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How argumentation theory can inform assessment validity: A critical review

Medical education, 2022-11, Vol.56 (11), p.1064-1075

2022

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Knowledge syntheses in medical education: Meta-research examining author gender, geographic location, and institutional affiliation

PloS one, 2021-10, Vol.16 (10), p.e0258925-e0258925

2021

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Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning

Medical education, 2020-03, Vol.54 (3), p.234-241

2020

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How do validity experts conceptualise argumentation? It's a rhetorical question

Medical education, 2024-08, Vol.58 (8), p.989-997

2024

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Ethical Shades of Gray: International Frequency of Scientific Misconduct and Questionable Research Practices in Health Professions Education

Academic medicine, 2019-01, Vol.94 (1), p.76-84

2019

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Portfolios for assessment and learning: AMEE Guide no. 45

Medical teacher, 2009-01, Vol.31 (9), p.790-801

2009

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Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning

Medical education, 2022-01, Vol.56 (1), p.29-36

2022

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Training Physicians to Provide High-Value, Cost-Conscious Care: A Systematic Review

JAMA : the journal of the American Medical Association, 2015-12, Vol.314 (22), p.2384

2015

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Challenges, coping and support during student placement abroad: A qualitative study

Medical teacher, 2023-12, Vol.ahead-of-print (ahead-of-print), p.1-7

2023

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Discursive (mis)alignments in internationalization: The case of International Medical Programmes

Medical teacher, 2024-08, p.1

2024

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Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study

Medical teacher, 2021-04, Vol.43 (4), p.388-396

2021

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Team member expectations of trainee communicator and collaborator competencies - so shines a good deed in a weary world?

Medical teacher, 2021-05, Vol.43 (5), p.531-537

2021

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Motivations for and Challenges in the Development of Global Medical Curricula: A Scoping Review

Academic medicine, 2021-03, Vol.96 (3), p.449-459

2021

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Pharmacist trainees narrow scope of interprofessional collaboration and communication in hospital practice

Journal of interprofessional care, 2023-05, Vol.37 (3), p.428-437

2023

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The impact of programmatic assessment on student learning: theory versus practice

Medical education, 2015-05, Vol.49 (5), p.487-498

2015

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Incentives for clinical teachers: On why their complex influences should lead us to proceed with caution

Medical education, 2021-05, Vol.55 (5), p.614-624

2021

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Learning from clinical work: the roles of learning cues and credibility judgements

Medical education, 2012-02, Vol.46 (2), p.192-200

2012

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Assessing trainee performance: ensuring learner control, supporting development, and maximizing assessment moments

European journal of pediatrics, 2022-02, Vol.181 (2), p.435-439

2022

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“Think from the perspective of the reader” and other insiders’ perspectives for scholars in isolation

Perspectives on medical education, 2020-12, Vol.9 (6), p.329-330

Driessen, Erik W.

2020

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Thanks to reviewers and editorial office

Perspectives on medical education, 2022-12, Vol.11 (6), p.305-305

2022

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Exploring undergraduate students achievement emotions during ward round simulation: a mixed-method study

BMC medical education, 2019-08, Vol.19 (1), p.316-316, Article 316

2019

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'It depends': The complexity of allowing residents to fail from the perspective of clinical supervisors

Medical teacher, 2022-02, Vol.44 (2), p.196-205

2022

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Introducing an assessment tool based on a full set of end-of-training EPAs to capture the workplace performance of final-year medical students

BMC medical education, 2019-06, Vol.19 (1), p.207-207, Article 207

2019

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Exploring researchers’ perspectives on authorship decision making

Medical education, 2019-12, Vol.53 (12), p.1253-1262

2019

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The use of a portfolio in postgraduate medical education - reflect, assess and account, one for each or all in one?

GMS journal for medical education, 2017-01, Vol.34 (5), p.Doc57-Doc57

2017

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How argumentation theory can inform assessment validity: A critical review

Knowledge syntheses in medical education: Meta-research examining author gender, geographic location, and institutional affiliation

Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning

How do validity experts conceptualise argumentation? It's a rhetorical question

Ethical Shades of Gray: International Frequency of Scientific Misconduct and Questionable Research Practices in Health Professions Education

Portfolios for assessment and learning: AMEE Guide no. 45

Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning

Training Physicians to Provide High-Value, Cost-Conscious Care: A Systematic Review

Challenges, coping and support during student placement abroad: A qualitative study

Discursive (mis)alignments in internationalization: The case of International Medical Programmes

Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study

Team member expectations of trainee communicator and collaborator competencies - so shines a good deed in a weary world?

Motivations for and Challenges in the Development of Global Medical Curricula: A Scoping Review

Pharmacist trainees narrow scope of interprofessional collaboration and communication in hospital practice

The impact of programmatic assessment on student learning: theory versus practice

Incentives for clinical teachers: On why their complex influences should lead us to proceed with caution

Learning from clinical work: the roles of learning cues and credibility judgements

Assessing trainee performance: ensuring learner control, supporting development, and maximizing assessment moments

“Think from the perspective of the reader” and other insiders’ perspectives for scholars in isolation

Thanks to reviewers and editorial office

Exploring undergraduate students achievement emotions during ward round simulation: a mixed-method study

'It depends': The complexity of allowing residents to fail from the perspective of clinical supervisors

Introducing an assessment tool based on a full set of end-of-training EPAs to capture the workplace performance of final-year medical students

Exploring researchers’ perspectives on authorship decision making

The use of a portfolio in postgraduate medical education - reflect, assess and account, one for each or all in one?

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