C. V. D. van der Vleuten

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Instructiveness of Real Patients and Simulated Patients in Undergraduate Medical Education: A Randomized Experiment

L. Bokken, J. Rethans, Q. Jöbsis, 2010, Academic medicine : journal of the Association of American Medical Colleges.

The Effect of Face-to-Face Collaborative Learning on the Elaboration of Computer-Based Simulated Cases

A. Muijtjens, C. V. D. van der Vleuten, B. D. De leng, 2009, Simulation in healthcare : journal of the Society for Simulation in Healthcare.

The Impacts of Supervision, Patient Mix, and Numbers of Students on the Effectiveness of Clinical Rotations

A. Scherpbier, C. V. D. van der Vleuten, D. Dolmans, 2002, Academic medicine : journal of the Association of American Medical Colleges.

Improving supervision for students at a distance: videoconferencing for group meetings

J. V. van Merriënboer, C. V. D. van der Vleuten, B. Rienties, 2016 .

Assessing professional competence : from methods to programmes

C. V. D. van der Vleuten, L. Schuwirth, Lambert W T Schuwirth, 2005 .

The assessment of professional competence: building blocks for theory development.

C. V. D. van der Vleuten, F. Scheele, B. Hodges, 2010, Best practice & research. Clinical obstetrics & gynaecology.

Programmatic assessment: From assessment of learning to assessment for learning

C. V. D. van der Vleuten, L. Schuwirth, 2011, Medical teacher.

A model for programmatic assessment fit for purpose

C. V. D. van der Vleuten, J. Tartwijk, L. Schuwirth, 2012, Medical teacher.

The role of the teacher in remediating at-risk medical students

A. Scherpbier, C. V. D. van der Vleuten, K. Winston, 2012, Medical teacher.

Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!

J. V. van Merriënboer, C. V. D. van der Vleuten, D. Dolmans, 2015, Medical teacher.

Context and clinical reasoning: understanding the perspective of the expert’s voice

S. Durning, C. V. D. van der Vleuten, L. Pangaro, 2011, Medical education.

The feasibility, reliability, and validity of a post-encounter form for evaluating clinical reasoning

S. Durning, C. V. D. van der Vleuten, A. Artino, 2012, Medical teacher.

Student perceptions of a virtual learning environment for a problem‐based learning undergraduate medical curriculum

A. Muijtjens, C. V. D. van der Vleuten, D. Dolmans, 2006, Medical Education.

Computer supported collaborative learning in a clerkship: an exploratory study on the relation of discussion activity and revision of critical appraisal papers

C. V. D. van der Vleuten, B. D. De leng, L. Snoeckx, 2012, BMC medical education.

Computer-supported collaborative learning in the medical workplace: Students' experiences on formative peer feedback of a critical appraisal of a topic paper

C. V. D. van der Vleuten, B. D. De leng, L. Snoeckx, 2011, Medical teacher.

Changing education, changing assessment, changing research?

C. V. D. van der Vleuten, L. Schuwirth, 2004, Medical education.

Expert validation of fit-for-purpose guidelines for designing programmes of assessment

C. V. D. van der Vleuten, B. Hodges, L. Schuwirth, 2012, BMC medical education.

How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study

C. V. D. van der Vleuten, M. H. Sagasser, A. Kramer, 2012, BMC medical education.

Does the think-aloud protocol reflect thinking? Exploring functional neuroimaging differences with thinking (answering multiple choice questions) versus thinking aloud

S. Durning, C. V. D. van der Vleuten, T. Beckman, 2013, Medical teacher.

The Reliability of Multisource Feedback in Competency-Based Assessment Programs: The Effects of Multiple Occasions and Assessor Groups

C. V. D. van der Vleuten, E. Driessen, M. Govaerts, 2015, Academic medicine : journal of the Association of American Medical Colleges.

Effectiveness of clinical rotations as a learning environment for achieving competences

A. Scherpbier, C. V. D. van der Vleuten, A. Donker, 2004, Medical teacher.

Learning from clinical work: the roles of learning cues and credibility judgements

L. Lingard, C. V. D. van der Vleuten, E. Driessen, 2012, Medical education.

Development and validation of a competency framework for veterinarians.

C. V. D. van der Vleuten, P. Teunissen, D. Jaarsma, 2011, Journal of veterinary medical education.

Problem‐based learning: future challenges for educational practice and research

C. V. D. van der Vleuten, D. Dolmans, I. Wolfhagen, 2005, Medical education.

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

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

Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students

M. Valcke, C. V. D. van der Vleuten, E. Driessen, 2010, Medical teacher.

Integrating learning assessment and supervision in a competency framework for clinical workplace education.

M. Valcke, C. V. D. van der Vleuten, E. Driessen, 2015, Nurse education today.

Understanding responses to feedback: the potential and limitations of regulatory focus theory

Lorelei Lingard, Cees P M van der Vleuten, Erik Driessen, 2012, Medical education.

The development and validation of a framework for teaching competencies in higher education

Dineke E.H. Tigelaar, Cees P.M. van der Vleuten, C. V. D. van der Vleuten, 2004 .

Validity of portfolio assessment: which qualities determine ratings?

Cees P M van der Vleuten, Erik W Driessen, Arno M M Muijtjens, 2006, Medical education.

Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design

Maria WG Nijhuis-van der Sanden, C. V. D. van der Vleuten, Y. Heerkens, 2014, BMC medical education.

Critical features of peer assessment of clinical performance to enhance adherence to a low back pain guideline for physical therapists: a mixed methods design

Simone A. van Dulmen, C. V. D. van der Vleuten, Y. Heerkens, 2015, BMC Medical Education.

Workplace-based assessment: effects of rater expertise

A. Muijtjens, C. V. D. van der Vleuten, L. Schuwirth, 2010, Advances in health sciences education : theory and practice.

Tensions in Informed Self-Assessment: How the Desire for Feedback and Reticence to Collect and Use It Can Conflict

Joan Sargeant, Karen Mann, Kevin Eva, 2011, Academic medicine : journal of the Association of American Medical Colleges.

The role of deliberate practice in the acquisition of clinical skills

Jan van Dalen, A. Muijtjens, R. Duvivier, 2011, BMC medical education.

A Medical School’s Organizational Readiness for Curriculum Change (MORC): Development and Validation of a Questionnaire

N. Broers, C. V. D. van der Vleuten, W. Gijselaers, 2013, Academic medicine : journal of the Association of American Medical Colleges.

The use of clinical simulations in assessment

L W T Schuwirth, C P M van der Vleuten, C. V. D. van der Vleuten, 2003, Medical education.

Self-evaluation of assessment programs: a cross-case analysis.

F. Prins, P. Kirschner, C. V. D. van der Vleuten, 2011, Evaluation and program planning.

An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students

A. Scherpbier, C. V. D. van der Vleuten, K. Winston, 2010, Medical teacher.

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

D H Dolmans, C. V. D. van der Vleuten, D. Dolmans, 1999, Medical education.

Challenges in multisource feedback: intended and unintended outcomes

C. V. D. van der Vleuten, K. Mann, J. Metsemakers, 2007, Medical education.

The Processes and Dimensions of Informed Self-Assessment: A Conceptual Model

Joan Sargeant, Karen Mann, Kevin Eva, 2010, Academic medicine : journal of the Association of American Medical Colleges.

“Directed” self‐assessment: Practice and feedback within a social context

Joan Sargeant, Karen Mann, Cees van der Vleuten, 2008, The Journal of continuing education in the health professions.

The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: a case study

J van Tartwijk, C. V. D. van der Vleuten, J. Vermunt, 2005, Medical education.

Culture Matters in Successful Curriculum Change: An International Study of the Influence of National and Organizational Culture Tested With Multilevel Structural Equation Modeling

N. Broers, C. V. D. van der Vleuten, W. Gijselaers, 2015, Academic medicine : journal of the Association of American Medical Colleges.

How doctors recognise that their patients are worried: A qualitative study of patient cues.

C. V. D. van der Vleuten, J. Muris, T. van der Weijden, 2019, Patient education and counseling.

Exploring factors affecting undergraduate medical students’ study strategies in the clinical years: a qualitative study

Cees van der Vleuten, C. V. D. van der Vleuten, M. Magzoub, 2011, Advances in health sciences education : theory and practice.

Development of an instrument to evaluate the effectiveness of teachers in guiding small groups

A. Scherpbier, C. V. D. van der Vleuten, D. Dolmans, 2003 .

Exploring assessment factors contributing to students' study strategies: Literature review

C. V. D. van der Vleuten, C. Roberts, M. Al-Moamary, 2012, Medical teacher.

Achieving acceptable reliability in oral examinations: an analysis of the Royal College of General Practitioners membership examination's oral component

Roger Neighbour, Val Wass, Richard Wakeford, 2003, Medical education.

Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study

P. Kubben, J. Rethans, C. V. D. van der Vleuten, 2020, JMIR medical education.

Web‐based feedback after summative assessment: how do students engage?

Cees P M van der Vleuten, Adrian Molyneux, Christopher J. Harrison, 2013, Medical education.

Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study

C. V. D. van der Vleuten, A. Kramer, E. Pelgrim, 2013, Medical teacher.

Functional neuroimaging correlates of thinking flexibility and knowledge structure in memory: Exploring the relationships between clinical reasoning and diagnostic thinking

Steven J Durning, Lambert Schuwirth, Michelle E. Costanzo, 2015, Medical teacher.

Using functional neuroimaging combined with a think-aloud protocol to explore clinical reasoning expertise in internal medicine.

S. Durning, C. V. D. van der Vleuten, T. Beckman, 2012, Military medicine.

Instructional authenticity and clinical reasoning in undergraduate medical education: a 2-year, prospective, randomized trial.

S. Durning, C. V. D. van der Vleuten, Ting Dong, 2012, Military medicine.

The Association Between Residency Learning Climate and Inpatient Care Experience in Clinical Teaching Departments in the Netherlands

C. V. D. van der Vleuten, O. Arah, R. Stalmeijer, 2019, Academic medicine : journal of the Association of American Medical Colleges.

Chronic patients in undergraduate education: didactic value as perceived by students

A. Scherpbier, C. V. D. van der Vleuten, H. Bosma, 2006, Medical education.

A model of the pre-assessment learning effects of summative assessment in medical education

C. V. D. van der Vleuten, L. Schuwirth, F. Cilliers, 2011, Advances in health sciences education : theory and practice.

'In situ simulation' versus 'off site simulation' in obstetric emergencies and their effect on knowledge, safety attitudes, team performance, stress, and motivation: study protocol for a randomized controlled trial

V. LeBlanc, J. Sørensen, B. Ottesen, 2013, Trials.

International survey of veterinarians to assess the importance of competencies in professional practice and education.

A. Muijtjens, C. V. D. van der Vleuten, P. Teunissen, 2014, Journal of the American Veterinary Medical Association.

“It's Just Not the Culture”: A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback

C. V. D. van der Vleuten, J. Katz, K. Mann, 2017, Teaching and learning in medicine.

The assessment of professional competence: Developments, research and practical implications.

C. V. D. van der Vleuten, 1996, Advances in health sciences education : theory and practice.

Revisiting ‘Assessing professional competence: from methods to programmes’

C. V. D. van der Vleuten, C. Vleuten, 2016, Medical education.

Research in assessment: Consensus statement and recommendations from the Ottawa 2010 Conference

C. V. D. van der Vleuten, C. Ringsted, L. Gruppen, 2011, Medical teacher.

Setting and maintaining standards in multiple choice examinations: Guide supplement 37.1 – Viewpoint

C. V. D. van der Vleuten, 2010, Medical teacher.

Tilburg University Psychometric properties of an instrument to measure the clinical learning environment

K. Sijtsma, A. Scherpbier, C. V. D. van der Vleuten, 2017 .

Regulatory end-point assessment of the consultation competence of family practice trainees in Kuwait

C. V. D. van der Vleuten, R. Fraser, R. McKinley, 2006, The European journal of general practice.

Acquisition of clinical skills in postgraduate training for general practice.

C. V. D. van der Vleuten, R. Grol, A. Kramer, 2003, The British journal of general practice : the journal of the Royal College of General Practitioners.

Effect of extension of postgraduate training in general practice on the acquisition of knowledge of trainees.

C. V. D. van der Vleuten, R. Grol, A. Kramer, 2003, Family Practice.

Formative assessment of the consultation performance of medical students in the setting of general practice using a modified version of the Leicester Assessment Package

C. V. D. van der Vleuten, A. Hastings, R. Fraser, 2000, Medical Education.

At‐risk medical students: implications of students’ voice for the theory and practice of remediation

A. Scherpbier, C. V. D. van der Vleuten, K. Winston, 2010, Medical education.

Origin bias of test items compromises the validity and fairness of curriculum comparisons

A. Muijtjens, C. V. D. van der Vleuten, J. Cohen-schotanus, 2007, Medical education.

Reliability of the Clinical Teaching Effectiveness Instrument

A. Scherpbier, C. V. D. van der Vleuten, H. Daelmans, 2005, Medical education.

Students’ and junior doctors’ preparedness for the reality of practice in sub-Saharan Africa

C. V. D. van der Vleuten, E. Driessen, J. Frambach, 2015, Medical teacher.

Stimulating medical education research in the Netherlands

A. Scherpbier, C. V. D. van der Vleuten, O. ten Cate, 2013, Medical teacher.

Motivational and cognitive processes influencing tutorial groups.

C. V. D. van der Vleuten, D. Dolmans, I. Wolfhagen, 1998, Academic medicine : journal of the Association of American Medical Colleges.

A Description of a Validated Effective Teacher-Training Workshop for Medical Residents

Cees P M van der Vleuten, C. V. D. van der Vleuten, G. Essed, 2006, Medical education online.

The perceptions of attending doctors of the role of residents as teachers of undergraduate clinical students

A. Scherpbier, C. V. D. van der Vleuten, G. Essed, 2003, Medical education.

Students' perceptions of time spent during clinical rotations

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

Assessment in the Context of Uncertainty Using the Script Concordance Test: More Meaning for Scores

C. V. D. van der Vleuten, C. Chalk, B. Charlin, 2010, Teaching and learning in medicine.

Hospitals need more guidance on implementing guidelines for the safe use of medical devices

C. V. D. van der Vleuten, M. D. de Bruijne, C. Wagner, 2018, Health Policy and Technology.

Effect of Comprehensive Oncogenetics Training Interventions for General Practitioners, Evaluated at Multiple Performance Levels

G. Dinant, A. Muijtjens, J. Rethans, 2015, PloS one.

Exploring typologies of consultation performance using authentic clinical experiences to support learning and assessment in postgraduate medical training.

C. V. D. van der Vleuten, T. Pawlikowska, P. Ram, 2021, Patient education and counseling.

Teacher perceptions of desired qualities, competencies and strategies for clinical skills teachers

R. Duvivier, A. Scherpbier, C. V. D. van der Vleuten, 2009, Medical teacher.

Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education

C. V. D. van der Vleuten, F. Scheele, S. V. van Luijk, 2012, Medical teacher.

Monitoring Community Pharmacist's Quality of Care: A feasibility study of using pharmacy claims data to assess performance

C. V. D. van der Vleuten, R. Tamblyn, N. Winslade, 2011, BMC health services research.

Design of simulation-based medical education and advantages and disadvantages of in situ simulation versus off-site simulation

Peter Dieckmann, Lars Konge, Doris Østergaard, 2017, BMC medical education.

A Comparison of Standard‐setting Procedures for an OSCE in Undergraduate Medical Education

D M Kaufman, A. Muijtjens, C. V. D. van der Vleuten, 2000, Academic medicine : journal of the Association of American Medical Colleges.

What programmatic assessment in medical education can learn from healthcare

S. Durning, C. V. D. van der Vleuten, L. Schuwirth, 2017, Perspectives on Medical Education.

Using a Smartphone App and Coaching Group Sessions to Promote Residents' Reflection in the Workplace.

J. V. van Merriënboer, C. V. D. van der Vleuten, I. Spanjers, 2016, Academic medicine : journal of the Association of American Medical Colleges.

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

A. Muijtjens, A. Scherpbier, C. V. D. van der Vleuten, 2004, Academic medicine : journal of the Association of American Medical Colleges.

Correlation of a written test of skills and a performance based test: a study in two traditional medical schools

A. Scherpbier, C. V. D. van der Vleuten, L. Bossaert, 2001, Medical teacher.

Doctor-patient interaction: standardized patients' reflections from inside the rheumatological office.

S. van der Linden, H. Houben, J. Rethans, 2002, The Journal of rheumatology.

Response to: Functional neuroimaging and diagnostic reasoning

Michelle E. Costanzo, S. Durning, C. V. D. van der Vleuten, 2016, Medical teacher.

The pattern of social media use and its association with academic performance among medical students

C. V. D. van der Vleuten, G. Ponnamperuma, A. Jamal, 2018, Medical teacher.

Construct validation of judgement-based assessments of medical trainees’ competency in the workplace using a “Kanesian” approach to validation

C. V. D. van der Vleuten, M. Clarke, C. P. M. Vleuten, 2015, BMC Medical Education.

How to introduce incognito standardized patients into outpatient clinics of specialists in rheumatology.

S. van der Linden, H. Houben, J. Rethans, 2001, Medical teacher.

How lead consultants approach educational change in postgraduate medical education

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2012, Medical education.

An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions

C. V. D. van der Vleuten, L. Schuwirth, S. Heeneman, 2022, Medical teacher.

Using functional magnetic resonance imaging to improve how we understand, teach, and assess clinical reasoning.

Michelle E. Costanzo, S. Durning, C. V. D. van der Vleuten, 2014, The Journal of continuing education in the health professions.

Impact of postgraduate training on communication skills teaching: a controlled study

C. V. D. van der Vleuten, D. Dolmans, J. Sommer, 2014, BMC medical education.

Effects of conventional and problem‐based learning on clinical and general competencies and career development

A. Muijtjens, C. V. D. van der Vleuten, J. Cohen-schotanus, 2008, Medical education.

Initial Implementation of Resident-Sensitive Quality Measures in the Pediatric Emergency Department: A Wide Range of Performance

C. V. D. van der Vleuten, J. Busari, C. Carraccio, 2020, Academic medicine : journal of the Association of American Medical Colleges.

Assessing the reliability of the borderline regression method as a standard setting procedure for objective structured clinical examination

A. Muijtjens, C. V. D. van der Vleuten, S. M. Hejri, 2013, Journal of research in medical sciences : the official journal of Isfahan University of Medical Sciences.

The use of progress testing

C. V. D. van der Vleuten, L. Schuwirth, 2012, Perspectives on Medical Education.

Sequential Testing in the Assessment of Clinical Skills

Cees P. M. van der Vleuten, Arno M. M. Muijtjens, A. Muijtjens, 2000, Academic medicine : journal of the Association of American Medical Colleges.

Standardized Patients' Perspectives on Workplace Satisfaction and Work-Related Relationships: A Multicenter Study

J. Rethans, C. V. D. van der Vleuten, R. Bonvin, 2016, Simulation in healthcare : journal of the Society for Simulation in Healthcare.

Medical students' learning processes: a comparative and longitudinal study.

N V Vu, C. V. D. van der Vleuten, G. Lacombe, 1998, Academic medicine : journal of the Association of American Medical Colleges.

EXPLORING MEDICAL DEVICES: THE USE OF RISK ASSESSMENT TOOLS AND THEIR LINK WITH TRAINING IN HOSPITALS

C. V. D. van der Vleuten, M. D. de Bruijne, C. Wagner, 2018, International Journal of Technology Assessment in Health Care.

Driving lesson or driving test?

C. V. D. van der Vleuten, P. Brand, A. Jaarsma, 2020, Perspectives on medical education.

Supervisors’ intention to observe clinical task performance: an exploratory study using the theory of planned behaviour during postgraduate medical training

C. V. D. van der Vleuten, I. Mesters, J. Muris, 2020, BMC medical education.

Global Perceptions on Social Accountability and Outcomes: A Survey of Medical Schools

J. Leppink, C. V. D. van der Vleuten, Saad Chahine, 2022, Teaching and learning in medicine.

Perceived positive social interdependence in online versus face-to-face team-based learning styles of collaborative learning: a randomized, controlled, mixed-methods study

R. Duvivier, C. V. D. van der Vleuten, Yasushi Matsuyama, 2022, BMC medical education.

Progress testing internationally

C. V. D. van der Vleuten, C. Ricketts, Z. Nouns, 2010, Medical teacher.

Students’ perceptions of relationships between some educational variables in the out‐patient setting

A. Scherpbier, C. V. D. van der Vleuten, D. Dolmans, 2002, Medical education.

Workplace learning in general practice: Supervision, patient mix and independence emerge from the black box once again

A. Muijtjens, A. Scherpbier, C. V. D. van der Vleuten, 2010, Medical teacher.

Modeling the effect of social interdependence in interprofessional collaborative learning

R. Duvivier, C. V. D. van der Vleuten, Teiji Kimura, 2022, Journal of interprofessional care.

THE EFFECTIVENESS OF INSTRUCTIONAL-DESIGN BASED SIMULATION SCENARIOS FOR POSTPARTUM HEMORRHAGE

J. V. van Merrienboer, C. V. D. van der Vleuten, B. Melo, 2014 .

Using activity theory to study cultural complexity in medical education

Erik W. Driessen, Cees P. M. van der Vleuten, Janneke M. Frambach, 2014, Perspectives on medical education.

Defining and Adopting Clinical Performance Measures in Graduate Medical Education: Where Are We Now and Where Are We Going?

C. V. D. van der Vleuten, R. Tamblyn, A. Kalet, 2019, Academic medicine : journal of the Association of American Medical Colleges.

Combined formative and summative professional behaviour assessment approach in the bachelor phase of medical school: A Dutch perspective

J. Rethans, C. V. D. van der Vleuten, L. Schuwirth, 2010, Medical teacher.

Locally adapting generic rubrics for the implementation of outcome-based medical education: a mixed-methods approach

C. V. D. van der Vleuten, H. Nishigori, Takeshi Kondo, 2022, BMC medical education.

Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

J. Leppink, C. V. D. van der Vleuten, S. Ishikawa, 2020, BMC medical education.

The limited use of instructional design guidelines in healthcare simulation scenarios: an expert appraisal

J. V. van Merriënboer, A. Muijtjens, C. V. D. van der Vleuten, 2022, Advances in Simulation.

Entrustable Professional Activities and Learning: The Postgraduate Trainee Perspective.

C. V. D. van der Vleuten, G. Cheung, Alice Stephan, 2022, Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry.

How Entrustment Is Informed by Holistic Judgments Across Time in a Family Medicine Residency Program: An Ethnographic Nonparticipant Observational Study

C. van Weel, C. V. D. van der Vleuten, C. Fluit, 2017, Academic medicine : journal of the Association of American Medical Colleges.

The Future of High-Quality Care Depends on Better Assessment of Physician Performance.

C. V. D. van der Vleuten, C. Carraccio, D. Schumacher, 2016, JAMA pediatrics.

Competency-based education is beneficial for professional development

C. V. D. van der Vleuten, 2015, Perspectives on Medical Education.

Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency

C. V. D. van der Vleuten, A. Kramer, M. Govaerts, 2022, BMC medical education.

Does Community-Based Education come close to what it should be? A case study from the developing world: students' opinions.

C. V. D. van der Vleuten, G. Majoor, T. Kristina, 2006, Education for health.

Professionalism beyond medical school: an educational continuum?

C. V. D. van der Vleuten, H. O’Sullivan, L. Schuwirth, 2009, European journal of internal medicine.

The concepts of professionalism and professional behaviour: conflicts in both definition and learning outcomes.

C. V. D. van der Vleuten, H. O’Sullivan, L. Schuwirth, 2009, European journal of internal medicine.

Professionalism: evolution of the concept.

C. V. D. van der Vleuten, H. O’Sullivan, L. Schuwirth, 2009, European journal of internal medicine.

Broadening the Scope of Feedback to Promote Its Relevance to Workplace Learning.

C. V. D. van der Vleuten, P. Teunissen, R. M. van der Leeuw, 2017, Academic medicine : journal of the Association of American Medical Colleges.

Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans

C. V. D. van der Vleuten, D. Joosten-ten Brinke, J. Van der Steen, 2022, Frontiers in Education.

Who Wants Feedback? An Investigation of the Variables Influencing Residents’ Feedback-Seeking Behavior in Relation to Night Shifts

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2009, Academic medicine : journal of the Association of American Medical Colleges.

Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity

C. V. D. van der Vleuten, C. Collares, J. Renes, 2022, Medical teacher.

Developing Resident-Sensitive Quality Measures: Engaging Stakeholders to Inform Next Steps.

C. V. D. van der Vleuten, J. Busari, C. Carraccio, 2019, Academic pediatrics.

Health Professions Education Scholarship Unit Leaders as Institutional Entrepreneurs

Bridget C. O’Brien, S. Hamstra, C. V. D. van der Vleuten, 2017, Academic medicine : journal of the Association of American Medical Colleges.

Validity of objective tests towards peer-rated competence by students

A. Scherpbier, C. V. D. van der Vleuten, K. Prince, 2003, Medical teacher.

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

Christopher J. Harrison, C. V. D. van der Vleuten, K. Könings, 2014, Advances in Health Sciences Education.

Supervisors’ approaches to the early entrustment of clinical tasks: an observational study in general practice

C. V. D. van der Vleuten, A. Kramer, M. Govaerts, 2022, BMJ Open.

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

C. van Weel, C. V. D. van der Vleuten, M. H. Sagasser, 2014, Advances in Health Sciences Education.

Learning physical examination skills outside timetabled training sessions: what happens and why?

R. Duvivier, A. Scherpbier, C. V. D. van der Vleuten, 2011, Advances in health sciences education : theory and practice.

An evaluation study of the didactic quality of clerkships

C. V. D. van der Vleuten, L. Bossaert, J. Denekens, 2000, Medical education.

Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view

G. Regehr, K. Eva, C. V. D. van der Vleuten, 2016, Advances in Health Sciences Education.

Consequences of contextual factors on clinical reasoning in resident physicians

S. Durning, C. V. D. van der Vleuten, A. Artino, 2015, Advances in Health Sciences Education.

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

H. Schmidt, C. V. D. van der Vleuten, D. Dolmans, 2012, Advances in Health Sciences Education.

Conflict between clinician teachers and their students: the clinician perspective

C. V. D. van der Vleuten, L. Schuwirth, E. Michael Shanahan, 2019, Advances in Health Sciences Education.

Programmatic assessment design choices in nine programs in higher education

C. V. D. van der Vleuten, L. Baartman, Tamara van Schilt-Mol, 2022, Frontiers in Education.

Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports

Lorelei Lingard, Kevin W Eva, Shiphra Ginsburg, 2016, Advances in health sciences education : theory and practice.

The Hidden Value of Narrative Comments for Assessment: A Quantitative Reliability Analysis of Qualitative Data

K. Eva, C. V. D. van der Vleuten, S. Ginsburg, 2017, Academic medicine : journal of the Association of American Medical Colleges.

A model of the pre-assessment learning effects of summative assessment in medical education

C. V. D. van der Vleuten, L. Schuwirth, F. Cilliers, 2011, Advances in health sciences education : theory and practice.

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

C. V. D. van der Vleuten, P. Zwietering, L. Southgate, 2014, Advances in Health Sciences Education.

Perceived control decisions in preparation for a summative achievement test in higher education

C. V. D. van der Vleuten, L. Nieuwenhuis, Tamara van Schilt-Mol, 2023, Frontiers in Education.

Quiet or questioning? Students' discussion behaviors in student-centered education across cultures

C. V. D. van der Vleuten, E. Driessen, J. Frambach, 2014 .

Doctor–patient communication in a Southeast Asian setting: the conflict between ideal and reality

C. V. D. van der Vleuten, A. Utarini, J. van Dalen, 2010, Advances in health sciences education : theory and practice.

Students' perceptions of the impact of assessment on approaches to learning: a comparison between two medical schools with similar Curricula

C. V. D. van der Vleuten, M. Magzoub, C. Roberts, 2011, International Journal of Medical Education.

Programmatic assessment of competency-based workplace learning: when theory meets practice

C. V. D. van der Vleuten, P. Teunissen, R. Favier, 2013, BMC Medical Education.

The learning processes of international students through the eyes of foreign supervisors

A. Scherpbier, C. V. D. van der Vleuten, S. Niemantsverdriet, 2006, Medical teacher.

‘I found myself to be a down to earth Dutch girl’: a qualitative study into learning outcomes from international traineeships

C. V. D. van der Vleuten, S. Niemantsverdriet, A. Scherpbier, 2004, Medical education.

How much anatomy is enough?

Esther M. Bergman, A. Scherpbier, C. V. D. van der Vleuten, 2008, Anatomical sciences education.

Doctor–patient communication in Southeast Asia: a different culture?

C. V. D. van der Vleuten, J. van Dalen, M. Claramita, 2012, Advances in Health Sciences Education.

Validity evidence and reliability of a simulated patient feedback instrument

J. Rethans, C. V. D. van der Vleuten, C. Schlegel, 2012, BMC medical education.

Clarifying assumptions to enhance our understanding and assessment of clinical reasoning.

S. Durning, C. V. D. van der Vleuten, A. Artino, 2013, Academic medicine : journal of the Association of American Medical Colleges.

Doctors in a Southeast Asian country communicate sub-optimally regardless of patients' educational background.

C. V. D. van der Vleuten, J. Dalen, M. Claramita, 2011, Patient education and counseling.

Contemporary Epistemological Research in Education

C. V. D. van der Vleuten, G. Widdershoven, T. Abma, 2008 .

Learning in context: identifying gaps in research on the transfer of medical communication skills to the clinical workplace.

Cees P M van der Vleuten, Sandra van Dulmen, Jan van Dalen, 2013, Patient education and counseling.

Residents' perceived barriers to communication skills learning: comparing two medical working contexts in postgraduate training.

S. van Dulmen, A. Scherpbier, C. V. D. van der Vleuten, 2014, Patient education and counseling.

Influences on anatomical knowledge: The complete arguments

Esther M. Bergman, A. Scherpbier, C. V. D. van der Vleuten, 2014, Clinical anatomy.

Constructive, collaborative, contextual, and self‐directed learning in surface anatomy education

Anique B. H. de Bruin, Esther M. Bergman, A. Scherpbier, 2013, Anatomical sciences education.

Get yourself a mentor

C. V. D. van der Vleuten, E. Driessen, K. Overeem, 2011, Medical education.

Comparison of outcomes of a community‐based education programme executed with and without active community involvement

C. V. D. van der Vleuten, G. Majoor, T. Kristina, 2006, Medical Education.

The Association Between Learning Climate and Adverse Obstetrical Outcomes in 16 Nontertiary Obstetrics–Gynecology Departments in the Netherlands

C. V. D. van der Vleuten, O. Arah, J. V. D. van der Post, 2017, Academic medicine : journal of the Association of American Medical Colleges.

Does problem‐based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy

Cees P M van der Vleuten, Katinka J A H Prince, Albert J J A Scherpbier, 2003, Medical education.

Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study

Anique B. H. de Bruin, Esther M. Bergman, A. Scherpbier, 2013, BMC medical education.

The CanMEDS framework: Relevant but not quite the whole story

A. Scherpbier, C. V. D. van der Vleuten, F. Scheele, 2013, Medical teacher.

“Doctor, please tell me it’s nothing serious”: an exploration of patients’ worrying and reassuring cognitions using stimulated recall interviews

C. V. D. van der Vleuten, T. van der Weijden, Esther Giroldi, 2014, BMC Family Practice.

Effects of communication training on real practice performance: a role-play module versus a standardized patient module.

J. Rethans, C. V. D. van der Vleuten, M. Shaha, 2012, The Journal of nursing education.

Identifying context factors explaining physician's low performance in communication assessment: an explorative study in general practice

S. van Dulmen, C. van Weel, C. V. D. van der Vleuten, 2011, BMC family practice.

A history of assessment in medical education

C. V. D. van der Vleuten, L. Schuwirth, 2020, Advances in Health Sciences Education.

Theoretical considerations on programmatic assessment

Dario M Torre, L W T Schuwirth, C P M Van der Vleuten, 2020, Medical teacher.

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

Cees P M van der Vleuten, C. V. D. van der Vleuten, L. Schuwirth, 2011, Medical teacher.

Bad apples spoil the barrel: Addressing unprofessional behaviour

C. V. D. van der Vleuten, L. Schuwirth, V. Wass, 2010, Medical teacher.

The mechanism of impact of summative assessment on medical students’ learning

C. V. D. van der Vleuten, L. Schuwirth, F. Cilliers, 2010, Advances in health sciences education : theory and practice.

ABC of learning and teaching in medicine: Written assessment.

Cees P M van der Vleuten, C. V. D. van der Vleuten, L. Schuwirth, 2003, BMJ.

Programmatic assessment and Kane’s validity perspective

C. V. D. van der Vleuten, L. Schuwirth, Lambert W T Schuwirth, 2012, Medical education.

Expertise, needs and challenges of medical educators: Results of an international web survey

Sören Huwendiek, Burkhard Tönshoff, Christoph Nikendei, 2010, Medical teacher.

Students' opinions about their preparation for clinical practice

A. Scherpbier, C. V. D. van der Vleuten, H. Boshuizen, 2005, Medical education.

The predictive validity of grade point average scores in a partial lottery medical school admission system

A. Muijtjens, C. V. D. van der Vleuten, J. Reinders, 2006, Medical education.

Quality issues in judging portfolios: implications for organizing teaching portfolio assessment procedures

Diana H. J. M. Dolmans, Ineke H. A. P. Wolfhagen, Dineke E. H. Tigelaar, 2005 .

Social Accountability Frameworks and Their Implications for Medical Education and Program Evaluation: A Narrative Review

J. Leppink, C. V. D. van der Vleuten, Saad Chahine, 2020, Academic medicine : journal of the Association of American Medical Colleges.

A Historical Discourse Analysis of Pharmacist Identity in Pharmacy Education

C. V. D. van der Vleuten, M. O. oude Egbrink, Z. Austin, 2020, American Journal of Pharmaceutical Education.

Prediction and prevention of failure: An early intervention to assist at-risk medical students

A. Scherpbier, C. V. D. van der Vleuten, K. Winston, 2014, Medical teacher.

Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities

C. V. D. van der Vleuten, James Kwan, R. Weaver, 2016, BMC medical education.

Genetic educational needs and the role of genetics in primary care: a focus group study with multiple perspectives

Cees van der Vleuten, Lidewij Henneman, C. V. D. van der Vleuten, 2011, BMC family practice.

Sustained effects of online genetics education: a randomized controlled trial on oncogenetics

A. Muijtjens, C. V. D. van der Vleuten, M. Cornel, 2013, European Journal of Human Genetics.

The use of video in standardized patient training to improve portrayal accuracy: A randomized post-test control group study

J. Rethans, C. V. D. van der Vleuten, R. Bonvin, 2015, Medical teacher.

Approaches to professional behaviour assessment: tools in the professionalism toolbox.

C. V. D. van der Vleuten, H. O’Sullivan, L. Schuwirth, 2009, European journal of internal medicine.

Validity, reliability, feasibility and satisfaction of the Mini-Clinical Evaluation Exercise (Mini-CEX) for cardiology residency training

C. V. D. van der Vleuten, S. Baratta, D. Conde, 2007, Medical teacher.

Global clinical performance rating, reliability and validity in an undergraduate clerkship.

A. Scherpbier, C. V. D. van der Vleuten, H. Daelmans, 2005, The Netherlands journal of medicine.

Perspective: redefining context in the clinical encounter: implications for research and training in medical education.

S. Durning, C. V. D. van der Vleuten, L. Pangaro, 2010, Academic medicine : journal of the Association of American Medical Colleges.

Use of portfolios in early undergraduate medical training

Cees P M van der Vleuten, Erik Driessen, C. V. D. van der Vleuten, 2003, Medical teacher.

Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study

C. V. D. van der Vleuten, P. Teunissen, J. van Exel, 2016, Advances in health sciences education : theory and practice.

Impact of national context and culture on curriculum change: A case study

A. Muijtjens, C. V. D. van der Vleuten, W. Gijselaers, 2013, Medical teacher.

Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study

Cees P. M. van der Vleuten, Chris Roberts, C. V. D. van der Vleuten, 2012, Medical education online.

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

Cees P M van der Vleuten, C. V. D. van der Vleuten, L. Schuwirth, 2004, Medical education.

Written assessment

C. V. D. van der Vleuten, L. Schuwirth, 2003, BMJ : British Medical Journal.

Relative or Absolute Standards in Assessing Medical Knowledge Using Progress Tests

A. Muijtjens, C. V. D. van der Vleuten, R. Hoogenboom, 1998, Advances in health sciences education : theory and practice.

The Discourse and Attempt of Student-Centered Assessment in the Context of Cultural Diversity

C. V. D. van der Vleuten, D. Soemantri, A. Tekian, 2022, Challenges and Opportunities in Health Professions Education.

Twelve Tips for programmatic assessment

C P M Van Der Vleuten, L W T Schuwirth, E W Driessen, 2015, Medical teacher.

Construct validation of judgement-based assessments of medical trainees’ competency in the workplace using a “Kanesian” approach to validation

C. V. D. van der Vleuten, D. McGill, M. J. Clarke, 2015, BMC medical education.

Workplace-based assessment: raters’ performance theories and constructs

A. Muijtjens, C. V. D. van der Vleuten, L. Schuwirth, 2012, Advances in health sciences education : theory and practice.

A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context

C. V. D. van der Vleuten, L. Schuwirth, F. Cilliers, 2012, BMC medical education.

Teaching and learning professional behavior in practice.

C. V. D. van der Vleuten, H. O’Sullivan, L. Schuwirth, 2009, European journal of internal medicine.

The Importance of Active Involvement in Learning: A Qualitative Study on Learning Results and Learning Processes in Different Traineeships

A. Scherpbier, C. V. D. van der Vleuten, H. Boshuizen, 2003, Advances in health sciences education : theory and practice.

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2010, Advances in health sciences education : theory and practice.

Factors Influencing the Growth in Knowledge of Trainees in General Practice

C. V. D. van der Vleuten, R. Grol, S. Mol, 1997, Advances in health sciences education : theory and practice.

How undergraduate clinical learning climates differ: a multi‐method case study

C. V. D. van der Vleuten, P. Teunissen, F. Scheele, 2008, Medical education.

Comparison of a rational and an empirical standard setting procedure for an OSCE

Cees van der Vleuten, A. Muijtjens, C. V. D. van der Vleuten, 2003, Medical education.

The effect on reliability of adding a separate written assessment component to an objective structured clinical examination

A. Scherpbier, C. V. D. van der Vleuten, J. Hamers, 2000, Medical education.

Standardized or real patients to test clinical competence? The long case revisited

C. V. D. van der Vleuten, V. Wass, Roger H Jones, 2001, Medical education.

Making the best of the "long case".

C. V. D. van der Vleuten, 1996, Lancet.

The use of programmatic assessment in the clinical workplace: A Maastricht case report

Cees P M van der Vleuten, Erik W Driessen, C. V. D. van der Vleuten, 2012, Medical teacher.

“For most of us Africans, we don’t just speak”: a qualitative investigation into collaborative heterogeneous PBL group learning

C. V. D. van der Vleuten, D. Dolmans, F. Stevens, 2010, Advances in health sciences education : theory and practice.

How innovative and conventional curricula prepare medical students for practice in Sub-Saharan Africa: A comparative study from Mozambique

C. V. D. van der Vleuten, E. Driessen, J. Frambach, 2017, Education for health.

Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice

C. V. D. van der Vleuten, D. Torre, T. Wilkinson, 2021, Medical teacher.

The validity of multiple choice practical examinations as an alternative to traditional free response examination formats in gross anatomy

C. V. D. van der Vleuten, Hassan S. Shaibah, Hassan Sami Shaibah, 2013, Anatomical sciences education.

Validation of the INCEPT: A Multisource Feedback Tool for Capturing Different Perspectives on Physicians' Professional Performance

C. V. D. van der Vleuten, M. O. oude Egbrink, O. Arah, 2017, The Journal of continuing education in the health professions.

The supervisor’s toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104

Ara Tekian, Francois Cilliers, Cees van der Vleuten, 2016, Medical teacher.

Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study

C. V. D. van der Vleuten, H. Roebertsen, Haftom Hadush Kidane, 2020, BMC Medical Education.

A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: a qualitative study of supervisors' perceptions.

M. Valcke, C. V. D. van der Vleuten, E. Driessen, 2014, Nurse education in practice.

Effective improvement of doctor-patient communication: a randomised controlled trial.

A. Muijtjens, C. V. D. van der Vleuten, R. Grol, 2006, The British journal of general practice : the journal of the Royal College of General Practitioners.

Requesting Organ Donation: The Case of Self-Efficacy – Effects of the European Donor Hospital Education Programme (EDHEP)

C. V. D. van der Vleuten, G. Kootstra, G. Blok, 2004 .

Exploring perspectives on health professions education scholarship units from sub-Saharan Africa

Bridget C. O’Brien, C. V. D. van der Vleuten, L. Varpio, 2020, Perspectives on Medical Education.

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

A. Muijtjens, C. V. D. van der Vleuten, L. Schuwirth, 2009, Intensive Care Medicine.

Dual processing theory and expertsʼ reasoning: exploring thinking on national multiple-choice questions

S. Durning, C. V. D. van der Vleuten, Ting Dong, 2015, Perspectives on medical education.

Impact of a faculty development programme for teaching communication skills on participants’ practice

C. V. D. van der Vleuten, D. Dolmans, P. Hudelson, 2014, Postgraduate Medical Journal.

Validity of the scan of postgraduate educational environment domains (SPEED) questionnaire in a rural general practice training setting

C. V. D. van der Vleuten, P. Heggarty, B. Malau-Aduli, 2019, BMC medical education.

Portfolios in medical education: why do they meet with mixed success? A systematic review

Val Wass, Erik Driessen, Cees van der Vleuten, 2007, Medical Education.

Training and learning professionalism in the medical school curriculum: current considerations.

C. V. D. van der Vleuten, H. O’Sullivan, L. Schuwirth, 2009, European journal of internal medicine.

General considerations regarding assessment of professional behaviour.

C. V. D. van der Vleuten, H. O’Sullivan, L. Schuwirth, 2009, European journal of internal medicine.

Student views on the effective teaching of physical examination skills: a qualitative study

R. Duvivier, C. V. D. van der Vleuten, J. van Dalen, 2009, Medical 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.

A Long Case

C. V. D. van der Vleuten, V. Wass, 1888, The Hospital.

AM last page. Quality criteria in qualitative and quantitative research.

S. Durning, C. V. D. van der Vleuten, J. Frambach, 2013, Academic medicine : journal of the Association of American Medical Colleges.

Longitudinal and Concentrated Communication Skills Programmes: Two Dutch Medical Schools Compared

A. Scherpbier, C. V. D. van der Vleuten, J. van Dalen, 2002, Advances in health sciences education : theory and practice.

Change in knowledge of general practitioners during their professional careers.

C. V. D. van der Vleuten, R. Grol, S. Mol, 1995, Family practice.

Residents' perceived needs in communication skills training across in- and outpatient clinical settings.

C. V. D. van der Vleuten, D. Dolmans, P. Hudelson, 2009, Education for health.

How residents learn: qualitative evidence for the pivotal role of clinical activities

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2007, Medical education.

Health professions’ students have an alarming prevalence of depressive symptoms: exploration of the associated factors

C. V. D. van der Vleuten, G. Ponnamperuma, A. Jamal, 2016, BMC Medical Education.

The specialist training program for nursing home physicians: a new professional challenge.

M. Ribbe, C. V. D. van der Vleuten, C. Hertogh, 2001, Journal of the American Medical Directors Association.

Characteristics of communication guidelines that facilitate or impede guideline use: a focus group study

C. V. D. van der Vleuten, T. van der Weijden, P. Ram, 2007, BMC family practice.

Use of Resident-Sensitive Quality Measure Data in Entrustment Decision Making: A Qualitative Study of Clinical Competency Committee Members at One Pediatric Residency

Sue E. Poynter, L. Lingard, C. V. D. van der Vleuten, 2020, Academic medicine : journal of the Association of American Medical Colleges.

Changing the culture of assessment: the dominance of the summative assessment paradigm

Christopher J. Harrison, C. V. D. van der Vleuten, K. Könings, 2017, BMC medical education.

Conflict between clinician teachers and their students: the clinician perspective

C. V. D. van der Vleuten, L. Schuwirth, E. Michael Shanahan, 2020, Advances in health sciences education : theory and practice.

Perceptions of problem-based learning (PBL) group effectiveness in a socially-culturally diverse medical student population.

C P M van der Vleuten, D H J M Dolmans, C. V. D. van der Vleuten, 2008, Education for health.

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

Cees P M van der Vleuten, Diana H J M Dolmans, Ineke H A P Wolfhagen, 2006, Medical education.

Relationship of Tutors' Group‐dynamics Skills to Their Performance Ratings in Problem‐based Learning

Diana H. J. M. Dolmans, Albert J. J. A. Scherpbier, Ineke H. A. P. Wolfhagen, 2001, Academic medicine : journal of the Association of American Medical Colleges.

Resident-Sensitive Quality Measures in the Pediatric Emergency Department: Exploring Relationships With Supervisor Entrustment and Patient Acuity and Complexity

C. V. D. van der Vleuten, J. Busari, C. Carraccio, 2020, Academic medicine : journal of the Association of American Medical Colleges.

Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education

L. Maggio, C. V. D. van der Vleuten, E. Driessen, 2020, Perspectives on medical education.

Stakes in the eye of the beholder: an international study of learners’ perceptions within programmatic assessment

C. V. D. van der Vleuten, E. Driessen, J. van Tartwijk, 2018, Medical education.

General competencies of problem‐based learning (PBL) and non‐PBL graduates

Cees P M van der Vleuten, Katinka J A H Prince, Patrick W L J van Eijs, 2005, Medical education.

Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace

C. van Weel, C. V. D. van der Vleuten, C. Fluit, 2016, Advances in health sciences education : theory and practice.

The transition to hospital consultant and the influence of preparedness, social support, and perception: A structural equation modelling approach

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2013, Medical Teacher.

Design principles for virtual patients: a focus group study among students

Sören Huwendiek, Burkhard Tönshoff, Martin Haag, 2009, Medical education.

The assessment of professional competence: Developments, research and practical implications.

C. V. D. van der Vleuten, C. V. D. Van der Vleuten, 1996, Advances in health sciences education : theory and practice.

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

C. V. D. van der Vleuten, L. Bossaert, P. Van Royen, 2001, Medical education.

Can medical schools rely on clerkships to train students in basic clinical skills?

C. V. D. van der Vleuten, L. Bossaert, J. Denekens, 1999, Medical education.

Understanding the Transition From Resident to Attending Physician: A Transdisciplinary, Qualitative Study

Cees P M van der Vleuten, Fedde Scheele, Michiel Westerman, 2010, Academic medicine : journal of the Association of American Medical Colleges.

Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships

C. V. D. van der Vleuten, K. Könings, S. Ramani, 2019, Medical teacher.

Entrustment Unpacked: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment.

C. V. D. van der Vleuten, E. Warm, E. Holmboe, 2021, Academic medicine : journal of the Association of American Medical Colleges.

Context matters when striving to promote active and lifelong learning in medical education

C. V. D. van der Vleuten, P. Teunissen, E. Helmich, 2018, Medical education.

Web‐ or paper‐based portfolios: is there a difference?

A. Muijtjens, C. V. D. van der Vleuten, E. Driessen, 2007, Medical education.

Should we assess clinical performance in single patient encounters or consistent behaviors of clinical performance over a series of encounters? A qualitative exploration of narrative trainee profiles

C. V. D. van der Vleuten, J. Muris, P. Ram, 2017, Medical Teacher.

Program for laparoscopic urological skills assessment: Setting certification standards for residents

J. Witjes, A. Muijtjens, A. Scherpbier, 2013, Minimally invasive therapy & allied technologies : MITAT : official journal of the Society for Minimally Invasive Therapy.

Perceived Effects of Innovations in Postgraduate Medical Education: A Q Study Focusing on Workplace-Based Assessment

Cees P M van der Vleuten, Fedde Scheele, Michiel Westerman, 2014, Academic medicine : journal of the Association of American Medical Colleges.

The transition to hospital consultant: Denmark and the Netherlands compared on preparedness for practice, perceived intensity and contextual factors

A. Scherpbier, C. V. D. van der Vleuten, C. Ringsted, 2013, Medical teacher.

Community-based educational design for undergraduate medical education: a grounded theory study

C. V. D. van der Vleuten, E. Setiawati, O. Emilia, 2019, BMC Medical Education.

Quality of written narrative feedback and reflection in a modified mini-clinical evaluation exercise: an observational study

C. V. D. van der Vleuten, A. Kramer, E. Pelgrim, 2012, BMC medical education.

Meaningful feedback through a sociocultural lens

C. V. D. van der Vleuten, K. Könings, S. Ramani, 2019, Medical teacher.

Developing Resident-Sensitive Quality Measures: A Model From Pediatric Emergency Medicine

C. V. D. van der Vleuten, J. Busari, C. Carraccio, 2017, Academic medicine : journal of the Association of American Medical Colleges.

Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles

C. V. D. van der Vleuten, D. Torre, T. Wilkinson, 2021, Medical teacher.

Clerkship assessment assessed.

A. Scherpbier, C. V. D. van der Vleuten, D. Dolmans, 2000, Medical teacher.

A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

C. V. D. van der Vleuten, N. van Dijk, M. Wieringa-de Waard, 2013, Medical teacher.

Towards a systems approach to assessment

C. V. D. van der Vleuten, E. Dannefer, 2012, Medical teacher.

Design of integrated practice for learning professional competences

Ameike M.B. Janssen-Noordman, Jeroen J.G. Merriënboer, Cees P.M. van der Vleuten, 2006, Medical teacher.

Challenges for educationalists

C. V. D. van der Vleuten, L. Schuwirth, 2006, BMJ : British Medical Journal.

Electronic assessment of clinical reasoning in clerkships: A mixed-methods comparison of long-menu key-feature problems with context-rich single best answer questions

A. Muijtjens, C. V. D. van der Vleuten, D. Dolmans, 2017, Medical teacher.

National, European licensing examinations or none at all?

C P M van der Vleuten, C. V. D. van der Vleuten, 2009, Medical teacher.

Optimising the Reproducibility of a Performance-Based Assessment Test in Midwifery Education

C. V. D. van der Vleuten, L. Schuwirth, M. Govaerts, 2002, Advances in health sciences education : theory and practice.

Impact of Self- and Peer Assessment on the Clinical Performance of Physiotherapists in Primary Care: A Cohort Study.

C. V. D. van der Vleuten, Y. Heerkens, P. J. van der Wees, 2018, Physiotherapy Canada. Physiotherapie Canada.

Feasibility of peer assessment and clinical audit to self-regulate the quality of physiotherapy services: a mixed methods study

C. V. D. van der Vleuten, Y. Heerkens, P. J. van der Wees, 2017, BMJ Open.

An Innovative Peer Assessment Approach to Enhance Guideline Adherence in Physical Therapy: Single-Masked, Cluster-Randomized Controlled Trial

C. V. D. van der Vleuten, Y. Heerkens, P. J. van der Wees, 2014, Physical Therapy.

The Incidence and Nature of Adverse Medical Device Events in Dutch Hospitals: A Retrospective Patient Record Review Study

C. V. D. van der Vleuten, M. D. de Bruijne, C. Wagner, 2020, Journal of patient safety.

How pharmacists perceive their professional identity: a scoping review and discursive analysis.

C. V. D. van der Vleuten, M. O. oude Egbrink, Z. Austin, 2021, The International journal of pharmacy practice.

Factors Influencing Professional Identity Construction in Fourth-Year Pharmacy Students

C. V. D. van der Vleuten, M. O. oude Egbrink, Z. Austin, 2022, American Journal of Pharmaceutical Education.

Developing skilled doctor–patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors

C. V. D. van der Vleuten, T. van der Weijden, H. Bueving, 2017, Advances in health sciences education : theory and practice.

'I still have no idea why this patient was here': An exploration of the difficulties GP trainees experience when gathering information.

C. V. D. van der Vleuten, T. van der Weijden, H. Bueving, 2015, Patient education and counseling.

Features of assessment learners use to make informed self‐assessments of clinical performance

T. Dornan, K. Eva, C. V. D. van der Vleuten, 2011, Medical education.

Developing skilled doctor–patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors

C. V. D. van der Vleuten, J. Muris, T. van der Weijden, 2017, Advances in health sciences education : theory and practice.

Exploring Residents’ Communication Learning Process in the Workplace: A Five-Phase Model

S. van Dulmen, A. Scherpbier, C. V. D. van der Vleuten, 2015, PloS one.

Context factors in general practitioner - patient encounters and their impact on assessing communication skills - an exploratory study

Sandra van Dulmen, Cees van der Vleuten, Geurt Essers, 2013, BMC Family Practice.

How doctors move from generic goals to specific communicative behavior in real practice consultations.

G. Elwyn, C. V. D. van der Vleuten, T. van der Weijden, 2013, Patient education and counseling.

Development and analysis of D-RECT, an instrument measuring residents’ learning climate

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2011, Medical teacher.

Junior doctors' opinions about the transition from medical school to clinical practice: a change of environment.

A. Scherpbier, C. V. D. van der Vleuten, H. Boshuizen, 2004, Education for health.

Strengths and Weaknesses of Simulated and Real Patients in the Teaching of Skills to Medical Students: A Review

Cees P M van der Vleuten, Albert J J A Scherpbier, L. Bokken, 2008, Simulation in healthcare : journal of the Society for Simulation in Healthcare.

Assessment of clinical reasoning in the context of uncertainty: the effect of variability within the reference panel

Bernard Charlin, Robert Gagnon, Cees van der Vleuten, 2006, Medical education.

Standardized Assessment of Reasoning in Contexts of Uncertainty

Bernard Charlin, Cees van der Vleuten, C. V. D. van der Vleuten, 2004, Evaluation & the health professions.

Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education

C. V. D. van der Vleuten, K. Mann, K. Könings, 2017, Medical teacher.

Remediation of at-risk medical students: theory in action

A. Scherpbier, C. V. D. van der Vleuten, K. Winston, 2013, BMC medical education.

The impact of student‐generated learning issues on individual study time and academic achievement

D H Dolmans, C. V. D. van der Vleuten, D. Dolmans, 1999, Medical education.

Relationship of neuroimaging to typical sleep times during a clinical reasoning task: a pilot study.

Michelle E. Costanzo, S. Durning, C. V. D. van der Vleuten, 2015, Military medicine.

The Sharp/van der Heijde method out-performed the Larsen/Scott method on the individual patient level in assessing radiographs in early rheumatoid arthritis.

Désirée van der Heijde, Maarten Boers, Cees van der Vleuten, 2004, Journal of clinical epidemiology.

Theoretical perspectives and applications of group learning in PBL

C. V. D. van der Vleuten, D. Dolmans, D. Torre, 2016, Medical teacher.

Contextual attributes to promote positive social interdependence in problem-based learning: a focus group study

R. Duvivier, C. V. D. van der Vleuten, Yasushi Matsuyama, 2021, BMC Medical Education.

Measuring social interdependence in collaborative learning: instrument development and validation

M. Kikukawa, R. Duvivier, C. V. D. van der Vleuten, 2020, BMC medical education.

Student Perspectives on Critical Incidents in the Tutorial Group

C. V. D. van der Vleuten, D. Dolmans, W. D. de Grave, 2002, Advances in health sciences education : theory and practice.

Development of an instrument for measuring different types of cognitive load

F. Paas, J. Leppink, J. V. van Merriënboer, 2013, Behavior Research Methods.

Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting

J. Leppink, C. V. D. van der Vleuten, A. Lebowitz, 2019, BMC medical education.

Feedback-giving behaviour in performance evaluations during clinical clerkships

C. V. D. van der Vleuten, P. Teunissen, D. Jaarsma, 2016, Medical teacher.

Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited

David B. Swanson, Cees P.M. van der Vleuten, C. V. D. van der Vleuten, 2013, Teaching and learning in medicine.

COVID‐19 and programmatic assessment

C. V. D. van der Vleuten, D. Torre, A. Sam, 2020, The Clinical Teacher.

Does the Authenticity of Preclinical Teaching Format Affect Subsequent Clinical Clerkship Outcomes? A Prospective Randomized Crossover Trial

S. Durning, C. V. D. van der Vleuten, L. Pangaro, 2012, Teaching and learning in medicine.

Workplace-based assessment and students’ approaches to learning: a qualitative inquiry

C. V. D. van der Vleuten, Mohammed T Al-Kadi, Hanan M Al-kadri, 2013, Medical teacher.

Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum

Cees van der Vleuten, C. V. D. van der Vleuten, M. Al-Moamary, 2009, BMC Research Notes.

Very‐short‐answer questions: reliability, discrimination and acceptability

C. V. D. van der Vleuten, V. Wass, A. Sam, 2018, Medical education.

A Guide to Reflexivity for Qualitative Researchers in Education.

C. V. D. van der Vleuten, K. Mann, K. Könings, 2018, Academic medicine : journal of the Association of American Medical Colleges.

Programmatic assessment: Can we provide evidence for saturation of information?

Lubberta H de Jong, Harold G J Bok, Wim D J Kremer, 2019, Medical teacher.

Integrating performance assessment, maintenance of competence, and continuing professional development of community pharmacists.

C. V. D. van der Vleuten, R. Tamblyn, N. Winslade, 2007, American journal of pharmaceutical education.

The Effect of Guidance in Problem-Based Learning of Statistics

Martijn P. F. Berger, Jimmie Leppink, Tjaart Imbos, 2014 .

The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain

J. Leppink, N. Broers, T. Imbos, 2013, Instructional Science.

When Feedback Backfires: Influences of Negative Discrepancies Between Physicians' Self and Assessors' Scores on Their Subsequent Multisource Feedback Ratings.

C. V. D. van der Vleuten, M. O. oude Egbrink, O. Arah, 2021, The Journal of continuing education in the health professions.

Development and validation of a questionnaire to identify learning-oriented group interactions in PBL

C. V. D. van der Vleuten, D. Dolmans, I. Wolfhagen, 2005, Medical teacher.

Semantic competence and prototypical verbalizations are associated with higher OSCE and global medical degree scores: a multi-theory pilot study on year 6 medical student verbalizations

S. Durning, C. V. D. van der Vleuten, F. Papa, 2023, Diagnosis.

Script concordance testing: a review of published validity evidence

Bernard Charlin, Stuart Lubarsky, C. V. D. van der Vleuten, 2011, Medical education.

Measurement of perception and interpretation skills during radiology training: utility of the script concordance approach

Bernard Charlin, Robert Gagnon, Cees van der Vleuten, 2004, Medical teacher.

An Inter- and Intra-University Comparison With Short Case-Based Testing

A. Scherpbier, C. V. D. van der Vleuten, J. Cohen-schotanus, 1999, Advances in health sciences education : theory and practice.

To what extent are medical interviewing skills teachable?

T. Imbos, C. V. D. van der Vleuten, A. Crijnen, 1990, Medical teacher.

Student perceptions about the occurrence of critical incidents in tutorial groups.

C. V. D. van der Vleuten, D. Dolmans, W. D. de Grave, 2001, Medical teacher.

The Script Concordance Test: A Tool to Assess the Reflective Clinician

C. V. D. van der Vleuten, B. Charlin, F. Goulet, 2000, Teaching and learning in medicine.

Assessment in the context of problem-based learning

C. V. D. van der Vleuten, L. Schuwirth, 2019, Advances in Health Sciences Education.

Community-based educational design for undergraduate medical education: a grounded theory study

C. V. D. van der Vleuten, E. Setiawati, O. Emilia, 2019, BMC medical education.

Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design

Anique B. H. de Bruin, Albert J. J. A. Scherpbier, Jimmie Leppink, 2015, BMC medical education.

The role of the specialist physician in nursing homes: the Netherlands' experience

M. Ribbe, C. V. D. van der Vleuten, C. Hertogh, 2003, International journal of geriatric psychiatry.

Neural basis of nonanalytical reasoning expertise during clinical evaluation

Steven J Durning, Lambert Schuwirth, Michelle E. Costanzo, 2015, Brain and behavior.

Rethinking Remediation: A Model to Support the Detailed Diagnosis of Clinicians' Performance Problems and the Development of Effective Remediation Plans

C. V. D. van der Vleuten, M. Bell, L. Prescott-Clements, 2017, The Journal of continuing education in the health professions.

Managing tensions in assessment: moving beyond either–or thinking

C. V. D. van der Vleuten, E. Holmboe, M. Govaerts, 2018, Medical education.

Teachers’ conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics

C. V. D. van der Vleuten, F. Scheele, R. Kusurkar, 2016, BMC Medical Education.

Impact of institute and person variables on teachers’ conceptions of learning and teaching*

A. Muijtjens, C. V. D. van der Vleuten, F. Scheele, 2015, Medical teacher.

Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

Fedde Scheele, Gerda Croiset, A. Muijtjens, 2014, BMC medical education.

Learner preferences regarding integrating, sequencing and aligning virtual patients with other activities in the undergraduate medical curriculum: A focus group study

Sören Huwendiek, Burkhard Tönshoff, Martin Haag, 2013, Medical teacher.

Impact of Increased Authenticity in Instructional Format on Preclerkship Students’ Performance: A Two-Year, Prospective, Randomized Study

S. Durning, C. V. D. van der Vleuten, L. Pangaro, 2012, Academic medicine : journal of the Association of American Medical Colleges.

A One-Day Dental Faculty Workshop in Writing Multiple-Choice Questions: An Impact Evaluation.

C. V. D. van der Vleuten, R. Qureshi, H. Abdulghani, 2015, Journal of dental education.

The prevalence and correlates of depressive symptoms from an Arabian setting: A wake up call

C. V. D. van der Vleuten, C. P. M. Vleuten, M. Bukhari, 2012, Medical teacher.

Contextual factors and clinical reasoning: differences in diagnostic and therapeutic reasoning in board certified versus resident physicians

S. Durning, C. V. D. van der Vleuten, A. Artino, 2017, BMC medical education.

Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan

J. Leppink, C. V. D. van der Vleuten, Yasushi Matsuyama, 2017, Medical teacher.

Conditions for successful reflective use of portfolios in undergraduate medical education

Cees P M van der Vleuten, Erik W Driessen, C. V. D. van der Vleuten, 2005, Medical education.

The long case.

C. V. D. van der Vleuten, V. Wass, 2004, Medical education.

Student centered curricular elements are associated with a healthier educational environment and lower depressive symptoms in medical students

C. V. D. van der Vleuten, R. Qureshi, F. Irfan, 2014, BMC medical education.

Students’ Views on the Use of Real Patients and Simulated Patients in Undergraduate Medical Education

Cees van der Vleuten, Robbert Duvivier, L. Bokken, 2009, Academic medicine : journal of the Association of American Medical Colleges.

Residents' perceptions of the ideal clinical teacher--a qualitative study.

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2008, European journal of obstetrics, gynecology, and reproductive biology.

Prior knowledge moderates instructional effects on conceptual understanding of statistics

Jimmie Leppink, Tjaart Imbos, Nick J. Broers, 2012 .

Modelling the pre-assessment learning effects of assessment: evidence in the validity chain

C. V. D. van der Vleuten, L. Schuwirth, F. Cilliers, 2012, Medical education.

Simulation-based multiprofessional obstetric anaesthesia training conducted in situ versus off-site leads to similar individual and team outcomes: a randomised educational trial

Susanne Rosthøj, Christian Gluud, Cees van der Vleuten, 2015, BMJ Open.

Clarifying the learning experiences of healthcare professionals with in situ and off-site simulation-based medical education: a qualitative study

J. Sørensen, B. Ottesen, C. V. D. van der Vleuten, 2015, BMJ Open.

The Power of Contribution and Attribution in Assessing Educational Outcomes for Individuals, Teams, and Programs

C. V. D. van der Vleuten, E. Warm, J. Busari, 2019, Academic medicine : journal of the Association of American Medical Colleges.

Do students have sufficient knowledge of clinical anatomy?

H. van Mameren, A. Scherpbier, C. V. D. van der Vleuten, 2005, Medical education.

Using Resident-Sensitive Quality Measures Derived From Electronic Health Record Data to Assess Residents’ Performance in Pediatric Emergency Medicine

Jordan L. Swartz, S. Durning, C. V. D. van der Vleuten, 2022, Academic medicine : journal of the Association of American Medical Colleges.

A Feasibility Study to Attribute Patients to Primary Interns on Inpatient Ward Teams Using Electronic Health Record Data.

Danny T. Y. Wu, C. V. D. van der Vleuten, E. Warm, 2019, Academic medicine : journal of the Association of American Medical Colleges.

Validity of final examinations in undergraduate medical training

C. V. D. van der Vleuten, 2000, BMJ : British Medical Journal.

How to gather information from talkative patients in a respectful and efficient manner: a qualitative study of GPs' communication strategies.

C. V. D. van der Vleuten, J. Muris, T. van der Weijden, 2016, Family practice.

A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)

M. F. van der Schaaf, C. V. D. van der Vleuten, H. Bok, 2021, Studies in Educational Evaluation.

Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations

C. V. D. van der Vleuten, K. Könings, S. Ramani, 2019, Academic medicine : journal of the Association of American Medical Colleges.

Introducing a partnership doctor-patient communication guide for teachers in the culturally hierarchical context of Indonesia.

C. V. D. van der Vleuten, J. van Dalen, M. Claramita, 2013, Education for health.

Doctor–patient communication in Southeast Asia: a different culture?

C. V. D. van der Vleuten, J. van Dalen, M. Claramita, 2012, Advances in health sciences education : theory and practice.

The process of feedback in workplace‐based assessment: organisation, delivery, continuity

C. V. D. van der Vleuten, A. Kramer, E. Pelgrim, 2012, Medical education.

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

S. van Dulmen, C. van Weel, C. V. D. van der Vleuten, 2014, Advances in Health Sciences Education.

A qualitative study of caregivers' expectations and communication desires during medical consultation for sick children in Uganda.

C. V. D. van der Vleuten, J. van Dalen, J. Nakigudde, 2011, Patient education and counseling.

Context factors in consultations of general practitioner trainees and their impact on communication assessment in the authentic setting.

S. van Dulmen, C. van Weel, C. V. D. van der Vleuten, 2013, Patient education and counseling.

Reliability of consultation skills assessments using standardised versus real patients

Henrica C W de Vet, Cees P M van der Vleuten, D. Knol, 2011, Medical education.

About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices

C. V. D. van der Vleuten, K. Mann, K. Könings, 2018, Academic medicine : journal of the Association of American Medical Colleges.

Inter-rater variability as mutual disagreement: identifying raters’ divergent points of view

G. Regehr, K. Eva, C. V. D. van der Vleuten, 2016, Advances in Health Sciences Education.

Does CBE come close to what it should be? A case study from the developing world. Evaluating a programme in action against objectives on paper.

C. V. D. van der Vleuten, G. Majoor, T. Kristina, 2005, Education for health.

Correlates of emotional intelligence: Results from a multi-institutional study among undergraduate medical students

Syed Moin Ali, A. Muijtjens, C. V. D. van der Vleuten, 2014, Medical teacher.

Program directors in their role as leaders of teaching teams in residency training

A. Scherpbier, C. V. D. van der Vleuten, K. Lombarts, 2014, Medical teacher.

Evaluating Communication Skills

A. Scherpbier, C. V. D. van der Vleuten, C. Prince, 1998, Advances in health sciences education : theory and practice.

In-training assessment using direct observation of single-patient encounters: a literature review

C. V. D. van der Vleuten, R. Grol, R. Grol, 2010, Advances in health sciences education : theory and practice.

Effectiveness of oncogenetics training on general practitioners' consultation skills: a randomized controlled trial

G. Dinant, A. Muijtjens, J. Rethans, 2013, Genetics in Medicine.

Use of case-based exams as an instructional teaching tool to teach clinical reasoning

C. V. D. van der Vleuten, S. Çalışkan, S. Bor, 2007, Medical teacher.

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

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

Clarifying students’ feedback‐seeking behaviour in clinical clerkships

C. V. D. van der Vleuten, P. Teunissen, D. Jaarsma, 2013, Medical education.

Progress test utopia

C. V. D. van der Vleuten, C. Collares, Adrian Freeman, 2018, Perspectives on medical education.

A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71

W. Wrigley, A. Muijtjens, C. V. D. van der Vleuten, 2012, Medical teacher.

Differential Student Attrition and Differential Exposure Mask Effects of Problem-Based Learning in Curriculum Comparison Studies

H. Schmidt, G. Norman, A. Muijtjens, 2012, Academic medicine : journal of the Association of American Medical Colleges.

The use of progress testing

C. V. D. van der Vleuten, L. Schuwirth, 2012, Perspectives on medical education.

Flexible electronic feedback using the virtues of progress testing

Jeroen Donkers, Janke Cohen-Schotanus, A. Muijtjens, 2010, Medical teacher.

A standard setting method with the best performing students as point of reference: Practical and affordable

C. V. D. van der Vleuten, J. Cohen-schotanus, 2010, Medical teacher.

Solving problems with group work in problem‐based learning: hold on to the philosophy

D H Dolmans, C. V. D. van der Vleuten, D. Dolmans, 2001, Medical education.

Testing a Causal Model for Learning in a Problem-based Curriculum

Cees P.M. van der Vleuten, C. V. D. van der Vleuten, D. Dolmans, 2001, Advances in health sciences education : theory and practice.

Reliability and validity of a Tutorial Group Effectiveness Instrument

C. V. D. van der Vleuten, D. Dolmans, H. V. van Berkel, 2010, Medical teacher.

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

A. Muijtjens, C. V. D. van der Vleuten, D. Dolmans, 2007, Medical education.

Assessment in problem-based learning (PBL).

C. V. D. van der Vleuten, S. V. van Luijk, 2001, Annals of the Academy of Medicine, Singapore.

Exploring the validity and reliability of a questionnaire for evaluating virtual patient design with a special emphasis on fostering clinical reasoning

Andrzej A. Kononowicz, Sören Huwendiek, Burkhard Tönshoff, 2015, Medical teacher.

Understanding teaching and learning conceptions among clinical faculty as a means to improve postgraduate training

C. V. D. van der Vleuten, J. Donkers, S. Heeneman, 2020, International journal of medical education.

Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment

A. Muijtjens, C. V. D. van der Vleuten, J. Donkers, 2017, Medical teacher.

Team communication amongst clinical teachers in a formal meeting of post graduate medical training

A. Scherpbier, C. V. D. van der Vleuten, R. M. van der Leeuw, 2015, Advances in Health Sciences Education.

Rethinking the globalisation of problem‐based learning: how culture challenges self‐directed learning

C. V. D. van der Vleuten, E. Driessen, J. Frambach, 2012, Medical education.

Measurement of clinical reflective capacity early in training as a predictor of clinical reasoning performance at the end of residency: an experimental study on the script concordance test

C. V. D. van der Vleuten, B. Charlin, B Charlin, 2001, Medical education.

Exploring how educators at the workplace inform their judgement of students’ professional performance

C. V. D. van der Vleuten, L. Baartman, E. Bruijn, 2019, Journal of Education and Work.

What would happen to education if we take education evidence seriously?

C. V. D. van der Vleuten, E. Driessen, C. V. D. Vleuten, 2014, Perspectives on medical education.

Authenticity of instruction and student performance: a prospective randomised trial

S. Durning, C. V. D. van der Vleuten, L. Pangaro, 2011, Medical education.

Feedback by simulated patients in undergraduate medical education: a systematic review of the literature

L. Bokken, J. Rethans, A. Scherpbier, 2009, Medical education.

Exploring Validity Evidence Associated With Questionnaire-Based Tools for Assessing the Professional Performance of Physicians: A Systematic Review.

C. V. D. van der Vleuten, K. Lombarts, M. van der Meulen, 2019, Academic medicine : journal of the Association of American Medical Colleges.

Factors influencing trainers’ feedback-giving behavior: a cross-sectional survey

C. V. D. van der Vleuten, A. Kramer, E. Pelgrim, 2014, BMC medical education.

Working Definitions of the Roles and an Organizational Structure in Health Professions Education Scholarship: Initiating an International Conversation.

Steven J Durning, Lara Varpio, Wendy Hu, 2017, Academic medicine : journal of the Association of American Medical Colleges.

Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour

A. Muijtjens, C. V. D. van der Vleuten, J. Muris, 2017, Advances in health sciences education : theory and practice.

More Consensus Than Idiosyncrasy: Categorizing Social Judgments to Examine Variability in Mini-CEX Ratings

Kevin W Eva, Glenn Regehr, Cees P M van der Vleuten, 2014, Academic medicine : journal of the Association of American Medical Colleges.

Unannounced in situ simulation of obstetric emergencies: staff perceptions and organisational impact

J. Sørensen, B. Ottesen, C. V. D. van der Vleuten, 2014, Postgraduate Medical Journal.

Revisiting the D-RECT tool: Validation of an instrument measuring residents’ learning climate perceptions

A. Scherpbier, C. V. D. van der Vleuten, O. Arah, 2015, Medical teacher.

Classification of staff development programmes and effects perceived by teachers

F. Dochy, C. V. D. van der Vleuten, Catherine de Rijdt, 2016 .

A laboratory study on the reliability estimations of the mini-CEX

C. V. D. van der Vleuten, J. Costabel, D. Conde, 2011, Advances in health sciences education : theory and practice.

Functional Neuroimaging Correlates of Burnout among Internal Medicine Residents and Faculty Members

Michelle E. Costanzo, L. Dyrbye, S. Durning, 2013, Front. Psychiatry.

Validity evidence and psychometric evaluation of a socially accountable health index for health professions schools.

C. V. D. van der Vleuten, Saad Chahine, C. Barber, 2023, Advances in health sciences education : theory and practice.

The longitudinal simulated patient program: evaluations by teachers and students and feasibility

L. Bokken, J. Rethans, A. Scherpbier, 2009, Medical teacher.

Verbal and non-verbal behavior of doctors and patients in primary care consultations - how this relates to patient enablement.

F. Griffiths, C. V. D. van der Vleuten, T. Pawlikowska, 2012, Patient education and counseling.

Closing the patient experience chasm: A two‐level validation of the Consumer Quality Index Inpatient Hospital Care

C. V. D. van der Vleuten, O. Arah, K. Lombarts, 2017, Health expectations : an international journal of public participation in health care and health policy.

Merging views on assessment

C. V. D. van der Vleuten, L. Schuwirth, 2004, Medical education.

Exploring the institutional logics of health professions education scholarship units

Bridget C. O’Brien, S. Hamstra, S. Durning, 2017, Medical education.

Participants' opinions on the usefulness of a teaching portfolio

Cees P M van der Vleuten, Diana H J M Dolmans, Ineke H A P Wolfhagen, 2006, Medical education.

Communication guidelines as a learning tool: an exploration of user preferences in general practice.

C. V. D. van der Vleuten, T. van der Weijden, P. Ram, 2013, Patient education and counseling.

Learning in Practice: Experiences and Perceptions of High-Scoring Physicians

Joan Sargeant, Karen Mann, Cees van der Vleuten, 2006, Academic medicine : journal of the Association of American Medical Colleges.

Composite undergraduate clinical examinations: how should the components be combined to maximize reliability?

C. V. D. van der Vleuten, V. Wass, V Wass, 2001, Medical education.

Relationship between reflection ability and clinical performance: a cross-sectional and retrospective-longitudinal correlational cohort study in midwifery.

M. Valcke, C. V. D. van der Vleuten, E. Driessen, 2015, Midwifery.

The pursuit of fairness in assessment: Looking beyond the objective

S. Durning, C. V. D. van der Vleuten, L. Schuwirth, 2022, Medical teacher.

Assessment of communication skills.

C. V. D. van der Vleuten, Esther Giroldi, V. van den Eertwegh, 2019, Patient education and counseling.

Reliability of narrative assessment data on communication skills in a summative OSCE.

C. V. D. van der Vleuten, D. Dolmans, Z. Austin, 2019, Patient education and counseling.

Poor professionalism identified through investigation of unsolicited healthcare complaints

C. V. D. van der Vleuten, L. Schuwirth, W. D. de Grave, 2012, Postgraduate Medical Journal.

Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures

Christopher J. Harrison, C. V. D. van der Vleuten, K. Könings, 2016, Perspectives on medical education.

Medical education research: a vibrant community of research and education practice.

C. V. D. van der Vleuten, 2014, Medical education.

Selection for postgraduate training for general practice: the role of knowledge tests.

C. V. D. van der Vleuten, R. Grol, S. Mol, 1997, The British journal of general practice : the journal of the Royal College of General Practitioners.

New consultants mastering the role of on‐call supervisor: a longitudinal qualitative study

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2013, Medical education.

Problem-based learning as an alternative to lecture-based continuing medical education

T J David, D H Dolmans, L Patel, 1998, Journal of the Royal Society of Medicine.

Factors Influencing the Successful Introduction of Portfolios

Erik Driessen, C. V. D. van der Vleuten, K. Stokking, 2007 .

Matching Student Assessment to Problem-based Learning: Lessons from experience in a law faculty

C. V. D. van der Vleuten, Cees Van Der Vleuten, Erik Driessen, 2000 .

Using Resampling to Estimate the Precision of an Empirical Standard-Setting Method

A. Muijtjens, C. V. D. van der Vleuten, A. Kramer, 2003 .

Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study (Preprint)

P. Kubben, J. Rethans, C. V. D. van der Vleuten, 2019 .

The Cultural Competence of Health Care Professionals

C. V. D. van der Vleuten, L. Schuwirth, G. Whelan, 2013, Evaluation & the health professions.

Long‐term stability of tutor performance

C. V. D. van der Vleuten, D. Dolmans, I. Wolfhagen, 1996, Academic medicine : journal of the Association of American Medical Colleges.

Validity evidence and reliability of a simulated patient feedback instrument

J. Rethans, C. V. D. van der Vleuten, C. Schlegel, 2012, BMC Medical Education.

The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis

C. V. D. van der Vleuten, L. Schoonmade, A. Artino, 2023, Academic medicine : journal of the Association of American Medical Colleges.

A survey validation of generic objectives for community-based education in undergraduate medical training.

C. V. D. van der Vleuten, C. P. M. Vleuten, G. Majoor, 2006, Education for health.

Clinical teachers’ views on how teaching teams deliver and manage residency training

A. Scherpbier, C. V. D. van der Vleuten, K. Mann, 2013, Medical teacher.

The Relation Between Time Spent on Individual Study and Academic Achievement in a Problem-Based Curriculum

C. V. D. van der Vleuten, D. Dolmans, H. Wolfhagen, 1998, Advances in health sciences education : theory and practice.

Understanding the influence of teacher–learner relationships on learners’ assessment perception

C. V. D. van der Vleuten, E. Driessen, J. van Tartwijk, 2019, Advances in health sciences education : theory and practice.

Dual process theory and intermediate effect: are faculty and residents' performance on multiple-choice, licensing exam questions different?

S. Durning, C. V. D. van der Vleuten, Ting Dong, 2015, Military medicine.

The curriculum for the doctor of the future: Messages from the clinician's perspective

A. Scherpbier, C. V. D. van der Vleuten, F. Scheele, 2011, Medical teacher.

Students’ motivation toward feedback-seeking in the clinical workplace

C. V. D. van der Vleuten, R. Favier, H. Bok, 2017, Medical teacher.

Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement?

A. Muijtjens, C. V. D. van der Vleuten, L. Schuwirth, 2011, Advances in health sciences education : theory and practice.

Improving the Competency of Nurses

Cees P M van der Vleuten, Petra J Porte, Lisanne M Verweij, 2020, Journal of infusion nursing : the official publication of the Infusion Nurses Society.

Studies on Reliability and Measurement Error of Measurements in Medicine – From Design to Statistics Explained for Medical Researchers

L. Mokkink, H. D. de Vet, M. Boers, 2023, Patient related outcome measures.

Exploration of perceived effects of innovations in postgraduate medical education

Cees P M van der Vleuten, Fedde Scheele, Michiel Westerman, 2013, Medical education.

Use of evidence in health professions education: Attitudes, practices, barriers and supports

C. V. D. van der Vleuten, G. Chilingaryan, Y. Steinert, 2019, Medical teacher.

A new framework for designing programmes of assessment

J. Dijkstra, C. P. M. Van der Vleuten, L. W. T. Schuwirth, 2009, Advances in health sciences education : theory and practice.

Aging and cognitive performance: challenges and implications for physicians practicing in the 21st century.

S. Durning, C. V. D. van der Vleuten, T. Beckman, 2010, The Journal of continuing education in the health professions.

The relationship between study skills and depressive symptoms among medical residents

C. V. D. van der Vleuten, G. Ponnamperuma, F. Irfan, 2019, BMC Medical Education.

On the issue of costs in programmatic assessment

Sylvia Heeneman, Cees P. M. van der Vleuten, C. V. D. van der Vleuten, 2016, Perspectives on Medical Education.

Developing a digital application for quality assurance of assessment programmes in higher education

M. F. van der Schaaf, F. Prins, C. V. D. van der Vleuten, 2022, Quality Assurance in Education.

Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum

C. V. D. van der Vleuten, H. M. A. Al Kadri, M. Al-moamary, 2009 .

Exploring Task- and Student-Related Factors in the Method of Propositional Manipulation (MPM)

Martijn P. F. Berger, Jimmie Leppink, Tjaart Imbos, 2011 .

The relationship between study skills and depressive symptoms among medical residents

C. V. D. van der Vleuten, G. Ponnamperuma, F. Irfan, 2019, BMC Medical Education.

Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making

C. V. D. van der Vleuten, H. Bok, W.D.J. Kremer, 2022, BMC Medical Education.

Impact of a fellowship program for faculty development on the self-efficacy beliefs of health professions teachers: A longitudinal study

C. V. D. van der Vleuten, T. Singh, W. Burdick, 2013, Medical teacher.

How clinical medical students perceive others to influence their self‐regulated learning

C. V. D. van der Vleuten, P. Teunissen, Cees PM Vleuten, 2016, Medical education.

Self-entrustment: how trainees’ self-regulated learning supports participation in the workplace

C. van Weel, C. V. D. van der Vleuten, C. Fluit, 2016, Advances in Health Sciences Education.

Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting

J. Leppink, C. V. D. van der Vleuten, A. Lebowitz, 2019, BMC Medical Education.

Cross-validation of a learning climate instrument in a non-western postgraduate clinical environment

Sylvia Heeneman, Cees P. M. van der Vleuten, Arno M. M. Muijtjens, 2018, BMC Medical Education.

Comparison of an Aggregate Scoring Method With a Consensus Scoring Method in a Measure of Clinical Reasoning Capacity

Bernard Charlin, Robert Gagnon, Martin Desaulniers, 2002, Teaching and learning in medicine.

The Cognitive Validity of the Script Concordance Test: A Processing Time Study

C. V. D. van der Vleuten, B. Charlin, H. Boshuizen, 2006, Teaching and learning in medicine.

Reproducibility of clinical performance assessment in practice using incognito standardized patients

S. van der Linden, H. Houben, J. Rethans, 2002, Medical education.

An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles

C. V. D. van der Vleuten, F. Scheele, R. Kusurkar, 2020, Medical teacher.

Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum

C. V. D. van der Vleuten, H. M. A. Al Kadri, M. Al-moamary, 2009, BMC Research Notes.

Impact of national context and culture on curriculum change: A case study

A. Muijtjens, C. V. D. van der Vleuten, W. Gijselaers, 2013, Medical teacher.

New consultants mastering the role of on‐call supervisor: a longitudinal qualitative study

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2013, Medical education.

Verbal and non-verbal behavior of doctors and patients in primary care consultations - how this relates to patient enablement.

F. Griffiths, C. V. D. van der Vleuten, T. Pawlikowska, 2012, Patient education and counseling.

How do workplace educators assess student performance at the workplace? A qualitative systematic review

C. V. D. van der Vleuten, L. Baartman, E. de Bruijn, 2023, Vocations and Learning.

Assessing professional competence: from methods to programmes

C. V. D. van der Vleuten, Lambert W T Schuwirth, 2005, Medical education.

Exploring Validity Evidence Associated With Questionnaire-Based Tools for Assessing the Professional Performance of Physicians: A Systematic Review.

C. V. D. van der Vleuten, K. Lombarts, M. van der Meulen, 2019, Academic medicine : journal of the Association of American Medical Colleges.

Who Wants Feedback? An Investigation of the Variables Influencing Residents’ Feedback-Seeking Behavior in Relation to Night Shifts

A. Scherpbier, C. V. D. van der Vleuten, P. Teunissen, 2009, Academic medicine : journal of the Association of American Medical Colleges.

Culture Matters in Successful Curriculum Change: An International Study of the Influence of National and Organizational Culture Tested With Multilevel Structural Equation Modeling

N. Broers, C. V. D. van der Vleuten, W. Gijselaers, 2015, Academic medicine : journal of the Association of American Medical Colleges.

The concepts of professionalism and professional behaviour: conflicts in both definition and learning outcomes.

C. V. D. van der Vleuten, H. O’Sullivan, L. Schuwirth, 2009, European journal of internal medicine.

Student views on the effective teaching of physical examination skills: a qualitative study

R. Duvivier, C. V. D. van der Vleuten, J. van Dalen, 2009, Medical education.

A Feasibility Study to Attribute Patients to Primary Interns on Inpatient Ward Teams Using Electronic Health Record Data.

Danny T. Y. Wu, C. V. D. van der Vleuten, E. Warm, 2019, Academic medicine : journal of the Association of American Medical Colleges.

A pilot study exploring the relationship between internists’ self-reported sleepiness, performance on multiple-choice exam items and prefrontal cortex activity

Michelle E. Costanzo, S. Durning, C. V. D. van der Vleuten, 2014, Medical teacher.

Does the think-aloud protocol reflect thinking? Exploring functional neuroimaging differences with thinking (answering multiple choice questions) versus thinking aloud

S. Durning, C. V. D. van der Vleuten, T. Beckman, 2013, Medical teacher.

Workplace-based assessment: raters’ performance theories and constructs

A. Muijtjens, C. V. D. van der Vleuten, L. Schuwirth, 2012, Advances in Health Sciences Education.

A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools

C. V. D. van der Vleuten, B. Malau-Aduli, C. Heal, 2017, Medical teacher.

Impact of institute and person variables on teachers’ conceptions of learning and teaching*

A. Muijtjens, C. V. D. van der Vleuten, F. Scheele, 2015, Medical teacher.

Constructive, collaborative, contextual, and self‐directed learning in surface anatomy education

Anique B. H. de Bruin, Esther M. Bergman, A. Scherpbier, 2013, Anatomical Sciences Education.

Designing Assessment Programmes for the Model Curriculum for Emergency Medicine Specialists.

C. V. D. van der Vleuten, P. Cameron, James Kwan, 2015, CJEM.

Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited

C. V. D. van der Vleuten, D. Swanson, 2013, Teaching and learning in medicine.