W. (2004). Het gynaecologisch logboek voor arts-assistenten: Kansen voor een portfolio? Tijdschrift voor Medisch Onderwijs, 23(6), 274-280.

Maiburg, B. H. J., Rethans, J. J., Van Erk, I. M., Mathus-Vliegen, L. M. H., & Van Ree, J. W. (2004a). Fielding incognito standardised patients as 'known' patients in a controlled trial in general practice. Medical Education, 38(12), 1229-1235.

Maiburg, B. H. J., Rethans, J. J., & Van Ree, J. W. (2004b). Gp's needs for practice-oriented nutrition education; a delphi study among dutch gp's. Family Practice, 21, 425-428.

Mainhard, M. T., Van den Hurk, M. M., Van de Wiel, M. W. J., Crebolder, H. F. J. M., & Scherpbier, A. J. J. A. (2004). Learning in a clinical education programme in primary care: The maastricht adoption programme. Medical Education, 38(12), 1236-1243.

Moulaert, V., Verwijnen, M. G. M., Rikers, R., & Scherpbier, A. J. J. A. (2004). The effects of deliberate practice in undergraduate medical education. Medical Education, 38, 1044-1052.

Moust, J. H. C. (2004). Boekbespreking over competentiegerichte kennisontwikkeling. Didactiek en leren in competentiegerichte leeromgevingen. Onderzoek van Onderwijs, 33(2), 30.

Moust, J. H. C., & Van Keulen, H. (2004). Vraagsturing en competentiegericht onderwijs. Onderzoek van Onderwijs, 33(4), 48-49.

Niemantsverdriet, S., Majoor, G. D., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2004). 'i found myself to be a down to earth dutch girl': A qualitative study into learning outcomes from international traineeships. Medical Education, 38, 749-757.

Niessen, T., Vermunt, J., Abma, T., Widdershoven, G., & Van der Vleuten, C. P. M. (2004). On the nature and form of epistemologies: Revealing hidden assumptions through an analysis of instrument design. European Journal of School Psychology, 2(1-2), 39-64.

Noergaard, K., Ringsted, C., & Dolmans, D. H. J. M. (2004). Validation of a checklist to assess ward round performance in internal medicine. Medical Education, 38, 700-707.

Pool, J. J., Hoving, J. L., De Vet, H. C., Van Mameren, H., & Bouter, L. M. (2004). The interexaminer reproducibility of physical examination of the cervical spine. Journal of Manipulative and Physiological Therapeutics, 27(2), 84-90.

Prince, K. J. A. H., & Boshuizen, H. P. A. (2004). From theory to practice in medical education. Effect on knowledge application, clinical reasoning and learning. In H. P. A. Boshuizen, R. Bromme & H. Gruber (Eds.), Professional learning: Gaps and transitions on the way from novice to expert (Vol. 2, pp. 120-139). Dordrecht: Kluwer Academic Publishers.

Prince, K. J. A. H., Van de Wiel, M. W. J., Van der Vleuten, C. P. M., Boshuizen, H. P. A., & Scherpbier, A. J. J. A. (2004). Junior doctors' opinions about the transition from medical school to clinical practice: A change of environment. Education for Health, 17(3), 323-331.

Rethans, J. J. (2004). Simulatie met een chronische aandoening. (referaat). Tijdschrift voor Medisch Onderwijs, 23, 119-120.

Ringsted, C., Henriksen, A. H., Skaarup, A. M., & Van der Vleuten, C. P. M. (2004a). Educational impact of in-training assessment (ita) in postgraduate medical education: A qualitative study of an ita programme in actual pratice. Medical Education, 38, 767-777.

Ringsted, C., Pallisgaard, J., Ostergaard, D., & Scherpbier, A. J. J. A. (2004b). The effect of in-training assessment on clinical confidence in postgraduate education. Medical Education, 38(12), 1261-1269.

Roebertsen, H., Moust, J. H. C., & Savelberg, H. H. C. M. (2004). Traditioneel pgo vergeleken met pgo met studieteams: Enkele resultaten. Tijdschrift voot Hoger Onderwijs, 22(3), 140-157.

Scherpbier, A. J. J. A. (2004a). Het medisch onderwijs en het nvmo-congres. Waar staan we en hoe moet het verder? Tijdschrift voor Medisch Onderwijs, 23(4), 172-177.

Scherpbier, A. J. J. A. (2004b). Zorgen om de kwaliteit van het onderwijs. S-Nederlands Tijdschrift voor Geneeskunde, 7(1), 20.

Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2000a, 4-6 oktober 2000). Assessment of competence: State of the art. Paper presented at the Conferencia latinoamericana de innovaciones en educacion medica, Bolivia.

Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2000b, 4-6 oktober 2000). Organizational approaches to student-centred education examples from a pbl curriculum. Paper presented at the Conferencia latinoamericana de innovaciones en educacion medica, Bolivia.

Schuwirth, L. W. T. (2004a). Assessing medical competence: Finding the right answers. The CLinical Teacher, 1(1), 14-18.

Schuwirth, L. W. T. (2004b). Learning by scar formation. Medical Education, 38, 796-799.

Schuwirth, L. W. T., Meagher, T., Steinert, Y., McLeod, A. H., & McLeod, P. J. (2004). Clinical teachers' tacit knowledge of basic pedagogic principles. Medical Teacher, 26(1), 23-28.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2004a). Changing education, changing assessment, changing research? Medical Education, 38, 805-812.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2004b). Different written assessment methods: What can be said about their strengths and weaknesses? Medical Education, 38(9), 974-979.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2004c). Merging views on assessment. Medical Education, 38(12), 1208-1210.

Tigelaar, D. E. H., Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2004a). The development and validation of a framework for teaching competencies in higher education. Higher Education, 48, 253-268.

Tigelaar, D. E. H., Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2004b). Using a conceptual framework and the opinions of portfolio experts to develop a teaching portfolio prototype. Studies in Educational Evaluation, 30(3), 305-321.

Van Dalen, J., Panis, M. L., Senden, M., & Westberg, J. (2004). From manuscript to article: What happens after you submit a manuscript to education for health? Education for Health, 17(2), 136-140.

Van den Hove, M. M. L., Van Dalen, J., Gronenschild, E. H. B. M., Roos, S., & Rethans, J. J. (2004). Selectieve perceptie in het medisch vraaggesprek. Het effect van diagnostische kennis op het waarnemen van klachten in een consult. Tijdschrift voor Medisch Onderwijs, 23(3), 133-142.

Van der Hem-Stokroos, H. H., Daelmans, H. E. M., Van der Vleuten, C. P. M., Haarman, H. J. T. M., & Scherpbier, A. J. J. A. (2004). The impact of multifaceted educational structuring on learning effectiveness in a surgical clerkship. Medical Education, 38, 879-886.

Van der Vleuten, C. P. M., Dolmans, D. H. J. M., De Grave, W. S., Van Luijk, S. J., Muijtjens, A. M. M., Scherpbier, A. J. J. A., et al. (2004a). Education research at the faculty of medicine, university of maastricht: Fostering the interrelationship between professional and education practice. Academic Medicine, 79(10), 990-996.

Van der Vleuten, C. P. M., Schuwirth, L. W. T., Muijtjens, A. M. M., Thoben, A. J. N. M., Cohen-Schotanus, J., & Van Boven, C. P. A. (2004b). Cross institutional collaboration in assessment: A case on progress testing. Medical Teacher, 26(8), 719-725.

Van Diest, R., Van Dalen, J., Bak, M., Schruers, K., Van der Vleuten, C. P. M., Muijtjens, A. M. M., et al. (2004). Growth of knowledge in psychiatry and behavioural sciences in a problem-based learning curriculum. Medical Education, 38(12), 1295-1301.

Van Mameren, H. (2004). Source of future teachers of anatomy. Anat. Rec., 280b(1), 4-5.

Van Tartwijk, J., & Driessen, E. W. (2004). Elektronische portfolios voor levenslang leren. In Dutch e-learning in europe (pp. 43-45). Utrecht: SURF SiX Publicatie leertechnologie in de lage landen.

Van Tartwijk, J., Driessen, E. W., Hoeberigs, B., Kösters, J., Ritzen, M., Stokking, K., et al. (2004a). Werken met een elektronisch portfolio. Thema, 1(4), 20-25.

Van Tartwijk, J., Driessen, E. W., & Rubens, W. (2004b). Functions of electronic portfolios in higher education. In B. P. Gorrissen (Ed.), Dutch e-learning in europe (pp. 8-10). Utrecht: SURF foundation.

Verstappen, W. H. J. M., Van der Weijden, T., Dubois, W. I., Smeele, I., Hermsen, J., Tan, F. E. S., et al. (2004). Improving test ordering in primary care: The added value of a small group quality improvement strategy over classic feedback only. A multicenter randomized trial. Annals of Family Medicine, 2(6), 569-575.

Visschers-Pleijers, A. J. S. F., Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2004). Exploration of a method to analyze group interactions in problem-based learning. Medical Teacher, 26(5), 471-478.

Wass, V., & Van der Vleuten, C. P. M. (2004). The long case. Medical Education, 38(11), 1176-1180.

Wind, L. A., Van Dalen, J., Muijtjens, A. M. M., & Rethans, J. J. (2004). Assessing simulated patients in an educational setting: The masp (maastricht assessment of simulated patients). Medical Education, 38, 39-44.

2003

Bours, G. J. J. W., Halfkens, R. J. G., Berger, M. P. F., Huijber Abu-Saad, H., & Grol, T. P. M. (2003). Development of a model for case-mix adjustment of pressure ulcer prevalence rates. Medical Care, 41, 45-55.

Busari, J. O., Scherpbier, A. J. J. A., Van der Vleuten, C. P. M., & Essed, G. G. M. (2003). The perceptions of attending doctors of the role of residents as teachers of undergraduate clinical students. Medical Education, 37(3), 241-247.

Charlin, B., Bordage, G., & Van der Vleuten, C. P. M. (2003). L'évaluation du raisonnement clinique. Pédagogie Médicale, 4(1), 42-52.

Dalen van, J. (2003). Communicatie vaardigheden: Vergelijking tussen een longitudinaal en een geconcentreerd programma. Tijdschrift voor medisch onderwijs, 22(4), 180-186.

Dijcks, R., Prince, K. J. A. H., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2003). Validity of objective tests towards peer-rated competence by students. Medical Teacher, 25(3), 273-276.

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning & instruction, 13(5), 533-568.

Dolmans, D. H. J. M. (2003). The effectiveness of pbl: The debate continues. Some concerns about the beme-movement. Medical Education, 37, 1129-1130.

Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Scherpbier, A. J. J. A. (2003a). From quality assurance to total quality management: How can quality assurance result in continuous improvement in health professions  education? Education for Health, 16(2), 210-217.

Dolmans, D. H. J. M., Wolfhagen, H. A. P., Scherpbier, A. J. J. A., & Vleuten van der, C. P. M. (2003b). Development of an instrument to evaluate the effectiveness of teachers in guiding small groups. Higher Education, 46, 431-446.

Dornan, T., Scherpbier, A. J. J. A., & Boshuizen, H. P. A. (2003). Towards valid measures of self-directed clinical learning. Medical Education, 37(11), 983-991.

Driessen, E. W., Van Tartwijk, J., Vermunt, J. D., & Van der Vleuten, C. P. M. (2003). Use of portfolios in early undergraduate medical training. Medical Teacher, 25(1), 18-23.

Duimel-Peeters, I. G. P., Houwing, R. H., Teunissen, C. P., Berger, M. P. F., Snoeckx, L. H. E. H., & Halfkens, R. J. G. (2003). A systematic review of the efficacy of topical skin application of dimethyl sulfoxide on wound healing and as an anti-inflammatory drug. Wounds, 15(11), 361-370.

Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2003). Effects of short term implementations of problem-based learning within teacher training. International Journal of Educational Policy, Research & Practice, 3(4), 55-72.

Hoek, J. F., Ribbe, M. W., Hertogh, C. M. P. M., & Van der Vleuten, C. P. M. (2003). The role of the specialist physician in nursing homes: The netherlands' experience. International journal of Geriatric Psychiatry, 18, 244-249.

Jacobs, A. E. J. P., Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Scherpbier, A. J. J. A. (2003). Validation of a short questionnaire to assess the degree of complexity and structuredness of pbl problems. Medical Education, 37(11), 1001-1007.

Janssen-Noordman, A. M. B., Merriënboer van, J. J. G., Vleuten van der, C. P. M., & Scherpbier, A. J. J. A. (2003). Innovatief onderwijs ontwerpen; via leertaken naar complexe vaardigheden. Tijdschrift voor medisch onderwijs, 22(4), 187-195.

Kramer, A., Dusman, H., Tan, L., Jansen, K., Grol, R. P., & Vleuten van der, C. P. M. (2003a). Effect of extension of postgraduate training in general practice on the acquisition of knowledge of trainees. Family Practice, 20(2), 207-212.

Kramer, A., Jansen, K., Düsman, H., Tan, L., & Vleuten van der, C. P. M. (2003b). Acquisition of clinical skills in postgraduate training for general practice. British Journal of General Practice, 53(9), 677-682.

Kramer, A., Muijtjens, A., Jansen, K., Dusman, H., Tan, L., & Van der Vleuten, C. P. M. (2003c). Comparison of a rational and an empirical standard setting procedure for an osce. Medical Education, 37(2), 132-139.

Lutgens, L. C. H. W., Deutz, N. E. P., Gueulette, J., Cleutjens, J. P. M., Berger, M. P. F., Wouters, B. G., et al. (2003). Citrulline: A physiological marker enabling quantitation and monitoring of epithelial radiation induced small bowel damage. International Journal of Radiation Oncology, Biology, Physics, 57(4), 1067-1074.

Maiburg, B., Rethans, J. J., Schuwirth, L. W. T., Mathus-Vliegen, L., & Van Ree, J. (2003). Controlled trial of effect of computer-based nutrition course on knowledge and practice of general practitioners. American Journal of Clinical Nutrition, 77(supplement), 1019S-1024S.

Majoor, G. D., Niemantsverdriet, S., Groen, M. M., Ten Have, G. E. A., Hulstaert, C. E., Nijenhuis, M. A. J., et al. (2003). Internationalisering van het medisch onderwijs: De stand van zaken. Tijdschrift voor medisch onderwijs, 22(1), 18-27.

Mellenbergh, G. J., Ader, H. J., Baird, D., Berger, M. P. F., Cornell, J. E., Hagenaars, J. A. P., et al. (2003). Conceptual issues of research methodology for the behavioural life and social sciences. Journal of the Royal Statistical Society, Series D, 52(2), 211-218.

Moerbeek, M., Van Breukelen, G. J. P., Ausems, M., & Berger, M. P. F. (2003a). Optimal sample sizes in experimental designs with individuals nested within clusters. Understanding Statistics, 2(3), 151-175.

Moerbeek, M., Van Breukelen, G. J. P., & Berger, M. P. F. (2003b). A comparison between traditional methods and multilevel regression for the analysis of multicenter intervention studies. Journal of Clinical Epidemiology, 56, 341-350.

Moerbeek, M., Van Breukelen, G. J. P., & Berger, M. P. F. (2003c). A comparison of estimation methods for multilevel logistic models. Computational Statistics, 18(1), 39-57.

Moust, J. H. C., Roebertsen, H., Dahlmans, H., de Rijk, A., & Savelberg, H. (2003). Probleemgestuurd onderwijs met studieteams. Onderzoek van Onderwijs, 32(3), 44-48.

Muijtjens, A. M. M., Kramer, A. W. M., Kaufman, D. M., & Vleuten van der, C. P. M. (2003). Using resampling to estimate the precision of an empirical standard-setting method. Applied measurement in education, 16(3), 245-256.

Niessen, T., Moust, J. H. C., Roebertsen, H., & Schreurs, M. L. (2003). Ervaringen van een docentenprofessionaliseringstraject. Onderzoek van Onderwijs, 32(3), 49-52.

Nijenhuis, R. J., Muijtjens, A., Luijk van, S. J., Verwijnen, G. M., & Rethans, J. J. (2003). De relatie tussen leerstijlen en deelname van studenten aan het vaardigheidsonderwijs. Tijdschrift voor medisch onderwijs, 22(6), 283-288.

Overeem, K., Driessen, E. W., Tartwijk, v. J., & Vleuten van der, C. P. M. (2003). Portfolio om de basisarts-in-opleiding te begeleiden. Tijdschrift voor Medisch Onderwijs, 22(6), 268-276.

Prince, K. J. A. H., Van Mameren, H., Hylkema, N., Drukker, J., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2003). Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Medical Education, 37(1), 15-21.

Rethans, J. J. (2003). News from egprn. Present changes and ongoing activities. European Journal of General Practice, 9(3), 116.

Ringsted, C., Ostergaard, D., & Scherpbier, A. J. J. A. (2003a). Embracing the new paradigm of assessment in residency training. An assessment programme for first  year residency training in anaesthesiology. Medical Teacher, 25, 50-58.

Ringsted, C., Ostergaard, D., & Vleuten van der, C. P. M. (2003b). Implementation of a formal in-training assessment programme in anaesthesiology and preliminary results of acceptability. Acta Anaesthesiologica  Scandinavica, 47(10), 1196-1203.

Scherpbier, A. J. J. A., Kolle, L. F. J. T. M., Cobben, N. F. C., & Wesseling, G. J. (2003). Wachttijden voor en tijdens de co-assistentschappen. Tijdschrift voor medisch onderwijs, 22(3), 124-127.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2003). Abc of learning and teaching in medicine. Written assessment. British Medical Journal, 326, 643-645.

Schuwirth, L. W. T., & Vleuten van der, C. P. M. (2003). The use of clinical simulations in assessment. Medical Education, 37(supplement 1), 65-71.

Segers, M., Van den Bossche, P., & Teunissen, E. (2003). Evaluating the effects of redesigning a problem-based learning environment. Studies in Educational Evaluation, 29, 315-334.

Tartwijk, v. J., Driessen, E. W., Hoeberigs, B., Kösters, J., Ritzen, M., Stokking, K., et al. (2003). Werken met een elektronisch portfolio. Groningen: Wolters-Noordhoff.

Van Dalen, J. (2003). In the news- could i just finish, please? Education for Health, 16(1), 114-115.

Van der Hem-Stokroos, H. H., Daelmans, H. E. M., Van der Vleuten, C. P. M., Haarman, H. J. T. M., & Scherpbier, A. J. J. A. (2003). A qualitative study of constructive clinical learning experiences. Medical Teacher, 25(2), 120-126.

Van Diest, R., Bak, M., Schruers, K., Van Dalen, J., Scherpbier, A. J. J. A., & Vleuten van der, C. P. M. (2003). Problem-based learning at maastricht university: Evaluation of psychiatric education with the progress test. Medizinische Ausbildung, 4, 197-201.

Van Luijk, S. J., Van Santen-Hoeufft, M., & Schrander, J. (2003). Relevante ervaringen met onderwijs en toetsing van professioneel gedrag. Tijdschrift voor medisch onderwijs, 22(3), 128-138.

Van Puymbroeck, H., Remmen, R., Denekens, J., Scherpbier, A. J. J. A., Bisoffi, Z., & Van den Ende, J. (2003). Teaching problem-solving and decision-making in undergraduate medical education: An instructional strategy. Medical Teacher, 25(5), 547-550.

Wagenaar, A., Scherpbier, A. J. J. A., Boshuizen, H. P. A., & Van der Vleuten, C. P. M. (2003). The importance of active involvement in learning: A qualitative study in learning results and learning processes in different traineeships. Advances in health sciences education, 8, 201-212.

Wass, V., Roberts, C., Hoogenboom, R., Jones, R., & Vleuten van der, C. P. M. (2003a). Effect of ethnicity on performance in a final objective structured clinical examination: Qualitative and quantitative study. British Medical Journal, 326(7393), 800-803.

Wass, V., Wakeford, R., Neighbour, R., & Van der Vleuten, C. P. M. (2003b). Achieving acceptable reliability in oral examinations: An analysis of the royal college of general practitioners membership examination's oral component. Medical Education, 37(2), 126-131.

2002

Alves de Lima, A. E., Henquin, R., Thierer, J., Lamari, S., Paulin, J., Belcastro, F., et al. (2002). La forma de evaluar influye en los estilos de aprendizaje. Experiencia en una residencia en cardiologia. Educacion medica, 70, 478-488.

Bender, W., Van Rossum, H. J. M., Ten Cate, T. J., & Scherpbier, A. J. J. A. (2002). Ko smal en de grensverschuivingen in het medisch onderwijs. Tijdschrift voor Medisch Onderwijs, 21(1), 41-48.

Bouhuijs, P., Ackermann, M., Gulikers, M., & Dolmans, D. (2002). Zijn tweede fase studenten beter voorbereid op probleemgestuurd onderwijs? Onderzoek van Onderwijs, 31(2-3), 26-28.

Busari, J. O., Prince, K. J. A. H., Scherpbier, A. J. J. A., Van der Vleuten, C. P. M., & Essed, G. G. M. (2002). How residents perceive their teaching role in the clinical setting: A qualitative study. Medical Teacher, 24(1).

Charlin, B., Desaulniers, M., Cagnon, R., Blouin, D., & Van der Vleuten, C. P. M. (2002). Comparison of an aggregate scoring method with a consensus scoring method in a measure of clinical reasoning capacity. Teaching and Learning in Medicine, 14(3), 150-156.

De Grave, W. S., Dolmans, D. H. J. M., & Van der Vleuten, C. P. M. (2002). Student perspectives on critical incidents in the tutorial group. Advances in Health Sciences Education(7), 201-209.

Dierick, S., Van de Watering, G., & Muijtjens, A. (2002). De actuele kwaliteit van assessment: Ontwikkelingen in de edumetrie. In F. Dochy, L. Heylen & H. Van de Mosselaer (Eds.), Assessment in onderwijs; nieuwe toetsvormen en examinering in studentgericht onderwijs en competentiegericht onderwijs (Vol. ISBN 90 5931 015 2, pp. 91-122): Uitgeverij Lemma BV Utrecht.

Dijcks, R., Verwijnen, G. M., Schuwirth, L., Van Mameren, H., Prince, C. J. A. H., Scherpbier, A., et al. (2002). Toetsing in context: Een onderzoek naar de effecten van klinische context in een anatomietoets. Tijdschrift voor Medisch Onderwijs, 21(6), 259-266.

Dolmans, D. (2002). Introduction. In G. R. Norman, C. Van der Vleuten & D. I. Newble (Eds.), International handbook of research in medical education (pp. 159-161): Kluwer Academic Publishers.

Dolmans, D. H. J. M., Fluit, L. C. R. M., de Jong, P. G. M., Remmen, R., Room, P., & Sterman-Vleeschdrager, M. (2002a). Nvmo-congres 2001. Tijdschrift voor Medisch Onderwijs, 21(4), 143-145.

Dolmans, D. H. J. M., Gijselaers, W. H., Moust, J. H. C., De Grave, W. S., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (Writer) (2002b). Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research, Medical Teacher.

Dolmans, D. H. J. M., Wolfhagen, H. A. P., Essed, G. G. M., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2002c). The impact of supervision, patient mix, and numbers of students on the effectiveness of clinical rotations. Academic Medicine, 77(4), 332-335.

Dolmans, D. H. J. M., Wolfhagen, H. A. P., Essed, G. G. M., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2002d). Students' perceptions of relationships between some educational variables in the out-patient setting. Medical Education(36), 735-741.

Gorter, S., Rethans, J. J., Van der Heijde, D., Scherpbier, A. J. J. A., Houben, H., Van der Vleuten, C. P. M., et al. (2002). Reproducibility of clinical performance assessment in practice using incognito standardized patients. Medical Education, 36(9), 827-832.

Govaerts, M. J. B., Van der Vleuten, C. P. M., & Schuwirth, L. W. T. (2002). Optimising the reproducibility of a performance-based assessment test in midwifery education. Advances in Health Sciences Education, 7, 133-145.

Hays, R. B., Davies, H. A., Beard, J. D., Caldon, L. J. M., Farmer, E. A., Finucane, P. M., et al. (2002). Selecting performance assessment methods for experienced physicians. Medical Education, 36(10), 910-917.

In 't Groen, H. (2002). Probleemgestuurd onderwijs op afstand: De virtuele onderwijsgroep. Onderzoek van Onderwijs(maart 2002), 8-11.

Janssen-Noordman, A. M. B., & van Merriënboer, J. J. G. (2002). Innovatief onderwijs ontwerpen. In Innovatief onderwijs ontwerpen (Vol. ISBN 90-01-43246-8, pp. 1-171): Wolters-Noordhoff bv Groningen /Houten.

Kilminster, S., Jolly, B., & Van der Vleuten, C. P. M. (2002). A framework for effective training for supervisors. Medical Teacher, 24(4), 385-389.

Kramer, A. W. M., Jansen, J. J. M., Zuithoff, P., Düsman, H., Tan, L. H. C., Grol, R. P. T. M., et al. (2002). Predictive validity of a written knowledge test of skills for an osce in postgraduate training for general practice. Medical Education, 36(9), 812-819.

Lew, S. R., Page, G. G., Schuwirth, L. W. T., Baron-Maldonado, M., Lescop, J. M. J., Paget, N. S., et al. (2002). Procedures for establishing  defensible programmes for  assessing practice performance. Medical Education, 36(10), 936-941.

Muijtjens, A., & Wijnen, W. (2002). Toetsen met voortgangstoetsen. In H. Van Berkel & A. Bax (Eds.), Toetsen in het hoger onderwijs (Vol. ISBN 90-313-3639-4, pp. 181-193): Bohn Stafleu Van Loghum.

Oosterheert, I. E., Vermunt, J. D., & Denessen, E. (2002a). Assessing orientations to learning to teach. British Journal of Educational Psychology, 72, 41-64.

Oosterheert, I. E., Vermunt, J. D., & Veenstra, R. (2002b). Manieren van leren onderwijzen en relaties met persoonsgebondenen contextuele variabelen. Pedagogische Studien, 79(4), 251-268.

Oosterhof, I., De Grave, W. S., Dolmans, D. H. J. M., Schaper, N. C., & Van der Vleuten, C. P. M. (2002). De ontwikkeling van een instrument om het functioneren van begeleiders van de klinische onderwijsgroep te meten. Tijdschrift voor Medisch Onderwijs, 21(3), 122-130.

Schelfhout, W., Dochy, F., & Janssens, S. (2002). Opleiden tot constructivistisch onderwijs. Tijdschrift voor Hoger Onderwijs, 20(4), 267-286.

Scherpbier, A. J. J. A., & Zwierstra, R. P. (2002). De kwaliteit van de medische opleidingen getoetst? Tijdschrift voor Medisch Onderwijs, 21(1), 2-8.

Schmidt, H. G., & Moust, J. H. C. (2002). Factors effecting small-group tutorial learning: A review of research. Inverno, 34, 79-112.

Schuwirth, L. (2002). Professional development in undergraduate medical curricula from an assessment point of view. Medical Education, 36, 312-313.

Schuwirth, L. W. T., Southgate, L., Page, G. G., Paget, N. S., Lescop, J. M. J., Lew, S. R., et al. (2002). When enough is enough: A conceptual basis for fair and defensible practice performance assessment. Medical Education, 36(10), 925-930.

Sluijsmans, D. M. A., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2002). Peer assessment training in teacher education: Effects on performance and perception. Assessment & Evaluation in Higher Education, 27(5), 443-454.

Van Berkel, H. J. M., & Wolfhagen, H. A. P. (2002). The dutch system of external quality assessment: Description and experiences. Education for Health, 15(3), 335-345.

Van Dalen, J., Kerkhofs, E., Van Knippenberg-van den Berg, B. W., Van den Hout, H. A., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2002a). Longitudinal and concentrated communication skills programmes: Two dutch medical schools compared. Advances in Health Sciences Education, 7, 29-40.

Van Dalen, J., Kerkhofs, E., Verwijnen, G. M., Van Knippenberg-van den Berg, B. W., Van den Hout, H. A., Scherpbier, A. J. J. A., et al. (2002b). Predicting communication skills with a paper-and-pencil test. Medical Education, 36(2), 148-154.

van Luijk, S. J., Perquin, M. L. F., & Tans, G. (2002). Het begeleiden van studenten met tekortkomingen op het gebied van professioneel gedrag. Tijdschrift voor Medisch Onderwijs, 21(5), 228-235.

Verhoeven, B. H., Verwijnen, G. M., Muijtjens, A., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2002a). Panel expertise for an angoff standard setting procedure in progress testing: Item writers compared to recently graduated  students. Medical Education, 36(9), 860-867.

Verhoeven, B. H., Verwijnen, G. M., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2002b). Growth of medical knowledge. Medical Education, 36(8), 711-717.

Vermetten, Y. J., Vermunt, J. D., & Lodewijks, H. G. (2002). Powerful learning environments? How university students differ in their response to instuctional measures. Learning and Instruction, 12, 263-284.

Wolfhagen, H. A. P., Dolmans, D. H. J. M., Bastiaens, T., & Scherpbier, A. J. J. A. (2002). Interne kwaliteitszorg in ontwikkeling: Wolters Noordhoff Groningen.

Ziada, S., Dolmans, D. H. J. M., H.A.P., W., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2002). De ontwikkeling van de tutorfeedbacklijst. Tijdschrift voor Medisch Onderwijs, 21(1), 9-17.

2001

Boumans, M. L., Diris, J. H. C., Nap, M., Muijtjens, A. M. M., Maessen, J. G., Van Dieijen-Visser, M. P., et al. (2001). Creatine kinase isoenzyme mb (ckmb) controversy: Perimortal tissue acidosis may explain the absence ofckmb in myocardium at autopsy. Clinical Chemistry, 47(9), 1733-1735.

Brailovsky, C., Charlin, B., Beausoleil, S., Cote, S., & Van der Vleuten, C. (2001). Measurement of clinical reflective capacity early in training as a predictor of clinical reasoning performance at the end of residency: An experimental study on the script concordance test. Medical Education, 35, 430-436.

Bruining, A., Verheggen, M. M., & Schuwirth, L. W. T. (2001). Een beter inzicht in de aard van het cueing-effect. Tijdschrift voor Medisch Onderwijs, 20(5), 183.

Daelmans, H. E. M., Scherpbier, A. J. J. A., Van der Vleuten, C. P. M., & Donker, A. J. M. (2001). Reliability of clinical oral examinations re-examined. Medical Teacher, 23(4), 422-424.

De Grave, W. S., Dolmans, D. H. J. M., & Van der Vleuten, C. P. M. (2001a). Student perceptions about the occurrence of critical incidents in tutorial groups. Medical Teacher, 23(1), 49-54.

De Grave, W. S., Moust, J. H., & Hommes, J. A. (2001b). De rol van de tutor: Wolters Noordhoff.

De Grave, W. S., Schmidt, H. G., & Boshuizen, H. P. A. (2001c). Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students. Instructional Science, 29, 33-44.

De Groot, M. J. M., Muijtjens, A. M. M., Simoons, M. L., Hermens, W. T., & Glatz, J. F. C. (2001). Assessment of coronary reperfusion in patients with myocardial infarction using fatty acid binding protein concentrations in plasma. Heart, 85(3), 278-285.

Dijcks, R., Dolmans, D. H. J. M., & Glatz, J. F. C. (2001). Het gebruik van engels als voertaal in het medisch onderwijs. Tijdschrift voor Medisch Onderwijs, 20(4), 134-139.

Dobbs, F., Azeredo, Z., Pouchain, D., Mol, S., Rethans, J.-J., & Sandholzer, H. (2001). Education for research strategy. European Journal of General Practice, 7, 161-163.

Dochy, F., Moerkerke, G., De Corte, E., & Segers, M. (2001). The assessment of quantative problem-solving skills with "none of the above" items. European Journal of Psychology of Education, 16, 163-177.

Dochy, F., & Segers, M. (2001). Using information and communication technology in tomorrow's universities and using assessment as a tool for learning by means of ict. In H. Van der Molen (Ed.), Virtual university? Educational environments of the future (Vol. ISBN 185578145X, pp. 67-83). London: Portland Press Ltd.

Dolmans, D., Wolfhagen, H. A. P., & Van der Vleuten, C. (2001a). Leren in probleemgestuurd onderwijs. In A. W. J. v. d. Linden (Ed.), Leren in perspectief (Vol. ISBN 90-441-1160-4, pp. 45-54): Garant Uitgevers n.v.

Dolmans, D., Wolfhagen, I., & Van der Vleuten, C. (2001b). Why aren't they working? In P. Schwartz, S. Mennin & G. Webb (Eds.), Problem based learning (Vol. ISBN 0 7494 3492 9, pp. 135-141): Kogan Page Limited.

Dolmans, D. H. J. M., Wolfhagen, H. A. P., Essed, G. G. M., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2001c). Students' perceptions of time spent during clinical rotations. Medical Teacher, 23(5), 471-475.

Dolmans, D. H. J. M., Wolfhagen, H. A. P., Scherpbier, A. J. J. A., & Van der Vleuten, C. P. M. (2001d). Relationship of tutors' group-dynamics skills to their performance ratings in problem-based learning. Academic Medicine, 76(5), 473-476.

Dolmans, D. H. J. M., Wolfhagen, H. A. P., Van der Vleuten, C. P. M., & Wijnen, W. H. F. W. (2001e). Solving problems with group work in problem-based learning: Hold on to the philosophy. Medical Education, 35, 884-889.

Duijkers, H., Gulikers-Dinjens, M., & Boshuizen, H. P. A. (2001). Begeleiden van leerlingen bij het zoeken, selecteren en beoordelen van informatie; een praktische studie naar het aanleren van selectievaardigheden in het vwo. In J. Ahlers, T. Hoogbergen, P. Leenheer & J. De Vos (Eds.), Handboek studiehuis tweede fase (Vol. ISBN 9014070438, pp. 6.22/21-26.22/34): Kluwer, Alphen aan den Rijn.

Essed, G. G. M., & Nieuwenhuijzen Kruseman Smit, N. J. M. (2001). Fysische diagnostiek - het vaginaal toucher. Nederlands Tijdschrift voor Geneeskunde, 145(44), 2115-2120.

Goedhuys, J., & Rethans, J.-J. (2001). On the relationship between the efficiency and the quality of the consultation. A validity study. Family Practice, 18(6), 592-596.

Gorter, S., Van der Linden, S., Brauer, J., Van der Heijde, D., Houben, H., Rethans, J.-J., et al. (2001a). Rheumatologists' performance in daily practice. Arthiritis Care & Research, 45, 16-27.

Gorter, S. L., Rethans, J.-J., Scherpbier, A. J. J. A., Van der Linden, S., Van Santen-Hoeufft, M. H. M., Van der Heijde, D. M. F. M., et al. (2001b). How to introduce incognito standardized patients into outpatient clinics of specialists in rheumatology. Medical Teacher, 23(2), 138-144.

Govaerts, M. J. B., Schuwirth, L. W. T., Pin, A., Clement, M. E. J., & Van der Vleuten, C. P. M. (2001). Objective assessment is needed to ensure competence. British Journal of Midwifery, 9(3), 156-161.

Gulikers-Dinjens, M., Duijkers, H., Pans, R. H. M. C., & Boshuizen, H. P. A. (2001). Begeleiden van leerlingen bij het uitvoeren van opdrachten en werkstukken; een praktische studie naar het aanleren van onderzoeksvaardigheden in de tweede fase van het vo. In J. Ahlers, T. Hoogbergen, P. Leenheer & J. De Vos (Eds.), Handboek studiehuis tweede fase (Vol. ISBN 9014070438, pp. 6.19/11-16.19/36): Kluwer, Alphen aan den Rijn.

Hasman, A., & Boshuizen, H. P. A. (2001). Medical informatics and problem-based learning. Methods of Information in Medicine, 40, 78-82.

Hoek, J. F., Ribbe, M. W., Hertogh, C. M. P. M., & Van der Vleuten, C. P. M. (2001). The specialist training program for nursing home physicians: A new professional challenge. JAMDA, november/december 2001, 326-330.

Houtepen, H. J. E., & Van Berkel, H. J. M. (2001). Op weg naar rendementbepalingen van scholing; richtlijnen effectevaluatie van bij-nascholingen op werkgedragniveau. Onderwijs en Gezondheidszorg, 5, 15-19.

Hylkema, N., Prince, C. J. A. H., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2001). Wat gebeurt er met resultaten van onderzoek van onderwijs in de onderwijspraktijk. Tijdschrift voor Medisch Onderwijs, 20(1), 2-7.

Jansen, J. J. M., Kramer, A. W. M., Scherpbier, A. J. J. A., Van der Vleuten, C. P. M., & Tan, L. H. C. (2001). Beheersing van medisch-technische vaardigheden door huisartsen-in-opleiding en huisartsopleiders. Tijdschrift voor Medisch Onderwijs, 20(1), 25-31.

Moerbeek, M., Van Breukelen, G. J. P., & Berger, M. P. F. (2001a). Optimal experimental designs for multilevel logistic models. The Statistician, 50, 17-30.

Moerbeek, M., Van Breukelen, G. J. P., & Berger, M. P. F. (2001b). Optimal experimental designs for multilevel models with covariates. Communication in Statistics, Theory and Methods, 30(12), 2683-2697.

Moerbeek, M., Van Breukelen, G. J. P., & Berger, M. P. F. (2001c). A review of four methods for the analysis of multilevel experimental data. Kwantitatieve Methoden, 22, 51-74.

Moust, J. H. (2001a). 25 jaar tutor in pgo. Tijdschrift voor Hoger Onderwijs, 19(4), 278-291.

Moust, J. H. (2001b). Probleemgestuurd onderwijs, bekneld tussen de rekkelijken en de preciezen. Onderzoek van Onderwijs, april 2001(nummer 1), 7-11.

Moust, J. H. C., Bouhuijs, P. A. J., & Schmidt, H. G. (2001). Problem-based learning: A student guide. Groningen: Wolters-Noordhoff.

Murray, E. (2001). Teaching internal medicine in general practice: An evaluation. Unpublished ISBN 90-5398-058-X.

Murray, E., Alderman, P., Coppola, W., Grol, R., Bouhuijs, P., & Van der Vleuten, C. (2001). What do students actually do on an internal medicine clerkship? A log diary study. Medical Education, 35(12), 1101-1107.

Nieuwenhuis, L., Mulder, R., Jellema, M., & Van Berkel, H. (2001). Tussen voorschrift en anatomie: Het organiseren van attractief beroepsonderwijs. Pedagogische Studien, 78(6), 412-424.

Oosterheert, I. E., & Vermunt, J. D. (2001). Individual differences in learning to teach: Relating cognition, regulation and affect. Learning and Instruction, 11, 133-156.

Ouwens, M. J. N. M., Tan, F. E. S., & Berger, M. P. F. (2001a). Local influence to detect influential data structures for generalized linear mixed models. Biometrics, 57(4), 101-107.

Ouwens, M. J. N. M., Tan, F. E. S., & Berger, M. P. F. (2001b). On the maximum designs for logistic random effects models with covariates. In B. Klein & L. Korsholm (Eds.), New trends in statistical modelling (pp. 321-328). Conference proceedings of the 16th IWSM, Odense, Denmark.

Pans, R. H. M. C., & Gulikers-Dinjens, M. (2001). Nederland een mulitculturele samenleving. Een integratief multidisciplinair project voor 4 vwo. In J. Ahlers, T. Hoogbergen, P. Leenheer & J. De Vos (Eds.), Handboek studiehuis tweede fase (Vol. ISBN 9014070438, pp. 6.20/21-26.20/47): Kluwer, Alphen aan den Rijn.

Pletinckx, J., & Segers, M. (2001). Programme evaluation as an instrument for quality assurance in a student-oriented educational system. Studies in Educational Evaluation, 27, 355-372.

Remmen, R., Scherpbier, A., Denekens, J., Derese, A., Hermann, I., Hoogenboom, R., et al. (2001a). Correlation of a written test of skills and a performance based test: A study in two traditional medical schools. Medical Teacher, 23(1), 29-32.

Remmen, R., Scherpbier, A., Van der Vleuten, C., Denekens, J., Derese, A., Hermann, I., et al. (2001b). Effectiveness of basic clinical skills training programmes: A cross-sectional comparison of four medical schools. Medical Education, 35, 121-128.

Ringsted, C., Schroeder, T. V., Henriksen, J., Ramsing, B., Lyngdorf, P., Jonsson, V., et al. (2001). Medical students' experiences in practical skills is far from stakeholders' expectations. Medical Teacher, 23(4), 412-416.

Scherpbier, A. J. J. A., Van der Vleuten, C. P. M., Dunselman, G., & Wesseling, G. J. (2001). De opleiding geneeskunde in 2010. Medisch Contact, 56(39), 1413-1416.

Schmidt, H. G., & Moust, J. H. (2001). Towards a taxonomy of problems used in problem based curricula. Journal on Excellence in College Teaching.

Schreurs, M. L., Moust, J. H. C., Roebertsen, H., Niessen, T., Seesing, T., & Van Mansum, W. (2001). Effects of a faculty development project: Experiences of teachers. Paper presented at the 9th EARLI conference, Fribourg, Switserland.

Schuwirth, L. W. T., Verheggen, M. M., Van der Vleuten, C. P. M., Boshuizen, H. P. A., & Dinant, G.-J. (2001). Do short cases elicit different thinking processes than factual knowledge questions do? Medical Education, 35, 348-356.

Segers, M., & Dochy, F. (2001). New assessment forms in problem-based learning: The value-added of the students' perpective. Studies in Higher Education, 26(3), 327-343.

Segers, M., Dochy, F., & Dierick, S. (2001). Een ander onderwijsmodel. Een ander toetsmodel? In A. Wald (Ed.), Leren in perspectief (pp. 157-173). Dordrecht: Kluwer.

Svab, I., Kvetoslav, S., & Crebolder, H. (2001). General practice teaching and basic medical education in europe. European Journal of General Practice, 7, 112-114.

Tan, F. E. S., Ouwens, M. P. A., & Berger, M. P. F. (2001). Detection of influential observations in longitudinal mixed effects regression models. The Statistician, 50(3), 271-284.

Tan, F. E. S., & Zeegers, M. P. A. (2001a). An asymptotically unbiased estimator of exposed versus non-exposed odds ratio from reported dose-response data. Statistical Methods in Medical Research, 10, 311-323.

Tan, F. E. S., & Zeegers, M. P. A. (2001b). On the analysis of study specific odds ratios in meta-analysis. In B. Klein & L. Korsholm (Eds.), New trends in statistical modelling (pp. 513-516). Conference proceedings of the 16th IWSM, Odense, Denmark.

Te Sligte, K., Van Dalen, J., Verwijnen, G. M., & Rethans, J.-J. (2001). Redenen voor verzuim door studenten na vrijwillige inschrijving voor simulatiepatientcontacten. Tijdschrift voor Medisch Onderwijs, 20(5), 214-219.

Ter Burg, J., Emons, W. H. M., Mol, S. S. L., & Schuwirth, L. W. T. (2001). Bepaling van de referentiewaarde bij screenende kennistoetsen door het nhg met de methode van angoff. Tijdschrift voor Medisch Onderwijs, 20(1), 17-24.

Van Dalen, J. (2001). Communication skills: Teaching, testing and learning. Unpublished ISBN 905278 319 5, Universiteit Maastricht, Maastricht.

Van Dalen, J., Bartholomeus, P., Kerkhofs, E., Lulofs, R., Van Thiel, J., Rethans, J.-J., et al. (2001). Teaching and assessing communication skills in maastricht: The first twenty years. Medical Teacher, 23(3), 245-251.

Van den Bossche, P., Segers, M., Gijbels, D., & Dochy, F. (2001a). Effecten van een probleemgestuurd economisch curriculum. Tijdschrift voor Hoger Onderwijs, 19(4), 254-278.

Van den Bossche, P., Segers, M., Gijbels, D., & Dochy, F. (2001b). Effects of problem based learning in business education: A comparison between a pbl and a conventional educational approach. Paper presented at the 82nd annual meeting of the American educational research, Seattle, USA.

Van den Hurk, M. M., Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2001a). Quality of student-generated learning issues in a problem-based curriculum. Medical Teacher, 23(6), 567-571.

Van den Hurk, M. M., Dolmans, D. H. J. M., Wolfhagen, H. A. P., & Van der Vleuten, C. P. M. (2001b). Testing a causal model for learning in a problem-based curriculum. Advances in Health Sciences Education, 6(2), 141-149.

Van der Hem-Stokroos, H. H., Scherpbier, A. J. J. A., Van der Vleuten, C. P. M., De Vries, H., & Haarman, H. J. T. M. (2001). How effective is a clerkship as a learning environment? Medical Teacher, 23(6), 599-604.

Van der Vleuten, C. P. M. (2001). Mas alla de la intuicion. Boletin de la RED-U, 1(2), 5-16.

Van Luijk, S. J., & Van der Vleuten, C. P. M. (2001). Assessment in problem-based learning. Annals Academy of Medicine, 30(4), 347-352.

Van Oosterhout, M. F. M., Arts, T., Muijtjens, A. M. M., Reneman, R. S., & Prinzen, F. W. (2001). Remodeling by ventrical pacing in hypertrophying dog hearts. Cardiovascular Research, 49, 771-778.

Verheggen, M. M., Schuwirth, L. W. T., Boshuizen, H. P. A., Dinant, G.-J., & Van der Vleuten, C. P. M. (2001). Leiden korte-casustoetsen tot andere denkprocessen dan feitenkennisvragen. Tijdschrift voor Medisch Onderwijs, 20(1), 8-16.

Vermetten, Y. J., Lodewijks, H. G., & Vermunt, J. D. (2001). The role of personality traits and goal orientations in strategy use. Contemporary Educational Psychology, 26, 149-170.

Visschers-Pleijers, A. J. S. F., Mulders, D. J. W. M., & Van de Wouw, H. M. W. J. (2001). Meeliftgedrag bij samenwerkend leren. Onderzoek van Onderwijs, 38-41.

Wass, V., Jones, R., & van der vleuten, C. (2001a). Standardized or real patients to test clinical competence? The long case revisited. Medical Education, 35, 321-325.

Wass, V., McGibbon, D., & Van der Vleuten, C. (2001b). Composite undergraduate clinical examinations: How should the components be combined to maximize reliability? Medical Education, 35, 326-330.

Wass, V., Van der Vleuten, C., Shatzer, J., & Jones, R. (2001c). Assessment of clinical competence. The Lancet, 357, 945-950.

Zanting, A., Verloop, N., & Vermunt, J. D. (2001a). Student teachers' beliefs about mentoring and learning to teach during teaching practice. British Journal of Educational Psychology, 71, 57-80.

Zanting, A., Verloop, N., & Vermunt, J. D. (2001b). Student teachers eliciting mentors' practical knowledge and comparing it to their own beliefs. Teaching and Teacher Education, 17, 725-740.

Zeegers, M. P. A., Tan, F. E. S., Goldbohm, R. A., & van den Brandt, P. A. (2001). Are coffee and tea consumption associated with urinary tract cancer risk? A systematic review and meta-analysis. International Journal of Epidemiology, 30, 353-362.

2000

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Ambergen, T., & Tan, F. (2000). Verdelingsvrije statistiek. In M. P. F. Berger, T. Imbos & M. P. E. Janssen (Eds.), Methodologie en statistiek (pp. 181-211). Maastricht: Datawyse/Universitaire Pers.

Arts, J. A. R. M., Gijselaers, W. H., & Boshuizen, H. P. A. (2000a). Expertise development in managerial sciences: The use of knowledge types in problem-solving. In Annual meeting of the american educational research association (pp. 1-19). New Orleans.

Arts, J. A. R. M., Gijselaers, W. H., Kleijnen, M., Lemmink, J., Lievens, A., & Segers, M. (2000b). Design of authentic learning environments in problem-based marketing education. In Annual edineb conference. Newport Beach, California, USA.

Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764.

Berger, M. P. F., & Boots, K. M. (2000). Statistiek leren met vallen en opstaan. Nederlands Tijdschrift voor Geneeskunde, 3(2).

Berger, M. P. F., Imbos, T., & Janssen, M. P. E. (Eds.). (2000a). Methodologie en statistiek (Vol. Deel II). Maastricht: Universitaire Pers.

Berger, M. P. F., King, J., & Wong, W. K. (2000b). Minimax d-optimal designs for items response theory models. Psychometrika, 65(3), 377-390.

Berger, M. P. F., & Tan, F. E. S. (2000). Meervoudige variantenanalyse. In M. P. F. Berger, T. Imbos & M. P. E. Janssen (Eds.), Methodologie en statistiek (Vol. Deel II, pp. 69-102). Maastricht: Universitaire Pers.

Blok, G. A., Kraan, G. A., Van Dalen, J., Gurp, M. E. G., Van der Vecht, E., & Van Wezel, H. B. M. (2000). Ervaringen van nabestaanden van donoren met de donatieprocedure: Vergelijking tussen 1995 en 1998. Nederlands Tijdschrift voor Geneeskunde, 144(14), 663-667.

Bollen, L., Janssen, B., & Gijselaers, W. H. (2000). Measuring the effect of innovations in teaching methods on the performance of accounting students. In Seventh edineb conference. Newport Beach, California, USA.

Borghans, L., Gijselaers, W. H., Milter, R. G., & Stinson, J. E. (Eds.). (2000). Educational innovation in economics and business v; business education for the changing workplace: Kluwer Academic Publisher.

Boshuizen, H. P. A., & Schmidt, H. G. (2000). The development of clinical reasoning expertise. In J. Higgs & M. Jones (Eds.), Clinical reasoning in the health profession (2nd ed., pp. 15-22): Butterworth Heinemann Oxford.

Busari, J. O., Scherpbier, A. J. J. A., van der Vleuten, C. P. M., & Essed, G. E. (2000). Residents' perception of their role in teaching undergraduate students in the clinical setting. Medical Teacher, 22(4), 348-353.

Charlin, B., MD, MA (ed), Tardif, J. D. s., & Boshuizen, H. P. A. (2000a). Scripts and medical diagnostic knowledge: Theory and applications for clinical reasoning instruction and research. Academic Medicine, 75(2), 182-190.

Charlin, B., Roy, L., Brailovsky, C., Goulet, F., & Van der Vleuten, C. (2000b). The script concordance test: A tool to assess the reflective clinician. Teaching and Learning in medicine, 12(4), 189-195.

Dautzenberg, M. G. H., Diederiks, J. P. M., Philipsen, H., Stevens, F. C. J., Tan, F. E. S., & Vernooy-Dassen, M. J. F. J. (2000). The competing demands of paid work and parent care. Research on aging, 22, 165-187.

Dolmans, D., & Snellen, H. A. M. (2000). Problem construction (M. Gorsira, Trans.): Datawyse/Universitaire Pers Maastricht.

Dolmans, D., Wolfhagen, I., Van der Vleuten, C., & Wijnen, W. (2000). Probleemgestuurd onderwijs in het hoger onderwijs: Een hype of een paradigma-verandering? In J. Van der Linden & E. Roelofs (Eds.), Leren in dialoog: Een discussie over samenwerkend leren in onderwijs en opleiding (pp. 179-195): Wolters-Noordhoff Groningen.

Dolmans, D. H. J. M., & Schmidt, H. G. (2000). What directs self-directed learning in a problem-based curriculum. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 251-262): Lawrence Erlbaum Associates, Publishers London.

Driessen, E., & Van der Vleuten, C. (2000). Matching student assessment to problem-based learning: Lessons from experience in a law faculty. Studies in Continuing Education, 22(2), 235-248.

Gercama, A. J., Haan de, M., & Vleuten, C. P. M. (2000). Reliability of the amsterdam clinical challenge scale (accs) - a new instrument to assess the level of difficulty of patient cases in medical education. Medical Education, 34(7), 519-525.

Gijselaers, W. H. (2000). Studeren voor nieuwe geleerden: Over de kunst van het organiseren.Unpublished manuscript, Maastricht.

Gijselaers, W. H., & Arts, J. A. R. M. (2000). Effects of gender and mood on recall in expertise research. In Annual meeting of the american educational research association (pp. 1-17). New Orleans.

Gordon, J., Hazlett, C., Ten Cate, O., Mann, K., Kilminster, S., Prince, K., et al. (2000). Strategic planning in medical education. Medical Education, 34, 841-850.

Gorter, S., Rethans, J.-J., Scherpbier, A. J. J. A., Van Heijde, D., Houben, H., Van der Vleuten, C. P. M., et al. (2000a). A review of methodologies in writing case specific checklists for standardized patient-based assessment in internal medicine. Academic Medicine, 75, 77-84.

Gorter, S., Rethans, J.-J., Van der Heijde, D., Scherpbier, A. J. J. A., Houben, H. H. M. L., Van der Vleuten, C. P. M., et al. (2000b). Preparing a standardized patient project to assess daily clinical practice of rheumatologists. In D. E. Melnick (Ed.), Eighth international ottawa conference on medical education and assessment proceedings (pp. 768-771). Philadelphia.

Gorter, S. L., Rethans, J. J., & Scherpbier, A. J. J. A. (2000c). De rol van (simulatie) patienten in het onderwijs. Tijdschrift voor Medisch Onderwijs, 19(2), 42-48.

Govaerts, M. J. B., Schuwirth, L. W. T., Van der Vleuten, C. P. M., Pin, A. K., & Clement, M. E. J. (2000). Een toets voor de beoordeling van verloskundige competentie. Tijdschrift voor Medisch Onderwijs, 19(4), 118-127.

Hasman, A. (2000). Problem-based education and health informatics. Technology and Informatics, 57, 15-23.

Hasman, A., & Haux, R. (2000). Thoughts about curricula in health informatics. Technology and Informatics, 72, 27-33.

Haux, R., Grant, A., & Hasman, A. (2000). Recommendations of the international medical informatics. Methods of Information in Medicine, 39(3), 267-277.

Imbos, T., & Berger, M. P. F. (2000). Basiskenmerken van onderzoeksdesigns. In M. P. F. Berger, T. Imbos & M. P. E. Janssen (Eds.), Methodologie en statistiek (pp. 11-24). Maastricht: Datawyse Universitaire Pers.

Jaarsma, T., Halfens, R., Tan, F. E. S., Huijer Abu-Saad, H., Dracup, K., & Diederiks, J. (2000). Self-care and quality of life in patients with advanced heart failure: The effect of a supportive educational intervention. Heart & Lung, 29(5), 319-331.

Jansen, J. J. M., Grol, R. P. T. M., Van der Vleuten, C. P. M., Scherpbier, A. J. J. A., Crebolder, H. F. J. M., & Rethans, E. J. J. (2000). Effect of a short skills training course on competence and performance in general practice. Medical Education, 34(1), 66-71.

Janssen-Noordman, A., Van Merrienboer, J., Van der Vleuten, C., & Bouhuijs, P. (2000). Het leren van complexe taken. Onderzoek van Onderwijs, november 2000, 37-40.

Jongbloets, M. W. M., Dolmans, D. H. J. M., Hoogenboom, R. J. I., & Wolfhagen, H. A. P. (2000). Het ritme van tijdsbesteding van de pgo-student. Tijdschrift voor Medisch Onderwijs, 19(2), 49-56.

Kaufman, D. M., Mann, K. V., Muijtjens, A. M. M., & Van der Vleuten, C. P. M. (2000). A comparison of standard-setting procedures for an osce in undergraduate medical education. Academic Medicine, 75(3), 267-271.

Kerkhofs, E. E. M., Jansvedel, L. A. T., Scherpbier, A. J. J. A., Van Dalen, J., Havas, J., Kruseman, H., et al. (2000). Het volgen van een training gynaecologisch en/of andrologisch onderzoek: Kenmerken van wel- en niet-deelnemende studenten. Tijdschrift voor Medisch Onderwijs, 19(5), 191-197.

McKinley, R. K., Fraser, R. C., Van der Vleuten, C. P. M., & Hastings, A. M. (2000). Formative assessment of the consultation performance of medical students in the setting of general practice using a modified version of the leicester assessment package. Medical Education, 34(7), 573-579.

Metz, J., Van der Vleuten, C., & Jacobs, A. (2000). Evaluacion de las habilidades. In J. Metz, M. Patricio, J. M. Peinado & Szekeres (Eds.), Recursos para profesores en la ensenanza de las habilidades medicas (pp. 107-139): Pecs Medical University.

Meyer, J. H. F., & Vermunt, J. D. (2000). Introduction to the special issue on 'dissonant study orchestrations in higher education-manifestations and effects'. European Journal of Psychology of Education, 15, 3.

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