SHE Publications 2013Aalbers, M.W., Hommes, J., Rethans, J.J., Imbos, T., Muijtjens, A.M.M., Verwijnen,

M.G.M. (2013). Why should I prepare? a mixed method study exploring the motives of medical undergraduate students to prepare for clinical skills training sessions, BMC Medical Education, 13, 27.

Al-Eraky, M.M., Chandratilake, M., Wajid, G., Donkers, J., van Merrienboer, J. (2013). Medical professionalism: Development and validation of the Arabian LAMPS, Medical Teacher, 35, S56-S62.

Al-Kadri, H.M., Al-Kadi, M.T., Van Der Vleuten, C.P.M. (2013). Workplace-based assessment and students' approaches to learning: a qualitative inquiry, Medical Teacher, 35, S31-S38.

Aomatsu, M., Otani, T., Tanaka, A., Ban, N., van Dalen, J. (2013). Medical Students’ and residents’ conceptual structure of empathy: a qualitative study, Education for Health, 26(1), 4-8.

Azer, S.A., McLean, M., Onishi, H., Tagawa, M., Scherpbier, A. (2013). Cracks in problem-based learning: What is your action plan?, Medical Teacher, 35(10), 806-814.

Berendonk, C., Stalmeijer, R.E., Schuwirth, L.W.T. (2013). Expertise in performance assessment: assessors' perspectives, Advances in Health Sciences Education, 18(4), 559-571.

Bergman, E.M., de Bruin, A.B.H., Herrler, A., Verheijen, I.W.H., Scherpbier, A., van der Vleuten, C.P.M. (2013). Students' perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study, BMC Medical Education, 13, 152.

Bergman, E.M., Sieben, J.M., Smailbegovic, I., de Bruin, A.B.H., Scherpbier, A., van der Vleuten, C.P.M. (2013). Constructive, collaborative, contextual, and self-directed learning in surface anatomy education, Anatomical Sciences Education, 6(2), 114-124.

Berkenbosch, L., Bax, M., Scherpbier, A., Heyligers, I., Muijtjens, A.M.M., Busari, J.O. (2013). How Dutch medical specialists perceive the competencies and training needs of medical residents in healthcare management, Medical Teacher, 35(4), E1090-E1102.

Berkenbosch, L., Schoenmaker, S.G., Ahern, S., Sojnaes, C., Snell, L., Scherpbier, A., Busari, J.O. (2013). Medical residents' perceptions of their competencies and training needs in health care management: an international comparison, BMC Medical Education, 13, 25.

Boerebach, B.C.M., Lombarts, K., Scherpbier, A.J.J., Arah, O.A. (2013). The Teacher, the Physician and the Person: Exploring Causal Connections between Teaching Performance and Role Model Types Using Directed Acyclic Graphs, Plos One, 8(7), e69449.

Bok, H.G.J., Teunissen, P.W., Favier, R.P., Rietbroek, N.J., Theyse, L.F.H., Brommer, H., Haarhuis, J.C.M., van Beukelen, P., van der Vleuten, C.P.M., Jaarsma, D. (2013). Programmatic assessment of competency-based workplace learning:

when theory meets practice, BMC Medical Education, 13, 123.Bok, H.G.J., Teunissen, P.W., Spruijt, A., Fokkema, J.P.I., van Beukelen, P., Jaarsma,

D., van der Vleuten, C.P.M. (2013). Clarifying students' feedback-seeking behaviour in clinical clerkships, Medical Education, 47(3), 282-291.

Carbonell, K.B., Dailey-Hebert, A., Gijselaers, W. (2013). Unleashing the creative potential of faculty to create blended learning, Internet and Higher Education, 18, 29-37.

Claramita, M., Nugraheni, M.D.F., van Dalen, J., van der Vleuten, C. (2013). Doctor-patient communication in Southeast Asia: a different culture?, Advances in Health Sciences Education 18(1), 15-31.

Claramita, M., Pratidina Susilo, A., Kharismayekti, M., van Dalen, J., van der Vleuten, C. (2013). Introducing a partnership doctor-patient communication guide for teachers in the culturally hierarchical context of Indonesia, Education for Health, 26(3), 147-155.

de Feijter, J.M., de Grave, W.S., Koopmans, R.P., Scherpbier, A. (2013). Informal learning from error in hospitals: what do we learn, how do we learn and how can informal learning be enhanced? A narrative review, Advances in Health Sciences Education, 18(4), 787-805.

de Jong, J., Visser, M., Van Dijk, N., van der Vleuten, C., Wieringa-de Waard, M. (2013). A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24, Medical Teacher, 35(6), E1181-E1196.

de Jong, N., Verstegen, D.M.L., Tan, F.E.S., O'Connor, S.J. (2013). A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree, Advances in Health Sciences Education, 18(2), 245-264.

de Lima, A.A., Conde, D., Costabel, J., Corso, J., Van der Vleuten, C. (2013). A laboratory study on the reliability estimations of the mini-CEX, Advances in Health Sciences Education, 18(1), 5-13.

de Lima, A.A., Van der Vleuten, C. (2013). Educational Impact of performance appraisal: the case of the Mini-Clinical Evaluation Exercise (Mini-CEX), Medicina-Buenos Aires, 73(3), 287-288.

de Rijdt, C., Stes, A., van der Vleuten, C., Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review, Educational Research Review, 8, 48-74.

Dijksterhuis, M, Schuwirth, L, Braat, D, Teunissen, P.W., Scheele, F. (2013). A qualitative study on trainees' and supervisors' perceptions of assessment for learning in postgraduate medical education, Medical Teacher, 35(8), 1396-1402.

Dolmans, D., (2013). Self-assessment and dialogue: can it improve learning?, Advances in Health Sciences Education, 18(2), 193-195.

Dolmans, D., Gijbels, D. (2013). Research on problem-based learning: future challenges, Medical Education, 47(2), 214-218.

Dolmans, D., Wolfhagen, I., Van Merrienboer, J.J.G. (2013). Twelve tips for implementing whole-task curricula: How to make it work, Medical Teacher, 35(10), 801-805.

Dornan, T., Nestel, D. (2013). Talking, Touching, and Cutting: The Craft of Medicine, Journal of Modern Craft, 6(1), 35-48.

Driessen, E., Heeseman, S., van der Vleuten, C. (2013). Portfolio assessment. In J.

Dent, R.M. Harden (Eds.), A practical guide for medical teachers, (pp. 314-323).

Driessen, E., Overeem, K. (2013). Mentoring. In K. Walsh (Ed), Oxford Textbook of Medical Education, (pp. 265-284).

Driessen, E., Scheele, F. (2013). What is wrong with assessment in postgraduate training? Lessons from clinical practice and educational research, Medical Teacher, 35(7), 569-574.

Driessen, E., van Tartwijk, J. (2013). Portfolios in personal and professional development. In T. Swanwink (Ed.), Understanding medical education: evidence, theory and practice, (pp. 193-200).

Durning, S.J., Artino, A.R., Beckman, T.J., Graner, J., van der Vleuten, C., Holmboe, E., Schuwirth, L. (2013). Does the think-aloud protocol reflect thinking? Exploring functional neuroimaging differences with thinking (answering multiple choice questions) versus thinking aloud, Medical Teacher, 35(9), 720-726.

Durning, S.J., Artino, A.R., Schuwirth, L., van der Vleuten, C. (2013). Clarifying Assumptions to Enhance Our Understanding and Assessment of Clinical Reasoning, Academic Medicine, 88(4), 442-448.

Essers, G., Kramer, A., Andriesse, B., van Weel, C., van der Vleuten, C., van Dulmen, S. (2013). Context factors in general practitioner - patient encounters and their impact on assessing communication skills - an exploratory study, BMC Family Practice, 14, 65.

Essers, G., van Dulmen, S., van Es, J., van weel, C., van der Vleuten, C., Kramer, A. (2013). Context factors in consultations of general practitioner trainees and their impact on communication assessment in the authentic setting, Patient Education and Counseling, 93(3), 567-572.

Fastre, G.M.J., van der Klink, M.R., Sluijsmans, D., van Merrienboer, J.J.G. (2013). Towards an integrated model for developing sustainable assessment skills, Assessment & Evaluation in Higher Education, 38(5), 611-630.

Fokkema, J.P.I., Teunissen, P.W., Westerman, M., van der Lee, N., van der Vleuten, C.P.M., Scherpbier, A., Dorr, P.J., Scheele, F. (2013). Exploration of perceived effects of innovations in postgraduate medical education, Medical Education, 47(3), 271-281.

Frambach, J., van der Vleuten, C., Durning, S. (2013). AM Last Page: Quality Criteria in Qualitative and Quantitative Research, Academic Medicine, 88(4), 552.

Goossens, L.M.A., Utens, C.M.A., Smeenk, F., van Schayck, O.C.P., van Vliet, M., van Litsenburg, W., Braken, M.W., Rutten-van Mölken, M. (2013). Cost-Effectiveness of early assisted Discharge for COPD Exacerbations in the Netherlands, Value in Health, 16(4), 517-528.

Govaerts, M., van der Vleuten, C.P. (2013). Validity in work-based assessment: expanding our horizons, Medical Education, 47(12), 1164-1174.

Govaerts, M., van der Wiel, M., van der Vleuten, C. (2013). Quality of feedback following performance assessments: does assessor expertise matter?, European Journal of Training and Development, 37(1), 105-125.

Govaerts, M.J.B., Van de Wiel, M.W.J., Schuwirth, L.W.T., Van der Vleuten, C.P.M., Muijtjens, A.M.M. (2013). Workplace-based assessment: raters' performance theories and constructs, Advances in Health Sciences Education, 18(3), 375-396.

Graham, J., Dornan, T. (2013). Power in clinical teachers' discourses of a curriculum-in-action. Critical discourse analysis, Advances in Health Sciences

Education, 18(5), 975-985.Harrison, C.J., Konings, K.D., Molyneux, A., Schuwirth, L.W.T., Wass, V., van der

Vleuten, C.P.M. (2013). Web-based feedback after summative assessment: how do students engage?, Medical Education, 47(7), 734-744.

Hay, A., Smithson, S., Mann, K., Dornan, T. (2013). Medical students’ reactions to an experience-based learning model of clinical education, Perspectives on Medical Education, 2, 58-71.

Heijne-Penninga, M., Kuks, J.B.M., Hofman, W.H.A., Muijtjens, A.M.M., Cohen-Schotanus, J. (2013). Influence of PBL with open-book tests on knowledge retention measured with progress tests, Advances in Health Sciences Education, 18(3), 485-495.

Hejri, S.M., Jalili, M., Muijtjens, A.M.M., Van Der Vleuten, C.P.M. (2013). Assessing the reliability of the borderline regression method as a standard setting procedure for objective structured clinical examination, Journal of Research in Medical Sciences, 18(10), 887-891.

Huwendiek, S., Cilliers, F., van der Vleuten, C. (2013). The Step 2 Clinical Skills Exam, New England Journal of Medicine, 368(23), 2239.

Huwendiek, S., Duncker, C., Reichert, F., De Leng, B.A., Dolmans, D., van der Vleuten, C.P.M., Haag, M., Hoffmann, G.F., Tonshoff, B. (2013). Learner preferences regarding integrating, sequencing and aligning virtual patients with other activities in the undergraduate medical curriculum: A focus group study, Medical Teacher, 35(11), 920-929.

Jaarsma, D., Scherpbier, A., Van der Vleuten, C., Ten Cate, O. (2013). Stimulating medical education research in the Netherlands, Medical Teacher, 35(4), 277-281.

Jippes, M., Driessen, E.W., Broers, N.J., Majoor, G.D., Gijselaers, W.H., van der Vleuten, C.P.M. (2013). A Medical School's Organizational Readiness for Curriculum Change (MORC): Development and Validation of a Questionnaire, Academic Medicine, 88(9), 1346-1356.

Jippes, M., Driessen, E.W., Majoor, G.D., Gijselaers, W.H., Muijtjens, A.M.M., van der Vleuten, C.P.M. (2013). Impact of national context and culture on curriculum change: A case study, Medical Teacher, 35(8), 661-670.

Kamp, R.J.A., Dolmans, D., Van Berkel, H.J.M., Schmidt, H.G. (2013). The effect of midterm peer feedback on student functioning in problem-based tutorials, Advances in Health Sciences Education, 18(2), 199-213.

Kester, L., van Merrienboer, J. (2013). Effectief leren van multimediale leerbronnen, 4W: Weten wat werkt en waarom Kennisnet, 14-51.

Khacharem, A., Spanjers, I.A.E., Zoudji, B., Kalyuga, S., Ripoll, H. (2013). Using segmentation to support the learning from animated soccer scenes: An effect of prior knowledge, Psychology of Sport and Exercise, 14(2), 154-160.

Kirschner, P., van Merrienboer, J. (2013). De onzin van leerstijlen, Van Twaalf tot Achttien, 22-24.

Kirschner, P., van Merrienboer, J. (2013). Leerstijlen en instructiemethoden: is er een verband?, Van Twaalf tot Achttien, 29-31.

kirschner, P., van Merrienboer, J. (2013). De zelfsturende leerling?, Van Twaalf tot Achttien, 42-44.

Kirschner, P., van Merrienboer, J. (2013). Wetenschap of persoonlijke overtuiging?, Onderwijsinnovatie, 1, 26-28.

Kirschner, P.A., van Merrienboer, J.J.G. (2013). Do Learners Really Know Best? Urban Legends in Education, Educational Psychologist, 48(3), 169-183.

Kleijnen, J., Dolmans, D., Willems, J., Van Hout, H. (2013). Teachers' conceptions of quality and organisational values in higher education: compliance or enhancement?, Assessment & Evaluation in Higher Education, 38(2), 152-166.

Kleijnen, J., Dolmans, D., Willems, J., van Hout, H. (2013). Continuous quality improvement. In K. Walsh (Ed.), The Oxford Textbook of Medical Education, (pp. 589-600).

Kok, E.M., de Bruin, A.B.H., Robben, S.C.F., van Merrienboer, J.J.G. (2013). Learning radiological appearances of diseases: Does comparison help?, Learning and Instruction, 23, 90-97.

Koole, S., Vanobbergen, J., De Visschere, L., Aper, L., Dornan, T., Derese, A. (2013). The influence of reflection on portfolio learning in undergraduate dental education, European Journal of Dental Education, 17(1), e93-e99.

Ladhani, Z., Stevens, F.J., Scherpbier, A.J. (2013). Competence, commitment and opportunity: an exploration of faculty views and perceptions on community- based education, BMC Medical Education, 13, 167.

Larsen, D., Dornan, T. (2013). Quizzes and conversations: Exploring the role of retrieval in medical education, Medical Education, 47(12), 1236-1241.

Leppink, J., Broers, N.J., Imbos, T., van der Vleuten, C.P.M., Berger, M.P.F. (2013). The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain, Instructional Science, 41(6), 1127-1140.

Leppink, J.,Paas, F., Van der Vleuten, C.P.M., Van Gog, T., Van Merrinboer, J.J.G. (2013). Development of an instrument for measuring different types of cognitive load, Behavior Research Methods, 45(4), 1058-1072.

McGill, D.A., van der Vleuten, C.P.M., Clarke, M.J. (2013). A critical evaluation of the validity and the reliability of global competency constructs for supervisor assessment of junior medical trainees, Advances in Health Sciences Education, 18(4), 701-725.

McLellan, L., McLachlan, E., Perkins, L., Dornan, T. (2013). Music and health. Phenomenological investigation of a medical humanity, Advances in Health Sciences Education, 18(2), 167-179.

Moonen-van Loon, J.M.W., Overeem, K., Donkers, H., van der Vleuten, C.P.M., Driessen, E.W. (2013). Composite reliability of a workplace-based assessment toolbox for postgraduate medical education, Advances in Health Sciences Education, 18(5), 1087-1102.

Morcke, A., Dornan, T., Eika, B. (2013). Outcome (competency) based education: an exploration of its origins, theoretical basis, and empirical evidence, Advances in Health Sciences Education, 18(4), 851-863.

Morcke, A., Dornan, T., Eika, B. (2013). A response to "Competency frameworks: universal or local" by Mortaz Hejri and Jalili (2012), Advances In Health Sciences Education, 18(4), 867-868.

Narsai, P., Taylor, M., Jinabhai, C., Stevens, F. (2013). Variations in housing satisfaction and health status in four lower socio-economic housing typologies in the eThekwini Municipality in KwaZulu-Natal, Development Southern Africa, 30(3), 367-385.

O'Neill, L., Vonsild, M.C., Wallstedt, B., Dornan, T. (2013). Admission criteria and diversity in medical school, Medical Education, 47(6), 557-561.

Pelgrim, E., Kramer, A., Mokkink, H., van der Vleuten, C. (2013). Written narrative feedback, reflections and action plans in single-encounter observations: an observational study, Perspectives on Medical Education, 2(2), 106.

Pelgrim, E.A.M., Kramer, A.W.M., Mokkink, H.G.A., van der Vleuten, C.P.M. (2013). Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study, Medical Teacher, 35(9), 772-778.

Perron, N.J., Nendaz, M., Louis-Simonet, M., Sommer, J., Gut, A., Baroffio, A., Dolmans, D., van der Vleuten, C. (2013). Effectiveness of a training program in supervisors' ability to provide feedback on residents' communication skills, Advances in Health Sciences Education, 18(5), 901-915.

Prescott-Clements, L., Schuwirth, L., van der Vleuten, C., Hurst, Y., Whelan, G., Gibb, E., Rennie, J. (2013). The Cultural Competence of Health Care Professionals: Conceptual Analysis Using the Results From a National Pilot Study of Training and Assessment, Evaluation & the Health Professions, 36(2), 191-203.

Rienties, B., Brouwer, N., Carbonell, K.B., Townsend, D., Rozendal, A.P., van der Loo, J., Dekker, P., Lygo-Baker, S. (2013). Online training of TPACK skills of higher education scholars: a cross-institutional impact study, European Journal of Teacher Education, 36(4), 480-495.

Romme, E., Smeenk, F., Wouters, E., Rutten, E. (2013). Osteoporosis and COPD, In Klaus F. Rabe, Jadwiga A. Wedzicha, Emiel F.M. Wouters (Eds.) European Respiratory Monograph 59. Clinical handbooks for the respiratory professional. COPD and Comorbidity, (pp. 93-104).

Schoenmaker, S.G., Berkenbosch, L., Ahern, S., Busari, J.O. (2013). Victorian junior doctors' perception of their competency and training needs in healthcare management, Australian Health Review, 37(4), 412-417.

Schols, A., Donkers, J., Voorend, M., Verstegen, D., Hoogland, H., Kubben, P. (2013). The use of smartphones and Mobile Clinical Decision Support Systems in clinical clerkships: a pilot study, International Journal of Interactive Mobile Technologies, 7(2), 80-84.

Schuwirth, L, van der Vleuten, C. (2013). How to design a useful test: The principles of assessment, Understanding Medical Education: Evidence, Theory and Practice, 243-254.

Shaibah, H.S., van der Vleuten, C.P.M. (2013). The validity of multiple choice practical examinations as an alternative to traditional free response examination formats in gross anatomy, Anatomical Sciences Education, 6(3), 149-156.

Sibbald, M., de Bruin, A.B.H., Cavalcanti, R.B., van Merrienboer, J.J.G. (2013). Do you have to re-examine to reconsider your diagnosis? Checklists and cardiac exam, Bmj Quality & Safety, 22(4), 333-338.

Sibbald, M., de Bruin, A.B.H., van Merrienboer, J.J.G. (2013). Checklists improve experts' diagnostic decisions, Medical Education, 47(3), 301-308.

Singh, T., de Grave, W., Ganjiwale, J., Supe, A., Burdick, W.P., van der Vleuten, C. (2013). Impact of a fellowship program for faculty development on the self-efficacy beliefs of health professions teachers: A longitudinal study, Medical Teacher, 35(5), 359-364.

Slootweg, I., Lombarts, K., Van Der Vleuten, C., Mann, K., Jacobs, J., Scherpbier, A. (2013). Clinical teachers' views on how teaching teams deliver and manage residency training, Medical Teacher, 35(1), 46-52.

Smeenk, F. (2013). De ‘Asthma Symptom Utility Index’ herontdekt, Nederlands Tijdschrift voor Allergie en Astma, 13, 40-41.

Sorensen, J.L., Van der Vleuten, C., Lindschou, J., Gluud, C., Ostergaard, D., LeBlanc,

V., Johansen, M., Ekelund, K., Albrechtsen, C.K., Pedersen, B.W., Kjaergaard, H., Weikop, P., Ottesen, B. (2013). '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, Trials, 14, 220.

Spruijt, A., Wolfhagen, I., Bok, H., Schuurmans, E., Scherpbier, A., van Beukelen, P., Jaarsma, D. (2013). Teachers' perceptions of aspects affecting seminar learning: a qualitative study, BMC Medical Education, 13, 22.

Stalmeijer, R.E., Dolmans, D., Snellen-Balendong, H.A.M., van Santen-Hoeufft, M., Wolfhagen, I., Scherpbier, A. (2013). Clinical Teaching Based on Principles of Cognitive Apprenticeship: Views of Experienced Clinical Teachers, Academic Medicine, 88(6), 861-865.

Strand, P., Sjoborg, K., Stalmeijer, R., Wichmann-Hansen, G., Jakobsson, U., Edgren, G. (2013). Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM), Medical Teacher, 35(12), 1014-1026.

Sturmer, K., Konings, K.D., Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning, British Journal of Educational Psychology, 83(3), 467-483.

Susilo, A.P., Van Dalen, J., Scherpbier, A., Tanto, S., Yuhanti, P., Ekawati, N. (2013). Nurses' roles in informed consent in a hierarchical and communal context, Nursing Ethics, 20(4), 413-425.

Susilo, A.P., van den Eertwegh, V., van Dalen, J., Scherpbier, A. (2013). Leary’s rose to improve negotiation skills among health professionals: Experiences from a Southeast Asian culture, Education for Health, 26(1), 54-59.

Susilo, A.P., van Merrienboer, J., van Dalen, J., Claramita, M., Scherpbier, A. (2013). From Lecture to Learning Tasks: Use of the 4C/ID Model in a Communication Skills Course in a Continuing Professional Education Context, Journal of Continuing Education in Nursing, 44(6), 278-284.

Swanson, D.B., van der Vleuten, C.P.M. (2013). Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited, Teaching and Learning in Medicine, 25, S17-S25.

Sweller, J., van Merrienboer, J. (2013). Instructional design for medical education, In K. Walsh (Ed.), Oxford textbook of medical education, (pp. 74-85).

Taminiau, E.M.C., Kester, L., Corbalan, G., Alessi, S.M., Moxnes, E., Gijselaers, W.H., Kirschner, P.A., Van Merrienboer, J.J.G. (2013). Why advice on task selection may hamper learning in on-demand education, Computers in Human Behavior, 29(1), 145-154.

Tjiam, I.M., Schout, B.M.A., Hendrikx, A.J.M., Muijtjens, A.M.M., Scherpbier, A., Witjes, J.A., Van der Vleuten, C.P.M. (2013). Program for laparoscopic urological skills assessment: Setting certification standards for residents, Minimally Invasive Therapy & Allied Technologies, 22(1), 26-32.

Touwslager, R.N.H., Gielen, M., Tan, F.E.S., Mulder, A.L.M., Gerver, W.J.M., Zimmermann, L.J., Houben, A., Zeegers, M.P., Derom, C., Vlietinck, R., Maes, H.H., Stehouwer, C.D.A., Thomis, M. (2013). Genetic, Maternal and Placental Factors in the Association between Birth Weight and Physical Fitness: A Longitudinal Twin Study, Plos One, 8(10), e76423.

Utens, C.M.A., Goossens, L.M.A., van Schayck, O.C.P., Rutten-van Mölken, M., van Litsenburg, W., Janssen, A., van der Pouw, A., Smeenk, F. (2013). Patient preference and satisfaction in hospital-at-home and usual hospital care for

COPD exacerbations: results of a randomized controlled trial, International Journal of Nursing Studies, 50(11), 1537-1549.

Utens, C.M.A., Goossens, L.M.A., van Schayck, O.C.P., Rutten-Van Mölken, M., Braken, M.W., van Eijsden, L., Smeenk, F. (2013). Evaluation of health care providers’ role transition and satisfaction in hospital-at-home for chronic obstructive pulmonary disease exacerbations: a survey study, BMC Health Services Research, 13, 363.

Van Blankenstein, F.M., Dolmans, D., Van der Vleuten, C.P.M., Schmidt, H.G. (2013). Elaboration during problem-based group discussion: Effects on recall for high and low ability students, Advances in Health Sciences Education, 18(4), 659-672.

Van Blankenstein, F.M., Dolmans, D., Van der Vleuten, C.P.M., Schmidt, H.G. (2013). Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement, Instructional Science, 41(4), 729-744.

van Dalen, J. (2013). Communication skills in context: Trends and perspectives, Patient Education and Counseling, 92(3), 292-295.

van den Eertwegh, V., van Dulmen, S., van Dalen, J., Scherpbier, A., van der Vleuten, C.P.M. (2013). Learning in context: Identifying gaps in research on the transfer of medical communication skills to the clinical workplace, Patient Education and Counseling, 90(2), 184-192.

van der Lee, N., Fokkema, J.P.I., Westerman, M., Driessen, E.W., van der Vleuten, C.P.M., Scherpbier, A., Scheele, F. (2013). The CanMEDS framework: Relevant but not quite the whole story, Medical Teacher, 35(11), 949-955.

van der Leeuw, R.M., Overeem, K., Arah, O.A., Heineman, M.J., Lombarts, K. (2013). Frequency and Determinants of Residents' Narrative Feedback on the Teaching Performance of Faculty: Narratives in Numbers, Academic Medicine, 88(9), 1324-1331.

van der Vleuten, C., Verhoeven, B. (2013). In-training assessment developments in postgraduate education in Europe, ANZ Journal of Surgery, 83(6), 454-459.

van Eijk-Hustings, Y., Kroese, M., Tan, F., Boonen, A., Bessems-Beks, M., Landewe, R. (2013). Challenges in demonstrating the effectiveness of multidisciplinary treatment on quality of life, participation and health care utilisation in patients with fibromyalgia. A randomised controlled trial, Clinical Rheumatology, 32(2), 199-209.

van Loon, M.H., de Bruin, A.B.H., van Gog, T., van Merrienboer, J.J.G. (2013). The effect of delayed-JOLs and sentence generation on children's monitoring accuracy and regulation of idiom study, Metacognition and Learning, 8(2), 173-191.

van Loon, M.H., de Bruin, A.B.H., van Gog, T., van Merrienboer, J.J.G. (2013). Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration, Learning and Instruction, 24, 15-25.

van Loon, M.H., Kok, E.M., Kamp, R.J.A., Carbonell, K.B., Beckers, J., Frambach, J.M., de Bruin, A.B.H. (2013). AM Last Page: Avoiding Five Common Pitfalls of Experimental Research in Medical Education, Academic Medicine, 88(10), 1588.

van Merrienboer, J. (2013). Complex learning, In Rita C. Richey (Ed.), Encyclopedia of Terminology for Educational Communication and Technology, (pp. 55-56).

van Merrienboer, J.(2013). Instructional design, In John A. Dent, Ronald M. Harden

(Eds.), A Practical Guide for Medical Teachers, (pp. 199-206).van Merrienboer, J., Boot, E. (2013). A holistic pedagogical view of learning objects:

Future directions for reuse, Journal of Distance Education, 27(2), 57-65.van Merrienboer, J., Tjiam, I. (2013). Development and Teaching of Complex Skills

in Invasive Procedures, In P. Lanzer (Ed.), Catheter-Based Cardiovascular Interventions, (pp. 173-186).

van Merrienboer, J., van Petegem, P., Elen, J., Hoogerwaard, T., Langerak, S., Mulder, R.H., Smits, P., Valcke, M., Zandsteeg, B. (2013). Educational Science Programmes at five Dutch universities in the year 2012: Ready for the future?, Pedagogische Studien, 90(1), 57-68.

Van Merrienboer, J.J.G. (2013). Perspectives on problem solving and instruction, Computers & Education, 64, 153-160.

van Roermund, T., Schreurs, M.L., Mokkink, H., Bottema, B., Scherpbier, A., van Weel, C. (2013). Qualitative study about the ways teachers react to feedback from resident evaluations, BMC Medical Education, 13, 98.

Veldhuijzen, W., Mogendorff, K., Ram, P., van der Weijden, T., Elwyn, G., van der Vleuten, C. (2013). How doctors move from generic goals to specific communicative behavior in real practice consultations, Patient Education and Counseling, 90(2), 170-176.

Veldhuijzen, W., Ram, P.M., van der Weijden, T., van der Vleuten, C.P.M. (2013). Communication guidelines as a learning tool: an exploration of user preferences in general practice, Patient Education and Counseling, 90(2), 213-219.

Watling, C., Driessen, E., van der Vleuten, C.P.M., Vanstone, M., Lingard, L. (2013). Music lessons: revealing medicine's learning culture through a comparison with that of music, Medical Education, 47(8), 842-850.

Watling, C., Driessen, E., van der Vleuten, C.P.M., Vanstone, M., Lingard, L. (2013). Beyond individualism: professional culture and its influence on feedback, Medical Education, 47(6), 585-594.

Wearne, S., Dornan, T., Teunissen, P.W., Skinner, T. (2013). Twelve tips on how to set up postgraduate training via remote clinical supervision, Medical Teacher, 35(11), 891-894.

Wenrich, M.D., Jackson, M.B., Wolfhagen, I., Ramsey, P.G., Scherpbier, A.J.J. (2013). What are the benefits of early patient contact? - A comparison of three preclinical patient contact settings, BMC Medical Education, 13, 80.

Westerman, M., Teunissen, P.W., Fokkema, J.P.I., Siegert, C.E.H., van der Vleuten, C.P.M., Scherpbier, A., Scheele, F. (2013). New consultants mastering the role of on-call supervisor: a longitudinal qualitative study, Medical Education, 47(4), 408-416.

Westerman, M., Teunissen, P.W., Fokkema, J.P.I., Van der Vleuten, C.P.M., Scherpbier, A., Siegert, C.E.H., Scheele, F. (2013). The transition to hospital consultant and the influence of preparedness, social support, and perception: A structural equation modelling approach, Medical Teacher, 35(4), 320-327.

Westerman, M.,Teunissen, P.W., Jorgensen, R.L., Fokkema, J.P.I., Siegert, C.E.H., Van der Vleuten, C.P.M., Scherpbier, A., Ringsted, C., Scheele, F. (2013). The transition to hospital consultant: Denmark and the Netherlands compared on preparedness for practice, perceived intensity and contextual factors, Medical Teacher, 35(6), 481-489.

Winston, K.A., Van Der Vleuten, C.P.M., Scherpbier, A. (2013). Remediation of at-risk medical students: theory in action, BMC Medical Education, 13, 132.

Wittekamp, B.H., Chalabi, M., van Mook, W., Winkens, B., Verbon, A., Bergmans, D. (2013). Catheter-related bloodstream infections: a prospective observational study of central venous and arterial catheters, Scandinavian Journal of Infectious Diseases, 45(10), 738-745.

Wopereis, I., Stoyanov, S., Kirschner, P., van Merrienboer, J. (2013). What makes a good musical improviser? An expert view on improvisational expertise, Psychomusicology: Music, Mind and Brain, 23(4), 222-235.

Zwanikken, P.A.C., Dieleman, M., Samaranayake, D., Akwataghibe, N., Scherpbier, A. (2013). A systematic review of outcome and impact of Master's in health and health care, BMC Medical Education, 13, 18.

Zwanikken, P.A.C., Peterhans, B., Dardis, L., Scherpbier, A. (2013). Quality assurance in transnational higher education: a case study of the tropEd network, BMC Medical Education, 13, 43.