C. Vleuten

C. Vleuten, J. Sørensen, J. Merriënboer, 2018, International journal of gynaecology and obstetrics: the official organ of the International Federation of Gynaecology and Obstetrics.

The impact of selected contextual factors on experts’ clinical reasoning performance (does context impact clinical reasoning performance in experts?)

C. Vleuten, S. Durning, A. Artino, 2012, Advances in health sciences education : theory and practice.

Using a conceptual framework and the opinions of portfolio experts to develop a teaching portfolio prototype

Diana H. J. M. Dolmans, Cees P. M. van der Vleuten, Dineke E.H. Tigelaar, 2004 .

Barriers to the uptake and use of feedback in the context of summative assessment

Karen D. Könings, Cees P. M. van der Vleuten, Lambert Schuwirth, 2015, Advances in health sciences education : theory and practice.

General overview of the theories used in assessment: AMEE Guide No. 57

Cees P. M. van der Vleuten, C. Vleuten, 2011 .

Research in medical education: practical impact on medical training and future challenges

C. Vleuten, D. Dolmans, 2010 .

The use of progress testing.

Cees P. M. van der Vleuten, C. Vleuten, 2012 .

The effect of a ‘don't know’ option on test scores: number‐right and formula scoring compared

C. Vleuten, H. Mameren, Muijtjens, 1999, Medical education.

The need for evidence in education

Diana H. J. M. Dolmans, Albert J. J. A. Scherpbier, C. Vleuten, 2000 .

Health behaviour theories: a conceptual lens to explore behaviour change

C. Vleuten, L. Schuwirth, F. Cilliers, 2015 .

How to Design a useful Test: The Principles of Assessment

Lambert Schuwirth, Cees P. M. van der Vleuten, C. Vleuten, 2010 .

Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, And Students' Academic Achievement in PBL: Testing a Causal Model

C. Vleuten, A. Muijtjens, D. Dolmans, 2012 .

The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

C. Vleuten, J. Merriënboer, A. Muijtjens, 2017, International journal of gynaecology and obstetrics: the official organ of the International Federation of Gynaecology and Obstetrics.

Unsatisfactory basic skills performance by students in traditional medical curricula

C. Vleuten, L. Bossaert, J. Denekens, 1998 .

The threat of the dyscompetent resident: A plea to make the implicit more explicit!

C. Vleuten, A. Scherpbier, P. Zwietering, 2014, Advances in Health Sciences Education.

Pitfalls in the pursuit of objectivity: issues of reliability

G. Norman, C. Vleuten, E. Graaff, 1991, Medical education.

GP supervisors’ experience in supporting self-regulated learning: a balancing act

C. Vleuten, C. Weel, M. H. Sagasser, 2014, Advances in Health Sciences Education.

The impact of programmatic assessment on student learning: theory versus practice

Sylvia Heeneman, C. Vleuten, L. Schuwirth, 2015, Medical education.

Effectiveness of a training program in supervisors’ ability to provide feedback on residents’ communication skills

C. Vleuten, D. Dolmans, J. Sommer, 2013, Advances in health sciences education : theory and practice.

Pitfalls in the pursuit of objectivity: issues of validity, efficiency and acceptability

G. Norman, C. Vleuten, E. Graaff, 1991, Medical education.

Evaluation of skills during clerkships u focus groups training sing student

C. Vleuten, L. Bossaert, J. Denekens, 1998 .

Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Diana H. J. M. Dolmans, Cees P. M. van der Vleuten, Dineke E.H. Tigelaar, 2008, Advances in health sciences education : theory and practice.

Elaboration during problem-based group discussion: Effects on recall for high and low ability students

H. Schmidt, C. Vleuten, F. M. Blankenstein, 2013, Advances in health sciences education : theory and practice.

Analysis of verbal interactions in tutorial groups: a process study

C. Vleuten, D. Dolmans, I. Wolfhagen, 2006, Medical education.

Programmatic assessment and Kane's validity perspective.

Cees P. M. van der Vleuten, C. Vleuten, 2012 .

Different written assessment methods: what can be said about their strengths and weaknesses?

Cees P. M. van der Vleuten, C. Vleuten, 2004 .

How to Design a Useful Test

C. Vleuten, L. Schuwirth, 2006, Understanding Medical Education.

Consequences of contextual factors on clinical reasoning in resident physicians

C. Vleuten, S. Durning, A. Artino, 2015, Advances in health sciences education : theory and practice.

Education in professional identity formation enhances self-regulated learning: a mixed-method exploratory study from a community-based clinical clerkship in Japan

J. Leppink, C. Vleuten, K. Kotani, 2020 .

Computerized long‐menu questions as an alternative to open‐ended questions in computerized assessment

C. Vleuten, L. Schuwirth, L W T Schuwirth, 1996, Medical education.

Tutorial group discussion in problem-based learning

C.P.M. van der Vleuten, D.H.J.M. Dolmans, H.A.P. Wolfhagen, 2001 .

Developing and validating a guideline on doctor-patient communication for Southeast Asian context

C. Vleuten, J. Dalen, Y. Prabandari, 2010, South-East Asian Journal of Medical Education.

How do trained raters take context factors into account when assessing GP trainee communication performance? An exploratory, qualitative study

Geurt Essers, C. Vleuten, C. Weel, 2015, Advances in health sciences education : theory and practice.

Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review

Filip Dochy, Cees P. M. van der Vleuten, Ann Stes, 2013 .

Advances in Medical Education

Albert J. J. A. Scherpbier, C. Vleuten, J. Rethans, 1997 .

In‐training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation

C. Vleuten, A. Scherpbier, H. Daelmans, 2006, Medical education.

National, European licensing examinations or none at all?

C. Vleuten, C.P.M. van der Vleuten, 2009 .

Differences in knowledge development exposed by multi-curricular progress test data

C. Vleuten, A. Muijtjens, J. Cohen-schotanus, 2008, Advances in health sciences education : theory and practice.

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

C. Vleuten, A. Scherpbier, L. Schuwirth, 1999 .

An Analysis of Progress Test Results of PBL and Non-PBL Students.

Albert J. J. A. Scherpbier, R. S. G. Holdrinet, J. A. Bulte, 1998 .

Fifteen Years of Experience with Progress Testing in a Problem-Based Learning Curriculum.

C. Vleuten, W. Wijnen, Wynand Wijnen, 1996 .

Faculty development on item writing substantially improves item quality

C. Vleuten, N. Naeem, Naghma Naeem, 2012, Advances in health sciences education : theory and practice.

Relative and Absolute Standards in Assessing Medical Knowledge

C. Vleuten, A. Muijtjens, R. Hoogenboom, 1997 .

Quality of student-generated learning issues in a problem-based curriculum

C. Vleuten, D. Dolmans, I. Wolfhagen, 2001, Medical teacher.

Tutor intervention profile: reliability and validity

C. Vleuten, D. Dolmans, W. Grave, 1998, Medical education.

Inter-rater reliability: comparison of checklist and global scoring for OSCEs

C. Vleuten, P. Otáhal, B. Malau-Aduli, 2012 .

Quality of feedback following performance assessments: does assessor expertise matter?

C. Vleuten, Margje W. J. Wiel, M. Govaerts, 2013 .

THINKING ABOUT STUDENT THINKING

C. Vleuten, D. Dolmans, I. Wolfhagen, 1998 .

Validity of final examinations in undergraduate medical training

C. Vleuten, 2000 .

Assessment in the Context of Problem-Based Learning.

C. Vleuten, 2019 .

The Use of Observational Diaries in In-Training Evaluation: Student Perceptions

C. Vleuten, A. Muijtjens, L. Schuwirth, 2005, Advances in health sciences education : theory and practice.

Student Perspectives on Learning-Oriented Interactions in the Tutorial Group

Diana H. J. M. Dolmans, Ineke H. A. P. Wolfhagen, C. Vleuten, 2005, Advances in health sciences education : theory and practice.

A written test as an alternative to performance testing

C. Vleuten, C. P. M. VLEUTEN, S. J. LUYK, 1989, Medical education.

Students' Experiences With Real-Patient Tutorials in a Problem-Based Curriculum

C. Vleuten, A. Scherpbier, H. Boshuizen, 1999 .

ROC and Loss Function Analysis in Sequential Testing

C. Vleuten, A. Muijtjens, S. J. Luijk, 2006, Advances in health sciences education : theory and practice.

A closer look at cueing effects in multiple‐choice questions

C. Vleuten, L. Schuwirth, H. Donkers, 1996, Medical education.

Why a teacher centered medical school curriculum may result in a poor educational environment

C. Vleuten, A. Jamal, R. Qureshi, 2014 .

Training and experience of examiners

C. Vleuten, D. Swanson, S. J. Luyk, 1989, Medical education.

Programmatic assessment of competency-based workplace learning

C. Vleuten, P. Teunissen, R. Favier, 2018 .

Development of knowledge tests for multi‐disciplinary emergency training: a review and an example

C. Vleuten, J. Sørensen, B. Ottesen, 2015, Acta anaesthesiologica Scandinavica.

Effectiveness of basic clinical skills training programmes: a cross‐sectional comparison of four medical schools

C. Vleuten, A. Scherpbier, C. V. D. van der Vleuten, 2001, Medical education.

Why don’t they know enough about anatomy? A narrative review

Esther M. Bergman, C. Vleuten, A. Scherpbier, 2011, Medical teacher.

Development and validation of the TOCO–TURBT tool: a summative assessment tool that measures surgical competency in transurethral resection of bladder tumour

C. Vleuten, J. Merriënboer, A. Muijtjens, 2018, Surgical Endoscopy.

Psychometric properties of an instrument to measure the clinical learning environment

K. Sijtsma, C. Vleuten, A. Scherpbier, 2007, Medical education.

Do short cases elicit different thinking processes than factual knowledge questions do?

G. Dinant, C. Vleuten, H. Boshuizen, 2001, Medical education.

Programmatic assessment: the process, rationale and evidence for modern evaluation approaches in medical education

C. Vleuten, I. Lindemann, Cees Vleuten, 2018, The Medical journal of Australia.

Consequences of contextual factors on clinical reasoning in resident physicians

C. Vleuten, S. Durning, A. Artino, 2015, Advances in Health Sciences Education.

Enhancing students’ learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

C. Vleuten, C. V. D. van der Vleuten, C. Roberts, 2015, BMC medical education.

Determining the quality of Competence Assessment Programs: A self-evaluation procedure

Paul A. Kirschner, Cees P. M. van der Vleuten, Frans J. Prins, 2007 .

The wheel of competency assessment

Paul A. Kirschner, C.P.M. van der Vleuten, Liesbeth K.J. Baartman, 2005 .