J. Cohen-schotanus

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Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration

Henk G. Schmidt, Janke Cohen-Schotanus, H. Schmidt, 2010 .

Comparison of the long-term clinical performance of a biodegradable and a titanium fixation system in maxillofacial surgery

J. Cohen-schotanus, J. Schönrock-Adema, Schmit Jongbloed, 2017 .

Physician job satisfaction related to actual and preferred job size

J. Cohen-schotanus, J. Schönrock-Adema, J. Borleffs, 2017, BMC Medical Education.

Factors confounding the assessment of reflection: a critical review

Martin Valcke, Tim Dornan, Janke Cohen-Schotanus, 2011, BMC medical education.

University of Groningen Using video-cases to assess student reflection

T. Dornan, M. Valcke, B. Wever, 2019 .

Using video-cases to assess student reflection: Development and validation of an instrument

Martin Valcke, Tim Dornan, Janke Cohen-Schotanus, 2012, BMC medical education.

Selection as a learning experience: an exploratory study

J. Cohen-schotanus, C. Fluit, R. Laan, 2018, Advances in medical education and practice.

The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success

J. Cohen-schotanus, A. Themmen, K. Stegers‐Jager, 2017, Academic medicine : journal of the Association of American Medical Colleges.

Benchmarking by cross‐institutional comparison of student achievement in a progress test

C. Vleuten, A. Muijtjens, J. Cohen-schotanus, 2007, 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.

Transition to clinical training: influence of pre‐clinical knowledge and skills, and consequences for clinical performance

J. Cohen-schotanus, J. Schönrock-Adema, J. Kuks, 2008, Medical education.

The Effect of Enhanced Experiential Learning on the Personal Reflection of Undergraduate Medical Students

J. Slaets, J. Cohen-schotanus, Leo C. Aukes, 2008, Medical education online.

The effect of implementing undergraduate competency-based medical education on students’ knowledge acquisition, clinical performance and perceived preparedness for practice: a comparative study

J. Snoek, J. Cohen-schotanus, W. Kerdijk, 2013, BMC medical education.

A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: Exploring its application

J. Cohen-schotanus, J. Borleffs, R. Gans, 2016, Medical teacher.

Alternating skills training and clerkships to ease the transition from preclinical to clinical training

J. Cohen-schotanus, J. Borleffs, J. Kuks, 2011, Medical teacher.

Selection and study performance: comparing three admission processes within one medical school

J. Cohen-schotanus, J. Borleffs, A. Trigt, 2014, Medical education.

Which characteristics of written feedback are perceived as stimulating students’ reflective competence: an exploratory study

J. Snoek, J. Cohen-schotanus, J. Schönrock-Adema, 2013, BMC medical education.

University of Groningen Which characteristics of written feedback are perceived as stimulating students ' reflective

J. Snoek, J. Cohen-schotanus, J. Schönrock-Adema, 2013 .

What students learn from a professional development course?

J. Cohen-schotanus, M. Schaub-de Jong, M. Verkerk, 2009, Medical teacher.

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.

Integrating continuing medical education and faculty development into a single course: Effects on participants’ behaviour

J. Cohen-schotanus, P. Boendermaker, P. Brand, 2013, Medical teacher.

A multi-site study on medical school selection, performance, motivation and engagement

J. Cohen-schotanus, R. Kusurkar, R. Hulsman, 2017, Advances in health sciences education : theory and practice.

The influence of achievement before, during and after medical school on physician job satisfaction

J. Cohen-schotanus, J. Schönrock-Adema, J. Borleffs, 2014, Advances in Health Sciences Education.

Student distress in clinical workplace learning: differences in social comparison behaviours

J. Cohen-schotanus, J. Schönrock-Adema, J. Kuks, 2014, Advances in Health Sciences Education.

Does reflection have an effect upon case-solving abilities of undergraduate medical students?

T. Dornan, M. Valcke, J. Cohen-schotanus, 2012, BMC medical education.

The development of a scale to measure personal reflection in medical practice and education

Janke Cohen-Schotanus, J. Slaets, J. Cohen-schotanus, 2007, Medical teacher.

Extracurricular research experience of medical students and their scientific output after graduation

T. Kropmans, J. Reinders, J. Cohen-schotanus, 2005, Medical education.

[Physicians for ten years: a longitudinal survey of the career development of physicians who began their studies in Groningen, the Netherlands].

J. Reinders, J. Cohen-schotanus, B. Meyboom-de Jong, 2002, Nederlandsch tijdschrift voor geneeskunde.

The effect of curriculum sample selection for medical school

J. Cohen-schotanus, R. Laan, J. Fransen, 2016, Advances in health sciences education : theory and practice.

Students’ approaches to medical school choice: relationship with students’ characteristics and motivation

J. Cohen-schotanus, R. Kusurkar, R. Hulsman, 2017, International journal of 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.

Cross institutional collaboration in assessment: a case on progress testing

L W T Schuwirth, C P M van der Vleuten, A. Muijtjens, 2004, Medical Teacher.

Impact of problem‐based, active learning on graduation rates for 10 generations of Dutch medical students

H. Schmidt, L. Arends, J. Cohen-schotanus, 2009, Medical education.

Medical students’ and teachers’ perceptions of sexual misconduct in the student–teacher relationship

J. Snoek, J. Cohen-schotanus, J. Schönrock-Adema, 2013, Perspectives on medical education.

Learning strategies during clerkships and their effects on clinical performance

J. Cohen-schotanus, J. Kuks, E. A. van Hell, 2009, Medical teacher.

Motivation, learning strategies, participation and medical school performance

J. Cohen-schotanus, A. Themmen, Karen M Stegers‐Jager, 2012, Medical education.

Ethnic disparities in undergraduate pre‐clinical and clinical performance

E. Steyerberg, J. Cohen-schotanus, A. Themmen, 2012, Medical education.

Predicting performance: relative importance of students’ background and past performance

Ewout W Steyerberg, Janke Cohen-Schotanus, E. Steyerberg, 2015, Medical education.

Academic dismissal policy for medical students: effect on study progress and help‐seeking behaviour

Janke Cohen-Schotanus, J. Cohen-schotanus, T. Splinter, 2011, Medical education.

How Different Medical School Selection Processes Call upon Different Personality Characteristics

J. Cohen-schotanus, Martha A. van der Wal, N. R. Schripsema, 2016, PloS one.

The effect of a short integrated study skills programme for first-year medical students at risk of failure: A randomised controlled trial

J. Cohen-schotanus, A. Themmen, K. Stegers‐Jager, 2013, Medical teacher.

Influence of open‐ and closed‐book tests on medical students' learning approaches

Marjolein Heijne-Penninga, Janke Cohen-Schotanus, Jan B M Kuks, 2008, Medical education.

Key elements in assessing the educational environment: where is the theory?

Janke Cohen-Schotanus, Johanna Schönrock-Adema, Tineke Bouwkamp-Timmer, 2012, Advances in Health Sciences Education.

How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice

E. Rietzschel, J. Cohen-schotanus, P. Remmelts, 2019 .

Time spent on clerkship activities by students in relation to their perceptions of learning environment quality

J. Cohen-schotanus, J. Kuks, E. A. van Hell, 2009, Medical education.

Do different curriculum aligned selection procedures admit students with different personality profiles to medical school?

J. Cohen-schotanus, R. Laan, M. de Visser, 2018, PloS one.

Mentoring portfolio use in undergraduate and postgraduate medical education

J. Slaets, F. Scheele, J. Cohen-schotanus, 2009, Medical teacher.

Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

J. Cohen-schotanus, O. Emilia, J. Schönrock-Adema, 2017, BMC Medical Education.

Development of a student rating scale to evaluate teachers’ competencies for facilitating reflective learning

J. Cohen-schotanus, J. Schönrock-Adema, M. Schaub-de Jong, 2011, Medical education.

Supervisor leadership in relation to resident job satisfaction

F. Scheele, J. Cohen-schotanus, J. Schönrock-Adema, 2016, BMC medical education.

The influence of achievement before, during and after medical school on physician job satisfaction

J. Cohen-schotanus, J. Schönrock-Adema, J. Borleffs, 2014, Advances in Health Sciences Education.

Key elements in assessing the educational environment: where is the theory?

J. Cohen-schotanus, J. Schönrock-Adema, T. Bouwkamp-Timmer, 2012, Advances in health sciences education : theory and practice.

Factors confounding the assessment of reflection

Martin Valcke, Tim Dornan, Janke Cohen-Schotanus, 2012 .

Influences of deep learning, need for cognition and preparation time on open‐ and closed‐book test performance

J. Cohen-schotanus, M. Heijne-penninga, J. Kuks, 2010, Medical education.

Learning in clinical practice: Stimulating and discouraging response to social comparison

J. Cohen-schotanus, J. Kuks, J. Raat, 2010, Medical teacher.

Why and how people engage in social comparison while learning social skills in groups.

A. Buunk, J. Cohen-schotanus, Rob Henk van Nek, 2007 .

Necessary steps in factor analysis: Enhancing validation studies of educational instruments. The PHEEM applied to clerks as an example

Marjolein Heijne-Penninga, Janke Cohen-Schotanus, Johanna Schönrock-Adema, 2009, Medical teacher.

Student distress in clinical workplace learning: differences in social comparison behaviours

J. Cohen-schotanus, J. Schönrock-Adema, J. Kuks, 2015, Advances in health sciences education : theory and practice.

‘What would my classmates say?’ An international study of the prediction‐based method of course evaluation

C. Chalk, J. Cohen-schotanus, J. Schönrock-Adema, 2013, Medical education.

The float model: visualizing personal reflection in healthcare.

J. Slaets, J. Cohen-schotanus, Leo C. Aukes, 2009, Education for health.

What supervisors say in their feedback: construction of CanMEDS roles in workplace settings

T. Dornan, J. Cohen-schotanus, J. Borleffs, 2015, Advances in health sciences education : theory and practice.

How students and specialists appreciate the mini-clinical evaluation exercise (mini-CEX) in Indonesian clerkships

J. Cohen-schotanus, O. Emilia, J. Schönrock-Adema, 2020, BMC medical education.

Clinical workplace learning: perceived learning value of individual and group feedback in a collectivistic culture

J. Cohen-schotanus, O. Emilia, J. Schönrock-Adema, 2018, BMC medical education.

Meeting international standards: A cultural approach in implementing the mini-CEX effectively in Indonesian clerkships

J. Cohen-schotanus, J. Schönrock-Adema, J. Kuks, 2014, Medical teacher.

Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: Replicating a Dutch study in Indonesia

J. Cohen-schotanus, J. Kuks, T. Prihatiningsih, 2014, 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.

The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays

J. Cohen-schotanus, M. Schaub-de Jong, M. Verkerk, 2008, Advances in health sciences education : theory and practice.

Assessment programs to enhance learning

J. Cohen-schotanus, R. Tio, Dario Cecílio-Fernandes, 2018 .

Longitudinal training and assessing consultation competence, a role for self reflection on performance

J. Slaets, J. Cohen-schotanus, H. H. Hegge, 2012, Perspectives on medical education.

Impact of vocational interests, previous academic experience, gender and age on Situational Judgement Test performance

J. Cohen-schotanus, J. Borleffs, N. R. Schripsema, 2017, Advances in health sciences education : theory and practice.

Participation and selection effects of a voluntary selection process

J. Cohen-schotanus, J. Borleffs, G. Croiset, 2017, Advances in Health Sciences Education.

Participation and selection effects of a voluntary selection process

J. Cohen-schotanus, A. Themmen, J. Borleffs, 2017, Advances in Health Sciences Education.

Directing students to profound open-book test preparation: The relationship between deep learning and open-book test time

J. Cohen-schotanus, W. Hofman, M. Heijne-penninga, 2011, Medical teacher.

Influence of PBL with open-book tests on knowledge retention measured with progress tests

A. Muijtjens, J. Cohen-schotanus, W. Hofman, 2012, Advances in health sciences education : theory and practice.

Comparison of formula and number-right scoring in undergraduate medical training: a Rasch model analysis

J. Cohen-schotanus, L. Schuwirth, R. Tio, 2017, BMC 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.

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

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

One-year transitional programme increases knowledge to level sufficient for entry into the fourth year of the medical curriculum

J. Cohen-schotanus, J. Schönrock-Adema, J. Kuks, 2008, Medical teacher.

Peer influence on students’ estimates of performance: social comparison in clinical rotations

J. Cohen-schotanus, J. Kuks, A N (Janet) Raat, 2013, Medical education.

Cumulative assessment: strategic choices to influence students’ study effort

J. Cohen-schotanus, R. Tio, W. Kerdijk, 2013, BMC Medical Education.

Physicians’ job satisfaction in their begin, mid and end career stage

J. Cohen-schotanus, J. Schönrock-Adema, J. Borleffs, 2016 .

University of Groningen Mentoring portfolio use in undergraduate and postgraduate medical education

J. Slaets, F. Scheele, J. Cohen-schotanus, 2017 .

Assessment of professional behaviour in undergraduate medical education: peer assessment enhances performance

M. V. van Duijn, J. Cohen-schotanus, J. Schönrock-Adema, 2007, Medical education.

Quality of courses evaluated by ‘predictions’ rather than opinions: Fewer respondents needed for similar results

H. Schmidt, J. Cohen-schotanus, J. Schönrock-Adema, 2010, Medical teacher.

Instruments for measuring quality of educational environments: validation not required any longer?

J. Cohen-schotanus, J. Schönrock-Adema, 2010, Medical teacher.

Leadership in the clinical workplace: what residents report to observe and supervisors report to display: an exploratory questionnaire study

F. Scheele, J. Cohen-schotanus, J. Schönrock-Adema, 2015, BMC medical education.

Open-book Tests to Complement Assessment-programmes: Analysis of Open and Closed-book Tests

T. Snijders, J. Cohen-schotanus, J. Schönrock-Adema, 2008, Advances in health sciences education : theory and practice.

tests to complement assessment-programmes

T. Snijders, J. Cohen-schotanus, J. Schönrock-Adema, 2008 .

Student assessment and examination rules

Janke Cohen-Schotanus, J. Cohen-schotanus, 1999 .

Cumulative versus end‐of‐course assessment: effects on self‐study time and test performance

J. Cohen-schotanus, W. Kerdijk, Friso L H Muntinghe, 2015, Medical education.

Weak self-directed learning skills hamper performance in cumulative assessment

Janke Cohen-Schotanus, Janke Koerts, J. Cohen-schotanus, 2016, Medical teacher.

The digital pen as a novel device to facilitate the feedback process

Janke Cohen-Schotanus, Elisabeth A van Hell, Jan B M Kuks, 2011, Medical teacher.

Open-book tests: Search behaviour, time used and test scores

J. Cohen-schotanus, M. Heijne-penninga, J. Kuks, 2013, Medical teacher.

How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment

E. Rietzschel, J. Cohen-schotanus, P. Remmelts, 2015, Perspectives on Medical Education.

[Medical knowledge in students from various medical schools: being served with the same sauce?].

T. Imbos, J. Cohen-schotanus, W. Bender, 1984, Nederlands tijdschrift voor geneeskunde.