UB Paderborn / Katalog / Suche / in CDI

Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness

BMC medical education, 2017-02, Vol.17 (1), p.30-30, Article 30

2017

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When to trust our learners? Clinical teachers’ perceptions of decision variables in the entrustment process

Perspectives on medical education, 2018-06, Vol.7 (3), p.192-199

2018

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Am I ready for it? Students’ perceptions of meaningful feedback on entrustable professional activities

Perspectives on medical education, 2017-08, Vol.6 (4), p.256-264

2017

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Dynamics of career choice among students in undergraduate medical courses. A BEME systematic review: BEME Guide No. 33

Medical teacher, 2016-01, Vol.38 (1), p.18-29

2016

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Very long-term retention of basic science knowledge in doctors after graduation

Medical education, 2011-04, Vol.45 (4), p.422-430

2011

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Assessment of competence and progressive independence in postgraduate clinical training

Medical education, 2009-12, Vol.43 (12), p.1156-1165

2009

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Analysing the concept of context in medical education

Medical education, 2005-12, Vol.39 (12), p.1243-1249

2005

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Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review

Medical education, 2015-07, Vol.49 (7), p.658-673

2015

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Correlations of knowledge and preference of medical students for a specialty career: a case-study of youth health care

BMC public health, 2008-01, Vol.8 (1), p.14-14, Article 14

2008

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Clinical and basic science teachers' opinions about the required depth of biomedical knowledge for medical students

Medical teacher, 2006-05, Vol.28 (3), p.234-238

2006

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How a teaching rotation in medical school affects graduates’ subsequent careers

Perspectives on medical education, 2016-12, Vol.5 (6), p.325-331

2016

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Early clerkships

Medical teacher, 2007-11, Vol.29 (9-10), p.915-920

2007

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Reporting conflicts of interest: clarifying the grey areas

Medical education, 2008-07, Vol.42 (7), p.650-652

2008

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Very long-term retention of basic science knowledge in doctors after graduation: Very long-term retention of basic science knowledge

Medical education, 2011-04, Vol.45 (4), p.422-430

2011

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Use of unannounced spaced telephone testing to improve retention of knowledge after life-support courses

Medical teacher, 2011-09, Vol.33 (9), p.731-737

2011

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Medical clerks' attitudes towards the basic sciences: a longitudinal and a cross-sectional comparison between students in a conventional and an innovative curriculum

Medical teacher, 2007-01, Vol.29 (8), p.772-777

2007

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Validation of core medical knowledge by postgraduates and specialists

Medical education, 2005-09, Vol.39 (9), p.911-917

2005

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How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59

Medical teacher, 2011-12, Vol.33 (12), p.961-973

2011

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Viewpoint: Competency-Based Postgraduate Training: Can We Bridge the Gap between Theory and Clinical Practice?

Academic medicine, 2007-06, Vol.82 (6), p.542-547

2007

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Feedback providers' credibility impacts students' satisfaction with feedback and delayed performance

Medical teacher, 2015-08, Vol.37 (8), p.767-774

2015

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Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated

Advances in health sciences education : theory and practice, 2022-05, Vol.27 (2), p.491-499

2022

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Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory

Medical teacher, 2011-12, Vol.33 (12), p.978-982

2011

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Framing of feedback impacts student’s satisfaction, self-efficacy and performance

Advances in health sciences education : theory and practice, 2015-08, Vol.20 (3), p.803-816

2015

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Medical competence as a multilayered construct

Medical education, 2024-01, Vol.58 (1), p.93-104

2024

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Why receiving feedback collides with self determination

Advances in health sciences education : theory and practice, 2013-10, Vol.18 (4), p.845-849

ten Cate, Olle Th. J.

2013

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Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness

When to trust our learners? Clinical teachers’ perceptions of decision variables in the entrustment process

Am I ready for it? Students’ perceptions of meaningful feedback on entrustable professional activities

Dynamics of career choice among students in undergraduate medical courses. A BEME systematic review: BEME Guide No. 33

Very long-term retention of basic science knowledge in doctors after graduation

Assessment of competence and progressive independence in postgraduate clinical training

Analysing the concept of context in medical education

Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review

Correlations of knowledge and preference of medical students for a specialty career: a case-study of youth health care

Clinical and basic science teachers' opinions about the required depth of biomedical knowledge for medical students

How a teaching rotation in medical school affects graduates’ subsequent careers

Early clerkships

Reporting conflicts of interest: clarifying the grey areas

Very long-term retention of basic science knowledge in doctors after graduation: Very long-term retention of basic science knowledge

Use of unannounced spaced telephone testing to improve retention of knowledge after life-support courses

Medical clerks' attitudes towards the basic sciences: a longitudinal and a cross-sectional comparison between students in a conventional and an innovative curriculum

Validation of core medical knowledge by postgraduates and specialists

How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59

Viewpoint: Competency-Based Postgraduate Training: Can We Bridge the Gap between Theory and Clinical Practice?

Feedback providers' credibility impacts students' satisfaction with feedback and delayed performance

Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated

Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory

Framing of feedback impacts student’s satisfaction, self-efficacy and performance

Medical competence as a multilayered construct

Why receiving feedback collides with self determination

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