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A comprehensive overview of medical error in hospitals using incident-reporting systems, patient complaints and chart review of inpatient deaths

PloS one, 2012-02, Vol.7 (2), p.e31125-e31125

2012

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Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research

Medical teacher, 2002, Vol.24 (2), p.173-180

2002

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Enhancing diagnostic accuracy among nonexperts through use of video cases

Pediatrics (Evanston), 2010-03, Vol.125 (3), p.e570-e576

2010

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Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education

Academic medicine, 2020-12, Vol.95 (12), p.1913-1920

2020

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Students’ perceptions of patient safety during the transition from undergraduate to postgraduate training: an activity theory analysis

Advances in health sciences education : theory and practice, 2011-08, Vol.16 (3), p.347-358

2011

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Professionalism: Evolution of the concept

European journal of internal medicine, 2009-07, Vol.20 (4), p.e81-e84

2009

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Poor professionalism identified through investigation of unsolicited healthcare complaints

Postgraduate medical journal, 2012-08, Vol.88 (1042), p.443-450

2012

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Reflective learning in a patient safety course for final-year medical students

Medical teacher, 2012-11, Vol.34 (11), p.946-954

2012

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Informal learning from error in hospitals: what do we learn, how do we learn and how can informal learning be enhanced? A narrative review

Advances in health sciences education : theory and practice, 2013-10, Vol.18 (4), p.787-805

2013

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Student perceptions about the occurrence of critical incidents in tutorial groups

Medical teacher, 2001, Vol.23 (1), p.49-54

2001

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Bad apples spoil the barrel: Addressing unprofessional behaviour

Medical teacher, 2010-11, Vol.32 (11), p.891-898

2010

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Perceptions of learning as a function of seminar group factors

Medical education, 2008-12, Vol.42 (12), p.1178-1184

2008

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Training and learning professionalism in the medical school curriculum: Current considerations

European journal of internal medicine, 2009-07, Vol.20 (4), p.e96-e100

2009

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Tutor intervention profile: reliability and validity

Medical education, 1998-05, Vol.32 (3), p.262-268

1998

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Explanatory Models in the Processing of Science Text: The Role of Prior Knowledge Activation Through Small-Group Discussion

Journal of educational psychology, 1989-12, Vol.81 (4), p.610-619

1989

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Profiles of effective tutors in problem-based learning: scaffolding student learning

Medical education, 1999-12, Vol.33 (12), p.901-906

1999

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Participants' opinions on the usefulness of a teaching portfolio

Medical education, 2006-04, Vol.40 (4), p.371-378

2006

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Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning

Medical education, 2006-09, Vol.40 (9), p.924-931

2006

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Professionalism beyond medical school: An educational continuum?

European journal of internal medicine, 2009-12, Vol.20 (8), p.e148-e152

2009

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Students' and tutors' perceptions of problems in PBL tutorial groups at a Brazilian medical school

Education for health (Abingdon, England), 2002-07, Vol.15 (2), p.189-201

2002

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Portfolio as a tool to stimulate teachers' reflections

Medical teacher, 2006-05, Vol.28 (3), p.277-282

2006

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Fellows’ in intensive care medicine views on professionalism and how they learn it

Intensive care medicine, 2010-02, Vol.36 (2), p.296-303

2010

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Factors inhibiting assessment of students' professional behaviour in the tutorial group during problem-based learning

Medical education, 2007-09, Vol.41 (9), p.849-856

2007

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Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Advances in health sciences education : theory and practice, 2008-08, Vol.13 (3), p.289-308

2008

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Education research at the Faculty of Medicine, University of Maastricht: fostering the interrelationship between professional and education practice

Academic medicine, 2004-10, Vol.79 (10), p.990-996

2004

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A comprehensive overview of medical error in hospitals using incident-reporting systems, patient complaints and chart review of inpatient deaths

Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research

Enhancing diagnostic accuracy among nonexperts through use of video cases

Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education

Students’ perceptions of patient safety during the transition from undergraduate to postgraduate training: an activity theory analysis

Professionalism: Evolution of the concept

Poor professionalism identified through investigation of unsolicited healthcare complaints

Reflective learning in a patient safety course for final-year medical students

Informal learning from error in hospitals: what do we learn, how do we learn and how can informal learning be enhanced? A narrative review

Student perceptions about the occurrence of critical incidents in tutorial groups

Bad apples spoil the barrel: Addressing unprofessional behaviour

Perceptions of learning as a function of seminar group factors

Training and learning professionalism in the medical school curriculum: Current considerations

Tutor intervention profile: reliability and validity

Explanatory Models in the Processing of Science Text: The Role of Prior Knowledge Activation Through Small-Group Discussion

Profiles of effective tutors in problem-based learning: scaffolding student learning

Participants' opinions on the usefulness of a teaching portfolio

Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning

Professionalism beyond medical school: An educational continuum?

Students' and tutors' perceptions of problems in PBL tutorial groups at a Brazilian medical school

Portfolio as a tool to stimulate teachers' reflections

Fellows’ in intensive care medicine views on professionalism and how they learn it

Factors inhibiting assessment of students' professional behaviour in the tutorial group during problem-based learning

Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Education research at the Faculty of Medicine, University of Maastricht: fostering the interrelationship between professional and education practice

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