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The importance of motivation in selecting undergraduate medical students for extracurricular research programmes

PloS one, 2021-11, Vol.16 (11), p.e0260193-e0260193

2021

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Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study

BMC medical education, 2020-06, Vol.20 (1), p.204-204, Article 204

2020

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Peer instruction improves comprehension and transfer of physiological concepts: a randomized comparison with self-explanation

Advances in health sciences education : theory and practice, 2019-03, Vol.24 (1), p.151-165

2019

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First steps in the physician-scientist pipeline: a longitudinal study to examine the effects of an undergraduate extracurricular research programme

BMJ open, 2021-09, Vol.11 (9), p.e048550-e048550

2021

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The effect of peer modelling and discussing modelled feedback principles on medical students' feedback skills: a quasi-experimental study

BMC medical education, 2021-06, Vol.21 (1), p.332-332, Article 332

2021

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Design and First Impressions of a Small Private Online Course in Clinical Workplace Learning: Questionnaire and Interview Study

JMIR medical education, 2022-04, Vol.8 (2), p.e29624-e29624

2022

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Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Instructional science, 2011-03, Vol.39 (2), p.189-204

2011

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Incidence of inflammatory bowel disease across Europe: is there a difference between north and south? Results of the European Collaborative Study on Inflammatory Bowel Disease (EC-IBD)

Gut, 1996-11, Vol.39 (5), p.690-697

1996

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University teachers' conceptions of their current and ideal intermediate assessment: an A+ is good, but speaking your mind is better

Studies in higher education (Dorchester-on-Thames), 2019-12, Vol.44 (12), p.2223-2234

2019

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Trends in the incidence of adenocarcinoma of the oesophagus and cardia in the Netherlands 1989-2003

British journal of cancer, 2007-06, Vol.96 (11), p.1767-1771

2007

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Understanding students' feedback use in medical progress testing: A qualitative interview study

Medical education, 2024-08, Vol.58 (8), p.980-988

2024

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Academic Success Experiences: Promoting Research Motivation andSelf-Efficacy Beliefs among Medical Students

Teaching and learning in medicine, 2021-08, Vol.33 (4), p.423-433

2021

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Randomized comparison of prevertebral and retrosternal gastric tube reconstruction after resection of oesophageal carcinoma

British journal of surgery, 1999-01, Vol.86 (1), p.102-108

1999

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Benign anastomotic strictures after transhiatal esophagectomy and cervical esophagogastrostomy: Risk factors and management

The Journal of thoracic and cardiovascular surgery, 1996-06, Vol.111 (6), p.1141-1148

1996

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Fostering the physician–scientist workforce: a prospective cohort study to investigate the effect of undergraduate medical students’ motivation for research on actual research involvement

BMJ open, 2019-07, Vol.9 (7), p.e028034-e028034

2019

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A comparison of 3 types of covered metal stents for the palliation of patients with dysphagia caused by esophagogastric carcinoma: A prospective, randomized study

Gastrointestinal endoscopy, 2001-08, Vol.54 (2), p.145-153

2001

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A review of the characteristics of intermediate assessment and their relationship with student grades

Assessment and evaluation in higher education, 2018-08, Vol.43 (6), p.908-929

2018

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Does 'summative' count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing

Advances in health sciences education : theory and practice, 2024-03

2024

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The minimal incubation period from the onset of Barrett's oesophagus to symptomatic adenocarcinoma

British journal of cancer, 2011-07, Vol.105 (2), p.200-205

2011

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Twelve tips to offer a short authentic and experiential individual research opportunity to a large group of undergraduate students

Medical teacher, 2020-10, Vol.42 (10), p.1128-1133

2020

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Explaining individual student success using continuous assessment types and student characteristics

Higher education research and development, 2018-07, Vol.37 (5), p.937-951

2018

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How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project?

Educational studies, 2019-03, Vol.45 (2), p.209-225

2019

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Development of a Clinical Teaching Unit in Internal Medicine to Promote Interprofessional and Multidisciplinary Learning: A Practical Intervention

Teaching and learning in medicine, 2021-01, Vol.33 (1), p.78-88

2021

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Causes and Treatment of Recurrent Dysphagia after Self-Expanding Metal Stent Placement for Palliation of Esophageal Carcinoma

Endoscopy, 2004-10, Vol.36 (10), p.880-886

2004

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Teacher and student perceptions of intermediate assessment in higher education

Educational studies, 2018-08, Vol.44 (4), p.449-467

2018

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The importance of motivation in selecting undergraduate medical students for extracurricular research programmes

Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study

Peer instruction improves comprehension and transfer of physiological concepts: a randomized comparison with self-explanation

First steps in the physician-scientist pipeline: a longitudinal study to examine the effects of an undergraduate extracurricular research programme

The effect of peer modelling and discussing modelled feedback principles on medical students' feedback skills: a quasi-experimental study

Design and First Impressions of a Small Private Online Course in Clinical Workplace Learning: Questionnaire and Interview Study

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Incidence of inflammatory bowel disease across Europe: is there a difference between north and south? Results of the European Collaborative Study on Inflammatory Bowel Disease (EC-IBD)

University teachers' conceptions of their current and ideal intermediate assessment: an A+ is good, but speaking your mind is better

Trends in the incidence of adenocarcinoma of the oesophagus and cardia in the Netherlands 1989-2003

Understanding students' feedback use in medical progress testing: A qualitative interview study

Academic Success Experiences: Promoting Research Motivation andSelf-Efficacy Beliefs among Medical Students

Randomized comparison of prevertebral and retrosternal gastric tube reconstruction after resection of oesophageal carcinoma

Benign anastomotic strictures after transhiatal esophagectomy and cervical esophagogastrostomy: Risk factors and management

Fostering the physician–scientist workforce: a prospective cohort study to investigate the effect of undergraduate medical students’ motivation for research on actual research involvement

A comparison of 3 types of covered metal stents for the palliation of patients with dysphagia caused by esophagogastric carcinoma: A prospective, randomized study

A review of the characteristics of intermediate assessment and their relationship with student grades

Does 'summative' count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing

The minimal incubation period from the onset of Barrett's oesophagus to symptomatic adenocarcinoma

Twelve tips to offer a short authentic and experiential individual research opportunity to a large group of undergraduate students

Explaining individual student success using continuous assessment types and student characteristics

How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project?

Development of a Clinical Teaching Unit in Internal Medicine to Promote Interprofessional and Multidisciplinary Learning: A Practical Intervention

Causes and Treatment of Recurrent Dysphagia after Self-Expanding Metal Stent Placement for Palliation of Esophageal Carcinoma

Teacher and student perceptions of intermediate assessment in higher education

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