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Growth of medical knowledge

Medical education, 2002-08, Vol.36 (8), p.711-717

2002

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Students’ opinions about the effects of preclinical patient contacts on their learning

Advances in health sciences education : theory and practice, 2008-12, Vol.13 (5), p.633-647

2008

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An analysis of progress test results of PBL and non-PBL students

Medical teacher, 1998-07, Vol.20 (4), p.310-316

1998

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Panel expertise for an Angoff standard setting procedure in progress testing: item writers compared to recently graduated students

Medical education, 2002-09, Vol.36 (9), p.860-867

2002

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Fifteen years of experience with progress testing in a problem-based learning curriculum

Medical teacher, 1996, Vol.18 (2), p.103-109

1996

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Reliability and credibility of an Angoff standard setting procedure in progress testing using recent graduates as judges

Medical education, 1999-11, Vol.33 (11), p.832-837

1999

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The effects of deliberate practice in undergraduate medical education

Medical education, 2004-10, Vol.38 (10), p.1044-1052

2004

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The versatility of progress testing assessed in an international context: a start for benchmarking global standardization?

Medical teacher, 2005-09, Vol.27 (6), p.514-520

2005

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Clerkship assessment assessed

Medical teacher, 2000, Vol.22 (6), p.592-600

Van Der Vleuten, A.J.J.A. Scherpbier, D.H.J.M. Dolmans, L.W.T. Schuwirth, G.M. Verwijnen, H.A.P. Wolfhagen, C.P.M.

2000

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Relative or absolute standards in assessing medical knowledge using progress tests

Advances in health sciences education : theory and practice, 1998, Vol.3 (2), p.81-87

1998

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Predicting communication skills with a paper-and-pencil test

Medical education, 2002-02, Vol.36 (2), p.148-153

2002

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Why should I prepare? A mixed method study exploring the motives of medical undergraduate students to prepare for clinical skills training sessions

BMC medical education, 2013-02, Vol.13 (1), p.27-27, Article 27

2013

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Student participation in educational management and organization

Medical teacher, 1998-09, Vol.20 (5), p.451-454

1998

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Quality assurance in test construction: the approach of a multidisciplinary central test committee

Education for health (Abingdon, England), 1999-03, Vol.12 (1), p.49-62

1999

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Students can be full partners in designing their education

Academic medicine, 1997-12, Vol.72 (12), p.1034-5

1997

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Panel expertise for an Angoff standard setting procedure in progress testing: item writers compared to recently graduated students: An Angoff procedure in progress testing: panel expertise

Medical education, 2002-09, Vol.36 (9), p.860-867

2002

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Quality assurance in test construction: The approach of a multidisciplinary central test committee / Commentary

Education for health (Abingdon, England), 1999-03, Vol.12 (1), p.49

1999

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Knowledge of the Dutch basic physician as assessed with the Maastricht Progress Test

Nederlands tijdschrift voor geneeskunde, 1991-10, Vol.135 (42), p.1975

1991

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Redactioneel drieluik: een generatie BMO en TMO

Tijdschrift voor medisch onderwijs, 2003-04, Vol.22 (2), p.57-61

2003

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De relatie tussen leerstijlen en deelname van studenten aan het vaardigheidsonderwijs

Tijdschrift voor medisch onderwijs, 2003-12, Vol.22 (6), p.283-288

2003

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Redenen voor verzuim door studenten na vrij\willige inschrijving voor simulatiepatiëntencontacten

Tijdschrift voor medisch onderwijs, 2001-10, Vol.20 (5), p.214-219

2001

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Toetsing in context: een onderzoek naar de effecten van klinische context in een anatomietoets

Tijdschrift voor medisch onderwijs, 2002-12, Vol.21 (6), p.259-266

2002

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Vaardigheidsonderwijs nu en in de toekomst

Tijdschrift voor medisch onderwijs, 2000-02, Vol.19 (1), p.6-15

2000

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Het volgen van een training gynaecologisch en/of andrologisch onderzoek: kenmerken van wel- en niet-deelnemende studenten

Tijdschrift voor medisch onderwijs, 2000-10, Vol.19 (5), p.191-197

2000

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Relative and Absolute Standards in Assessing Medical Knowledge

Advances in Medical Education, 1997, p.665-667

1997

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Growth of medical knowledge

Students’ opinions about the effects of preclinical patient contacts on their learning

An analysis of progress test results of PBL and non-PBL students

Panel expertise for an Angoff standard setting procedure in progress testing: item writers compared to recently graduated students

Fifteen years of experience with progress testing in a problem-based learning curriculum

Reliability and credibility of an Angoff standard setting procedure in progress testing using recent graduates as judges

The effects of deliberate practice in undergraduate medical education

The versatility of progress testing assessed in an international context: a start for benchmarking global standardization?

Clerkship assessment assessed

Relative or absolute standards in assessing medical knowledge using progress tests

Predicting communication skills with a paper-and-pencil test

Why should I prepare? A mixed method study exploring the motives of medical undergraduate students to prepare for clinical skills training sessions

Student participation in educational management and organization

Quality assurance in test construction: the approach of a multidisciplinary central test committee

Students can be full partners in designing their education

Panel expertise for an Angoff standard setting procedure in progress testing: item writers compared to recently graduated students: An Angoff procedure in progress testing: panel expertise

Quality assurance in test construction: The approach of a multidisciplinary central test committee / Commentary

Knowledge of the Dutch basic physician as assessed with the Maastricht Progress Test

Redactioneel drieluik: een generatie BMO en TMO

De relatie tussen leerstijlen en deelname van studenten aan het vaardigheidsonderwijs

Redenen voor verzuim door studenten na vrij\willige inschrijving voor simulatiepatiëntencontacten

Toetsing in context: een onderzoek naar de effecten van klinische context in een anatomietoets

Vaardigheidsonderwijs nu en in de toekomst

Het volgen van een training gynaecologisch en/of andrologisch onderzoek: kenmerken van wel- en niet-deelnemende studenten

Relative and Absolute Standards in Assessing Medical Knowledge

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