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Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study

Perspectives on medical education, 2022-01, Vol.11 (1), p.28-35

2022

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How medical students co-regulate their learning in clinical clerkships: a social network study

BMC medical education, 2022-03, Vol.22 (1), p.193-193, Article 193

2022

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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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Supervisory dyads' communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency

BMC medical education, 2022-04, Vol.22 (1), p.330-330, Article 330

2022

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Supervisors' intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training

BMC medical education, 2020-04, Vol.20 (1), p.134-134, Article 134

2020

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Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?

Perspectives on medical education, 2020-06, Vol.9 (3), p.166-172

2020

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From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio

Advances in health sciences education : theory and practice, 2018-05, Vol.23 (2), p.275-287

2018

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Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour

Advances in health sciences education : theory and practice, 2017-12, Vol.22 (5), p.1213-1243

2017

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Supervisors’ approaches to the early entrustment of clinical tasks: an observational study in general practice

BMJ open, 2022-08, Vol.12 (8), p.e055471

2022

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Perceptions of people with respiratory problems on physician performance evaluation—A qualitative study

Health expectations : an international journal of public participation in health care and health policy, 2020-02, Vol.23 (1), p.247-255

2020

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Trust, entrustment decisions and a few things we shouldn’t forget

Perspectives on medical education, 2017-04, Vol.6 (2), p.68-70

Govaerts, Marjan J. B.

2017

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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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Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-Training Assessment

Advances in health sciences education : theory and practice, 2007-05, Vol.12 (2), p.239-260

2007

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How to conceptualise self‐regulated learning: Implications for measurement

Medical education, 2020-08, Vol.54 (8), p.684-686

2020

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Exploring the effect of PAs on physician trainee learning: An interview study

JAAPA (Montvale, N.J.), 2019-05, Vol.32 (5), p.47-53

2019

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Managing tensions in assessment: moving beyond either–or thinking

Medical education, 2019-01, Vol.53 (1), p.64-75

2019

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Challenges in engaging patients in feedback conversations for health care professionals' workplace learning

Medical education, 2024-08, Vol.58 (8), p.970-979

2024

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Learning in the workplace: Use of informal feedback cues in doctor‐patient communication

Medical education, 2020-09, Vol.54 (9), p.811-820

2020

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Competence in assessment: beyond cognition

Medical education, 2016-05, Vol.50 (5), p.502-504

Govaerts, Marjan J B

2016

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Reliability of narrative assessment data on communication skills in a summative OSCE

Patient education and counseling, 2019-06, Vol.102 (6), p.1164-1169

2019

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Assessors’ interpretations of narrative data on communication skills in a summative OSCE

Medical education, 2019-10, Vol.53 (10), p.1003-1012

2019

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The Reliability of Multisource Feedback in Competency-Based Assessment Programs: The Effects of Multiple Occasions and Assessor Groups

Academic medicine, 2015-08, Vol.90 (8), p.1093-1099

2015

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Educational competencies or education for professional competence?

Medical education, 2008-03, Vol.42 (3), p.234-236

Govaerts, Marjan J B

2008

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Box-ticking and Olympic high jumping - Physicians' perceptions and acceptance of national physician validation systems

Medical teacher, 2018-09, Vol.40 (9), p.886-891

2018

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Exploring the influence of cultural orientations on assessment of communication behaviours during patient-practitioner interactions

BMC medical education, 2017-03, Vol.17 (1), p.61-61, Article 61

2017

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Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study

How medical students co-regulate their learning in clinical clerkships: a social network study

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

Supervisory dyads' communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency

Supervisors' intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training

Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?

From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio

Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour

Supervisors’ approaches to the early entrustment of clinical tasks: an observational study in general practice

Perceptions of people with respiratory problems on physician performance evaluation—A qualitative study

Trust, entrustment decisions and a few things we shouldn’t forget

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

Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-Training Assessment

How to conceptualise self‐regulated learning: Implications for measurement

Exploring the effect of PAs on physician trainee learning: An interview study

Managing tensions in assessment: moving beyond either–or thinking

Challenges in engaging patients in feedback conversations for health care professionals' workplace learning

Learning in the workplace: Use of informal feedback cues in doctor‐patient communication

Competence in assessment: beyond cognition

Reliability of narrative assessment data on communication skills in a summative OSCE

Assessors’ interpretations of narrative data on communication skills in a summative OSCE

The Reliability of Multisource Feedback in Competency-Based Assessment Programs: The Effects of Multiple Occasions and Assessor Groups

Educational competencies or education for professional competence?

Box-ticking and Olympic high jumping - Physicians' perceptions and acceptance of national physician validation systems

Exploring the influence of cultural orientations on assessment of communication behaviours during patient-practitioner interactions

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