SHE Publications 2012Aarts, S., van den Akker, M., Bosma, H., Tan, F., verhey, F. R. J., Metsemakers, J., &

van Boxtel, M. (2012). The effect of multimorbidity on health related functioning: temporary or persistent? Results from a longitudinal cohort study. Journal of Psychosomatic Research, 73(3), 211-217.

Aarts, S., van den Akker, M., Tan, F., Verhey, F., & Metsemakers, J. (2012). Influence of multimorbidity on cognitive decline in a normal aging population: a 12 year follow-up in the Maastricht Aging Study. International Journal of Geriatric Psychiatry, 26(10), 1046-1053.

Agrawal, S., Norman, G. R., & Eva, K. W. (2012). Influences on medical students' self-regulated learning after test completion. Medical Education, 46(3), 326-335. doi: 10.1111/j.1365-2923.2011.04150.x

Al-Faris, E., Irfan, F., Van Der Vleuten, C., Naeem, N., Alsalem, A., Alamiri, N., . . . Ababtain, A. (2012). The prevalence and correlates of depressive symptoms from an Arabian setting: A wake up call. Medical Teacher, 34(s1), 32-36.

Al-Kadri, H. (2012). Does assessment drive students' learning? (dr.), Maastricht University, Maastricht.

Al-Kadri, H. M., Al-Moamary, M. S., Al-Takroni, H., Roberts, C., & van der Vleuten, C. P. M. (2012). Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study. Medical Education Online, 17.

Al-Kadri, H. M., Al-moamary, M. S., Roberts, C., & Van der vleuten, C. P. M. (2012). Exploring assessment factors contributing to students' study strategies: Literature review. Medical Teacher, 34(s1), 42-50.

Artino, A. R., Jr., & Durning, S. J. (2012). 'Media will never influence learning': but will simulation? Medical Education, 46(7), 630-632. doi: 10.1111/j.1365-2923.2012.04270.x

Artino, A. R., Jr., Gilliland, W. R., Waechter, D. M., Cruess, D., Calloway, M., & Durning, S. J. (2012). Does self-reported clinical experience predict performance in medical school and internship? Medical Education, 46(2), 172-178. doi: 10.1111/j.1365-2923.2011.04080.x

Balslev, T., Jarodzka, H., Holmqvist, K., de Grave, W., Muijtjens, A., Eika, B., . . . Scherpbier, A. J. J. A. (2012). Visual expertise in paediatric neurology. European Journal of Paediatric Neurology, 16(2), 161-166.

Beishuizen, J., Dolmans, D., Van Driel, J., Wopereis, I., & Van Merriënboer, J. (2012). Het Interuniversitair Centrum voor Onderwijswetenschappen: De periode 2006-2011 nader bekeken.

Beishuizen, J., Dolmans, D., Van Driel, J., Wopereis, I., & Van Merriënboer, J. (2012). Het Interuniversitair Centrum voor Onderwijswetenschappen: terugblik en vooruitblik. Pedagogische Studiën, 89, 417-424.

Berendonk, C., Stalmeijer, R. E., & Schuwirth, L. W. T. (2012). Expertise in performance assessment: assessors’ perspectives. Advances in Health Sciences Education, 1-13.

Bergman, E., de Feijter, J., Frambach, J., Godefrooij, M., Slootweg, I., Stalmeijer, R., & van der Zwet, J. (2012). AM Last Page: A Guide to Research Paradigms Relevant to Medical Education. Academic Medicine, 87(4), 545.

Bergman, E. M., Sieben, J. M., Smailbegovic, I., de Bruin, A. B. H., Scherpbier, A. J. J. A., & van der Vleuten, C. P. M. (2012). Constructive, collaborative, contextual, and self-directed learning in surface anatomy education. Anatomical Sciences Education.

Berkenbosch, L., Bax, M., Scherpbier, A., Heyligers, I., Muijtjens, A., & Busari, J. (2012). How Dutch medical specialists perceive the competencies and training needs of medical residents in healthcare management. Medical Teacher(0), e1-e13.

Bhanji, F., Gottesman, R., de Grave, W., Steinert, Y., & Winer, L. R. (2012). The Retrospective Pre–Post: A Practical Method to Evaluate Learning from an Educational Program. Academic Emergency Medicine, 19(2), 189-194.

Boerboom, T. B. B., Mainhard, T., Dolmans, D. H. J. M., Scherpbier, A. J. J. A., Van Beukelen, P., & Jaarsma, A. D. D. C. (2012). Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: How much'teacher'is in student ratings? Medical Teacher, 34(4), 320-326.

Boom, H., Philipsen, H., & Stevens, F. (2012). Een schets van de professionalisering van de wijkverpleging in Nederland in de laatste vijftig jaar (1950-2000). GEWINA/TGGNWT, 27(2), 100-119.

Busari, J. (2012). Comparative analysis of quality assurance in health care delivery and higher medical education. Advances in Medical Education and Practice, 3(2012), 121 - 127.

Busari, J. (2012). Current insights and potential benefits for effective teaching and learning in respiratory medicine. Breathe, 9(1), 15-24.

Busari, J. (2012). Kwaliteitseisen voor competentie gestuurde medische zorg op Curacao: NASKHO.

Busari, J. (2012). Quality requirements of competency based medical care in Curacao: NASKHO (ISBN: 97890817496).

Busari, J., Dirksen-de Tombe, L., & Jippes, E. (2012). Richtlijn gebruik portfolio in de vervolgopleiding. Perspectives on Medical Education, 29(6), 145.

Cantillon, P., & de Grave, W. (2012). Conceptualising GP teachers' knowledge: a pedagogical content knowledge perspective. Education for Primary Care, 23(3), 178-185.

Cantillon, P., & de Grave, W. (2012). GP teachers' subject matter knowledge in the context of a tutorial: the preparation and delivery compared. Education for Primary Care, 23(3), 169-177.

Cilliers, F. J. (2012). The pre-assessment learning effects of consequential assessment. Modelling how the examination game is played. (dr.), Maastricht University, Maastricht.

Cilliers, F. J., Schuwirth, L. W. T., Herman, N., Adendorff, H. J., & van der Vleuten, C. P. M. (2012). A model of the pre-assessment learning effects of summative assessment in medical education. Advances in Health Sciences Education, 17(1), 39-53.

Cilliers, F. J., Schuwirth, L. W. T., & Van Der Vleuten, C. P. M. (2012). A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC medical education, 12(1), 9.

Cilliers, F. J., Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2012). Modelling the pre‐assessment learning effects of assessment: evidence in the validity chain. Medical Education, 46(11), 1087-1098.

Claramita, M. (2012). Doctor-patient communication in a culturally hierarchical context of Southeast Asia: A partnership approach. (dr.), Maastricht University, Maastricht.

Claramita, M., Nugraheni, M. D. F., van Dalen, J., & van der Vleuten, C. (2012). Doctor–patient communication in Southeast Asia: a different culture? Advances in Health Sciences Education, 1-17.

Clark, R. E., Feldon, D. F., van Merriënboer, J., Yates, K., & Early, S. (2012). Cognitive task analysis (Chinese translation). In J. Spector, Merrill, M. , van Merriënboer, J. & Driscoll, M. (Ed.), Handbook of research on educational communications and technology (pp. 643-663). Shanghai, China: East China Normal University Press.

Czabanowska, K., Moust, J. H. C., Meijer, A. W. M., Schröder-Bäck, P., & Roebertsen, H. (2012). Problem-based Learning Revisited, introduction of Active and Self-directed Learning to reduce fatigue among students. Journal of University Teaching & Learning Practice, 9(1), 6.

Daamen, M., Hamers, J., Gorgels, A., Brunner-la Rocca, H., Tan, F., van Dieijen-Visser, M., & Schols, J. (2012). The prevalence and management of heart failure in Dutch nursing homes; design of a multi-centre cross-sectional study. BMC Geriatrics, 12(1), 29.

de Bruin, A. B. H., & van Gog, T. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22, 245-252.

de Feijter, J. M. (2012). Learning from error to improve patient safety. (dr.), Maastricht University, Maastricht.

de Feijter, J. M., de Grave, W. S., Hopmans, E. M., Koopmans, R. P., & Scherpbier, A. J. J. A. (2012). Reflective learning in a patient safety course for final-year medical students. Medical Teacher, 34(11), 946-954.

de Feijter, J. M., de Grave, W. S., Koopmans, R. P., & Scherpbier, A. J. J. A. (2012). 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, 1-19.

de Feijter, J. M., de Grave, W. S., Muijtjens, A. M., Scherpbier, A. J. J. A., & Koopmans, R. P. (2012). A comprehensive overview of medical error in hospitals using incident-reporting systems, patient complaints and chart review of inpatient deaths. PloS one, 7(2), e31125.

de Jong, N. (2012). Worldwide Education. Problem-based learning and Blended-learning. Maastricht: Océ Business Services.

de Jong, N., & Verstegen, D. M. L. (2012). Executive summary Worldwide Education (pp. 5-9): Maastricht University.

de Jong, N., Verstegen, D. M. L., Tan, F. E. S., & O’Connor, S. (2012). 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, 11(2), 1-20.

de Leng, B., Hess, F., Huber, S., & Haag, M. (2012). Economy of scale for small-scale education. Paper presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Aachen.

de Rijdt, C., van der Rijt, J., Dochy, F., & van der Vleuten, C. (2012). Rigorously selected and well trained senior student tutors in problem based learning: student perceptions and study achievements. Instructional Science, 40(2), 397-411.

Dijkstra, J., Galbraith, R., Hodges, B., & McAvoy, P. (2012). Development and validation of guidelines for designing programmes of assessment: a modified Delphi-study. BMC medical education, 12(20), DOI: 10.1186/1472-6920-1112.

Dijkstra, J., Galbraith, R., Hodges, B. D., McAvoy, P. A., McCrorie, P., Southgate, L. J., . . . Schuwirth, L. W. T. (2012). Expert validation of fit-for-purpose guidelines for designing programmes of assessment. BMC medical education, 12(1), 20.

Dolmans, D., van Blankenstein, F. M., & Kamp, R. (2012). Learning in small groups in Problem-based learning. In I. M. Al Alwan, M. Elzubeir, M. (Ed.), International handbook of medical education (pp. 121-130). Los Angeles: Sage.

Dolmans, D., Zumbach, J., Wijnia, L., Korin, T., Niculescu, A., Kamp, R., & Wilkerson, L. (2012, 13-17 April 2012). Does feedback in Problem-based learning enhance student learning? Paper presented at the AERA, Vancouver, Canada.

Dolmans, D. H. J. M. (2012). Innoveren om beter te leren Maastricht.Dolmans, D. H. J. M. (2012). Self-assessment and dialogue: can it improve learning?

Advances in Health Sciences Education, 1-3. Dolmans, D. H. J. M., & Tigelaar, D. (2012). Building bridges between theory and

practice in medical education using a design-based research approach: AMEE Guide No. 60. Medical Teacher, 34(1), 1-10.

Dong, T., Artino, A. R., Jr., Durning, S. J., & Denton, G. D. (2012). Relationship between clinical experiences and internal medicine clerkship performance. Medical Education, 46(7), 689-697. doi: 10.1111/j.1365-2923.2012.04283.x

Donkers, J. (2012). Blogposts ProF Analytics. Dornan, T. (2012). Workplace learning. Perspectives on Medical Education, 1-9. Dornan, T., Muijtjens, A., Graham, J., Scherpbier, A., & Boshuizen, H. (2012).

Manchester Clinical Placement Index (MCPI). Conditions for medical students’ learning in hospital and community placements. Advances in Health Sciences Education, 17(5), 703-716.

Driessen, C., Paulus, G., Robben, S., Tjon a Ten, W., Van den Neucker, A., Verhoeven, B., & Van Heurn, L. W. E. (2012). Splenic size after division of the short gastric vessels in Nissen fundoplication in children. Pediatric surgery international, 1-4.

Driessen, E., Yoshimura, M., & Suzuki, Y. (2012). Portfolios in medical education. In Y. Suzuki, Fujisaki, K. & Niwa, M. (Ed.), Challenge of medical education in Japan (pp. 194-200).

Driessen, E. W., van Tartwijk, J., Govaerts, M., Teunissen, P., & van der Vleuten, C. P. M. (2012). The use of programmatic assessment in the clinical workplace: A Maastricht case report. Medical Teacher, 34(3), 226-231.

Durning, S. J., Artino, A., Boulet, J., La Rochelle, J., Van Der Vleuten, C., Arze, B., & Schuwirth, L. (2012). The feasibility, reliability, and validity of a post-encounter form for evaluating clinical reasoning. Medical Teacher, 34(1), 30-37.

Durning, S. J., Artino, A. R., Boulet, J. R., Dorrance, K., van der Vleuten, C., & Schuwirth, L. (2012). The impact of selected contextual factors on experts’ clinical reasoning performance (does context impact clinical reasoning

performance in experts?). Advances in Health Sciences Education, 17(1), 65-79.

Durning, S. J., Dolmans, D., Cleland, J., Mennin, S., Amin, Z., & Gibbs, T. J. (2012). The AMEE Research Committee: Initiatives to stimulate research and practice. Medical Teacher, 34(6), 458-461.

Durning, S. J., Dong, T., Artino, A. R., LaRochelle, J., Pangaro, L. N., Vleuten, C., & Schuwirth, L. (2012). Instructional Authenticity and Clinical Reasoning in Undergraduate Medical Education: A 2-Year, Prospective, Randomized Trial. Military Medicine, 177(9S), 38-43.

Durning, S. J., Graner, J., Artino, A. R., Pangaro, L. N., Beckman, T., Holmboe, E., . . . Capaldi, V. (2012). Using Functional Neuroimaging Combined With a Think-Aloud Protocol to Explore Clinical Reasoning Expertise in Internal Medicine. Military Medicine, 177(9S), 72-78.

Durning, S. J., LaRochelle, J., Pangaro, L., Artino Jr, A. R., Boulet, J., van der Vleuten, C., . . . Schuwirth, L. (2012). Does the Authenticity of Preclinical Teaching Format Affect Subsequent Clinical Clerkship Outcomes? A Prospective Randomized Crossover Trial. Teaching and Learning in Medicine, 24(2), 177-182.

Düsman, H., Reinders, M., Folkers, H., Hendrickx, E., & Ram, P. (2012). Het effect van intensieve SEH-training voor aios. Huisarts en wetenschap, 55(1), 6-9.

Duvivier, R. (2012). Teaching and learning clinical skills. Mastering the art of medicine. (dr.), Maastricht University, Maastricht.

Duvivier, R., Stalmeijer, R., Dalen, J., Van der Vleuten, C., & Scherpbier, A. (2012). Influence of the Hospital Workplace on Learning Clinical Skills. Mastering the Art of Medicine, 137.

Duvivier, R. J., van Geel, K., van Dalen, J., Scherpbier, A. J. J. A., & van der Vleuten, C. P. M. (2012). Learning physical examination skills outside timetabled training sessions: what happens and why? Advances in Health Sciences Education, 17(3), 339-355.

Eikelboom, J. I., ten Cate, O. T. J., Jaarsma, D., Raat, J. A. N., Schuwirth, L., & van Delden, J. J. M. (2012). A framework for the ethics review of education research. Medical Education, 46(8), 731-733.

Eva, K. W. (2012). Dialogue in Medical Education: enabling the academic voyeur that lurks inside us all. Medical Education, 46(9), 826-827. doi: 10.1111/j.1365-2923.2012.04326.x

Eva, K. W. (2012). The State of the Science 2012: building blocks for the future. Medical Education, 46(1), 1-2. doi: 10.1111/j.1365-2923.2011.04177.x

Eva, K. W., & Hodges, B. D. (2012). Scylla or Charybdis? Can we navigate between objectification and judgement in assessment? Medical Education, 46(9), 914-919. doi: 10.1111/j.1365-2923.2012.04310.x

Fastré, G., van der Klink, M., Sluijsmans, D., & van Merriënboer, J. (2012). Drawing students' attention to relevant assessment criteria: Effects on self-assessment skills and performance. Journal of vocational education and training, 64(2), 186-198.

Fastré, G. M. J., van der Klink, M. R., Sluijsmans, D., & van Merriënboer, J. J. G. (2012). Towards an integrated model for developing sustainable assessment skills. Assessment & Evaluation in Higher Education, 1-20.

Fokkema, J. P. I., Westerman, M., Teunissen, P. W., van der Lee, N., Scherpbier, A. J. J. A., van der Vleuten, C. P. M., . . . Scheele, F. (2012). How lead consultants

approach educational change in postgraduate medical education. Medical Education, 46(4), 390-398.

Frambach, J. M., Driessen, E. W., Chan, L. C., & van der Vleuten, C. P. M. (2012). Rethinking the globalisation of problem‐based learning: how culture challenges self‐directed learning. Medical Education, 46(8), 738-747.

Gerken, M., Rienties, B., Giesbers, B., & Könings, K. D. (2012). Enhancing the Academic Internship Learning Experience for Business Education—A Critical Review and Future Directions. Learning at the Crossroads of Theory and Practice, 7-22.

Govaerts, M., Van de Wiel, M., & Van der Vleuten, C. (2012). Quality of Feedback Following Performance Assessments: Does Assessor Expertise Matter? European Journal of Training and Development, 37(1), 6-6.

Govaerts, M. J. B., Van de Wiel, M. W. J., Schuwirth, L. W. T., Van der Vleuten, C. P. M., & Muijtjens, A. M. M. (2012). Workplace-based assessment: raters’ performance theories and constructs. Advances in Health Sciences Education, 1-22.

Groffen, D., Bosma, H., Tan, F., van den Akker, M., Kempen, G., & van Eijk, J. (2012). Material vs. psychosocial explanations of old-age educational differences in physical and mental functioning: findings from the longitudinal SMILE study. European Journal of Public Health, 22(4), 587-592.

Heijne-Penninga, M., Kuks, J. B. M., Hofman, W. H. A., Muijtjens, A. M. M., & Cohen-Schotanus, J. (2012). Influence of PBL with open-book tests on knowledge retention measured with progress tests. Advances in Health Sciences Education, 1-11.

Helmich, E., Bolhuis, S., Dornan, T., Laan, R., & Koopmans, R. (2012). Entering medical practice for the very first time: emotional talk, meaning and identity development. Medical Education, 46(11), 1074-1086.

Helmich, E., & Dornan, T. (2012). Do you really want to be a doctor? The highs and lows of identity development. Medical Education, 46(2), 132-134.

Hill, E. J. R., Giles, J. A., & Dornan, T. (2012). Teaching in a busy clinic. Practical neurology, 12(6), 376-379.

Hobbelen, J., Tan, F., Verhey, F., Koopmans, R., & de Bie, R. (2012). Passive movement therapy in severe paratonia: a multicenter randomized clinical trial. International Psychogeriatrics, 24(5), 834-844.

Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., & Scherpbier, A. (2012). Visualising the invisible: a network approach to reveal the informal social side of student learning. Advances in Health Sciences Education, 17(5), 743-757.

Hoogveld, B., Janssen-Noordman, A., Van Merriënboer, J., Zwanenburg, W., Bruin, C., Steinen, H., . . . Kicken, W. (2012). Innovatief onderwijs in de praktijk.

Houwink, E. J. F., Henneman, L., Westerneng, M., van Luijk, S. J., Cornel, M. C., Dinant, J. G., & van der Vleuten, C. (2012). Prioritization of future genetics education for general practitioners: a Delphi study. Genetics in Medicine, 14(3), 323-329.

Jacobs, H., Visser, P., van Boxtel, M., Frisoni, G., Tsolaki, M., Papapostolou, P., . . . Verhey, F. R. J. (2012). The association between white matter hyperintensities and executive decline in mild cognitive impairment is network dependent. Neurobiology of Aging, 33(1), 201-208.

Jacobs, J. C. G., Van Luijk, S. J., Van Berkel, H., Van der Vleuten, C. P. M., Croiset, G., & Scheele, F. (2012). Development of an instrument (the COLT) to measure

conceptions on learning and teaching of teachers, in student-centred medical education. Medical Teacher, 34(7), 483-491.

Kamp, R., Dolmans, D., van Berkel, H., & Schmidt, H. (2012, 13-17 April 2012). The effect of peer feedback on student functioning in problem-based learning tutorials. Paper presented at the AERA, Vancouver, Canada.

Kamp, R. J. A., Dolmans, D. H. J. M., Van Berkel, H. J. M., & Schmidt, H. G. (2012). The effect of midterm peer feedback on student functioning in problem-based tutorials. Advances in Health Sciences Education, 1-15.

Kamp, R. J. A., Dolmans, D. H. J. M., van Berkel, H. J. M., & Schmidt, H. G. (2012). The relationship between students’ small group activities, time spent on self-study, and achievement. Higher Education, 64, 385-397.

Kim, C., Lee, J., Merrill, M., Spector, J., & van Merriënboer, J. (2012). Foundations for the future (Chinese translation). In J. Spector, M. Merrill, J. van Merriënboer & M. Driscoll (Eds.), Handbook of research on educational communications and technology (third ed.) (pp. 904-914). Shanghai, China: East China Normal University Press.

Kirschner, P. A., & van Merriënboer, J. (2012). 综合学习的十个步骤 Ten steps to complex learning: A new approach to instruction and instructional design (Chinese translation). Contemporary Teacher Education, 3, 34-41.

Kleijnen, J. (2012). Internal quality management and organisational values in higher education. (dr.), Maastricht University, Maastricht.

Kleijnen, J., Dolmans, D., Willems, J., & van Hout, H. (2012). Effectieve Kwaliteitszorg vereist een systematische werkwijze en een cultuur van flexibiliteit en open communicatie. Onderzoek van Onderwijs, 41, 7-11.

Koeijers, J., Busari, J., & Duits, A. (2012). A Case Study of the Implementation of a Competency-based Curriculum in a Caribbean Teaching Hospital. West Indian Medical Journal, 61(7), 1-18.

Kogan, J. R., Conforti, L. N., Bernabeo, E. C., Durning, S. J., Hauer, K. E., & Holmboe, E. S. (2012). Faculty staff perceptions of feedback to residents after direct observation of clinical skills. Medical Education, 46(2), 201-215. doi: 10.1111/j.1365-2923.2011.04137.x

Kok, E. M., Bruin, A. B. H., Robben, S. G. F., & Merriënboer, J. J. G. (2012). Looking in the Same Manner but Seeing it Differently: Bottom-up and Expertise Effects in Radiology. Applied Cognitive Psychology, 26(6), 854-862.

Kok, E. M., de Bruin, A. B. H., Robben, S. G. F., & van Merriënboer, J. J. G. (2012). Learning radiological appearances of diseases: Does comparison help? Learning and Instruction, 23, 90-97.

Könings, K. D., Brand-Gruwel, S., & Elen, J. (2012). Effects of a school reform on longitudinal stability of students’ preferences with regard to education. British Journal of Educational Psychology.

Koole, S., Dornan, T., Aper, L., De Wever, B., Scherpbier, A., Valcke, M., . . . Derese, A. (2012). Using video-cases to assess student reflection: Development and validation of an instrument. BMC medical education, 12(1), 22.

Koole, S., Dornan, T., Aper, L., Scherpbier, A., Valcke, M., Cohen-Schotanus, J., & Derese, A. (2012). Does reflection have an effect upon case-solving abilities of undergraduate medical students? BMC medical education, 12(1), 75.

Koole, S., Vanobbergen, J., De Visschere, L., Aper, L., Dornan, T., & Derese, A. (2012). The influence of reflection on portfolio learning in undergraduate dental education. European Journal of Dental Education.

Koops, W. J. M., Van der Vleuten, C. P. M., De Leng, B. A., & Snoeckx, L. H. E. H. (2012). Computer supported collaborative learning in a clerkship: an exploratory study on the relation of discussion activity and revision of critical appraisal papers. BMC medical education, 12(1), 79.

Ladhani, Z., Scherpbier, A. J. J. A., & Stevens, F. C. J. (2012). Competencies for undergraduate community-based education for the health professions-A systematic review. Medical Teacher, 34(9), 733-743.

LaRochelle, J. S., Durning, S. J., Pangaro, L. N., Artino, A. R., van der Vleuten, C., & Schuwirth, L. (2012). Impact of Increased Authenticity in Instructional Format on Preclerkship Students’ Performance: A Two-Year, Prospective, Randomized Study. Academic Medicine, 87(10), 1341-1347.

LaRochelle, J. S., Durning, S. J., Pangaro, L. N., Artino, A. R., van der Vleuten, C., & Schuwirth, L. (2012). RIME: Clerkship Education-Impact of Increased Authenticity in Instructional Format on Preclerkship Students' Performance: A Two-Year, Prospective, Randomized Study. Academic Medicine, 87(10), 1341.

Leppink, J. (2012). On the measurement of cognitive load in the statistics knowledge domain: a three-factor solution. Paper presented at the Conference of the Dutch Society of Ordination and Classification, Tilburg, The Netherlands.

Leppink, J. (2012). Propositional knowledge for conceptual understanding of statistics. (dr.), Maastricht University, Maastricht. ( )

Leppink, J., Broers, N. J., Imbos, T., van der Vleuten, C. P. M., & Berger, M. P. F. (2012). Prior knowledge moderates instructional effects on conceptual understanding of statistics. Educational Research and Evaluation, 18(1), 37-51.

Leppink, J., Broers, N. J., Imbos, T., van der Vleuten, C. P. M., & Berger, M. P. F. (2012). Self-explanation in the domain of statistics: an expertise reversal effect. Higher Education, 63(6), 771-785.

Liaw, S. Y., Chan, S. W., Scherpbier, A., Rethans, J. J., & Pua, G. G. (2012). Recognizing, responding to and reporting patient deterioration: Transferring simulation learning to patient care settings. Resuscitation, 83(3), 395-398.

Liaw, S. Y., Scherpbier, A. J. J. M., Rethans, J.-J., & Klainin-Yobas, P. (2012). Assessment for simulation learning outcomes: A comparison of knowledge and self-reported confidence with observed clinical performance. Nurse Education Today, 32(6), 35-39.

Linssen, C., Bergmans, D., & van Mook, W. (2012). Impact of latent viral infections in mechanically ventilated patients. Current respiratory medicine reviews, 8(3), 200-207.

Malau-Aduli, B. S., Mulcahy, S., Warnecke, E., Otahal, P., Teague, P. A., Turner, R., & Van der Vleuten, C. (2012). Inter-rater reliability: comparison of checklist and global scoring for OSCEs. Creative Education, 3, 937-942.

Martens, M., Duvivier, R., Verwijnen, G., Dalen, J., & Scherpbier, A. (2012). Students’ Perspectives on Effective Teaching in the Skills Lab. Mastering the Art of Medicine, 51.

Mastenbroek, N., Jaarsma, A., Scherpbier, A., van Beukelen, P., & Demerouti, E. (2012). The role of personal resources in explaining well-being and performance: A study among young veterinary professionals. European Journal of Work and Organizational Psychology(ahead-of-print), 1-13.

Mâtheiken, S. J., Verstegen, D., Beard, J., & van der Vleuten, C. (2012). E-Learning Resources for Vascular Surgeons: A Needs Analysis Study. Journal of Surgical Education.

McGill, D., van der Vleuten, C., & Clarke, M. (2012). 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, 1-25.

McLachlan, E., King, N., Wenger, E., & Dornan, T. (2012). Phenomenological analysis of patient experiences of medical student teaching encounters. Medical Education, 46(10), 963-973.

McLellan, L., McLachlan, E., Perkins, L., & Dornan, T. (2012). Music and health. Phenomenological investigation of a medical humanity. Advances in Health Sciences Education, 1-13.

McLellan, L., Tully, M. P., & Dornan, T. (2012). How could undergraduate education prepare new graduates to be safer prescribers? British Journal of Clinical Pharmacology, 74(4), 605-613.

Michels, N. R. M., Denekens, J., Driessen, E. W., Van Gaal, L. F., Bossaert, L. L., & De Winter, B. Y. (2012). A Delphi study to construct a CanMEDS competence based inventory applicable for workplace assessment. BMC medical education, 12(1), 86.

Morcke, A. M., Dornan, T., & Eika, B. (2012). Outcome (competency) based education: an exploration of its origins, theoretical basis, and empirical evidence. Advances in Health Sciences Education, 1-13.

Mpotos, N., Valcke, M., van der Vleuten, C., & Monsieurs, K. (2012). Studies claiming efficacy of CPR training interventions: which skills should be assessed and how should data be reported to allow comparison? Resuscitation.

Naeem, N., van der Vleuten, C., & Alfaris, E. A. (2012). Faculty development on item writing substantially improves item quality. Advances in Health Sciences Education, 17(3), 369-376.

O'Sullivan, H., van Mook, W., Fewtrell, R., & Wass, V. (2012). Integrating professionalism into the curriculum: AMEE Guide No. 61. Medical Teacher, 34, 64-77.

Palange, P., Busari, J., Hare, A., McKillop, J., Noël, J. L. C., Rosen, M., . . . Stevenson, R. (2012). Perspectives in medical education: signposts to the future in educating respiratory specialists. European Respiratory Journal, 39(3), 520-524.

Pawlikowska, T., Zhang, W., Griffiths, F., van Dalen, J., & van der Vleuten, C. (2012). Verbal and non-verbal behavior of doctors and patients in primary care consultations–How this relates to patient enablement. Patient Education and Counseling, 86(1), 70-76.

Pelgrim, E., Kramer, A., Mokkink, H., & Van der Vleuten, C. (2012). Quality of written narrative feedback and reflection in a modified mini-clinical evaluation exercise: an observational study. BMC medical education, 12(1), 97.

Pelgrim, E. A. M., Kramer, A. W. M., Mokkink, H. G. A., & van der Vleuten, C. P. M. (2012). The process of feedback in workplace‐based assessment: organisation, delivery, continuity. Medical Education, 46(6), 604-612.

Perron, N. J., Nendaz, M., Louis-Simonet, M., Sommer, J., Gut, A., Baroffio, A., . . . van der Vleuten, C. (2012). Effectiveness of a training program in supervisors’ ability to provide feedback on residents’ communication skills. Advances in Health Sciences Education, 1-15.

Persoon, M. C. (2012). Learning in urology. The influence of simulators and human factors. (dr.), Maastricht University, Maastricht.

Prescott-Clements, L. (2012). Ensuring the competence of dental practitioners through the development of a workplace-based system of assessment. (dr.), Maastricht University, Maastricht.

Prescott-Clements, L., Schuwirth, L., van der Vleuten, C., Hurst, Y., Whelan, G., Gibb, E., & Rennie, J. (2012). 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.

Rethans, J. J., Grosfeld, F. J. M., Aper, L., Reniers, J., Westen, J. H., van Wijngaarden, J. J., & van Weel-Baumgarten, E. M. (2012). Six formats in simulated and standardized patients use, based on experiences of 13 undergraduate medical curricula in Belgium and the Netherlands. Medical Teacher, 34(9), 710-716.

Sagasser, M. H., Kramer, A. W. M., & Van der Vleuten, C. P. M. (2012). How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study. BMC medical education, 12(1), 67.

Schlegel, C., Woermann, U., Rethans, J. J., & van der Vleuten, C. (2012). Validity evidence and reliability of a simulated patient feedback instrument. BMC medical education, 12(1), 6.

Schlegel, C., Woermann, U., Shaha, M., Rethans, J. J., & van der Vleuten, C. (2012). Effects of Communication Training on Real Practice Performance: A Role-Play Module Versus a Standardized Patient Module. Journal of Nursing Education, 51(1), 16-22.

Schmidt, H. G., & De Grave, W. S. (2012). Problem based learning International Handbook of Medical Education: A Guide for students (pp. 47-68): Sage.

Schmidt, H. G., Muijtjens, A. M. M., Van der Vleuten, C. P. M., & Norman, G. R. (2012). Differential student attrition and differential exposure mask effects of problem-based learning in curriculum comparison studies. Academic Medicine, 87(4), 463-475.

Schout, B. M. A., Hendrikx, A. J. M., van Luijk, S., & Scherpbier, A. J. J. A. (2012). Training van aios urologie: nu en in de toekomst. Tijdschrift voor Urologie, 2(3), 70-71.

Schuwirth, L., Colliver, J., Gruppen, L., Kreiter, C., Mennin, S., & Onishi, H. (2012). Research on assessment practices. In W. McGaghie (Ed.), International best practices for evaluation in the health professions. Abiongdon UK: Radcliffe Publishing ltd.

Schuwirth, L., & van der Vleuten, C. (2012). General overview of the theories used in assessment. Dundee.

Schuwirth, L., & van der Vleuten, C. (2012). Written Assessment. In J. Dent & R. Harden (Eds.), A practical guide for medical teachers fourth ed.: Churchill-Livingstone.

Schuwirth, L., Ward, H., & Heeneman, S. (2012). Assessment for laerning. In J. Hoggs, J. Baldry-Currens, G. Jensen, W. Letts & D. Sheehan (Eds.), Realising Exemplary Practice-based education (pp. 143-150). Rotterdam: Sense publishers.

Schuwirth, L. W. T., & C.P.M., v. d. V. (2012). Assessing competence: Extending approaches to reliability. In B. L. Hodges, L. (Ed.), The question of competence (Vol. 1, pp. 113-130). Ithaka New York: New York: Cornell University Press.

Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2012). Programmatic assessment and Kane’s validity perspective. Medical Education, 46(1), 38-48.

Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2012). The use of progress testing. Perspectives on Medical Education, 1(1), 24-30.

Severiens, S., Wolff, R., & Verstegen, D. (2012). Studiesucces van allochtone leerlingen en studenten [Study success of foreign students]. In R. K. A. Dieleman (Ed.), Capita Selecta Wat is goed onderwijs? Bijdragen uit de onderwijssociologie [What is good education? Attributions from educational sociology]. (pp. (reprint from 2008)). Den Haag: Boom Lemma Uitgevers (ISBN: 978-90-593).

Shaibah, H. S., & van der Vleuten, C. P. M. (2012). The validity of multiple choice practical examinations as an alternative to traditional free response examination formats in gross anatomy. Anatomical Sciences Education.

Sibbald, M., & de Bruin, A. B. H. (2012). Feasibility of self-reflection as a tool to balance clinical reasoning strategies. Advances in Health Sciences Education, 17(3), 419-429.

Singaram, V. S., van der Vleuten, C. P. M., Muijtjens, A. M. M., & Dolmans, D. H. J. M. (2012). Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, And Students’ Academic Achievement in PBL: Testing a Causal Model. Interdisciplinary Journal of Problem-based Learning, 6(1), 153-164.

Slootweg, I., Lombarts, K., van der Vleuten, C., Mann, K., Jacobs, J., & Scherpbier, A. (2012). Clinical teachers' view on how teaching teams deliver and manage residency training. Medical Teacher, 34, 1-7.

Soeteman, M., Willems, R. P. P., & Busari, J. O. (2012). Herpes zoster ophthalmicus in an otherwise healthy 2-year-old child. BMJ Case Reports, 2012.

Spanjers, I. A., Gog, T., & Merriënboer, J. J. (2012). Segmentation of Worked Examples: Effects on Cognitive Load and Learning. Applied Cognitive Psychology, 26, 352-358.

Spanjers, I. A., van Gog, T., Wouters, P., & van Merriënboer, J. J. (2012). Explaining the segmentation effect in learning from animations: The role of pausing and temporal cueing. Computers & Education, 59, 274-280.

Spanjers, I. A. E. (2012). Segmentation of animations: Explaining the effects on the learning process and learning outcomes. (dr.), Maastricht University, Maastricht.

Spector, J. M., Merill, M. D., van Merriënboer, J. J., & Driscoll, M. P. (2012). Handbook of research on educational communications and technology (Third edition Chinese translation). Shanghai, China: East China Normal University Press.

Spruijt, A., Jaarsma, A., Wolfhagen, H., van Beukelen, P., & Scherpbier, A. (2012). Students' perceptions of aspects affecting seminar learning. Medical Teacher, 34(2), 129-135.

Stalmeijer, R., Dolmans, D., Snellen-Balendong, H., van Santen-Hoeufft, M., Wolfhagen, H. A. P., & Scherpbier, A. (2012, 13-17 April 2012). Clinical teaching based on principles of cognitive apprenticeship: views of experienced clinical teachers. Paper presented at the AERA, Vancouver, Canada.

Stevens, F. C. J., & Goulbourne, J. D. S. (2012). Globalization and the modernization of medical education. Medical Teacher, 34(10), e684-e689.

Stürmer, K., Könings, K. D., & Seidel, T. (2012). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology.

Susilo, A. P., Nurmala, I., van Dalen, J., & Scherpbier, A. (2012). Patient or physician safety? Physicians' views of informed consent and nurses' roles in an Indonesian setting. Journal of interprofessional care, 26(3), 212-218.

Taminiau, E., Kester, L., Corbalan, G., Alessi, S. M., Moxnes, E., Gijselaers, W. H., . . . Van Merriënboer, J. J. G. (2012). Why advice on task selection may hamper learning in on-demand education. Computers in Human Behavior.

Teunissen, P., & Scheele, F. (2012). Recente ontwikkelingen in de opleiding gynaecologie. Nederlands Tijdschrift voor Geneeskunde, 156, A5534.

Thistlethwaite, J., Davies, H., Dornan, T., Greenhalgh, T., Hammick, M., & Scalese, R. (2012). What is evidence? Reflections on the AMEE symposium, Vienna, August 2011. Medical Teacher, 34(6), 454-457.

Tjiam, I. M., Persoon, M. C., Hendrikx, A. J. M., Muijtjens, A. M. M., Witjes, J. A., & Scherpbier, A. J. J. A. (2012). Program for Laparoscopic Urologic Skills: A Newly Developed and Validated Educational Program. Urology, 79(4), 815-820.

Tjiam, I. M., Schout, B. M. A., Hendrikx, A. J. M., Muijtjens, A. M. M., Scherpbier, A. J. J. A., Witjes, J. A., & Van Der Vleuten, C. P. M. (2012). Program for laparoscopic urological skills assessment: Setting certification standards for residents. Minimally Invasive Therapy & Allied Technologies(0), 1-7.

Tjiam, I. M., Schout, B. M. A., Hendrikx, A. J. M., Scherpbier, A. J. J. M., Witjes, J. A., & Van Merriënboer, J. J. G. (2012). Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design. Medical Teacher, 34(10), e698-e707.

Touwslager, R., Gerver, W., Tan, F., Gielen, M., Zeegers, M., Zimmermann, L., . . . Mulder, A. (2012). Influence of growth during infancy on endothelium-dependent vasodilatation at the age of 6 months. Hypertention, 60(5), 1294-1300.

Tran, T. Q., Scherpbier, A., Van Dalen, J., & Wright, P. E. (2012). Teacher-made models: the answer for medical skills training in developing countries? BMC medical education, 12(1), 98.

van Blankenstein, F. M., Dolmans, D. H. J. M., Van der Vleuten, C. P. M., & Schmidt, H. G. (2012). Elaboration during problem-based group discussion: Effects on recall for high and low ability students. Advances in Health Sciences Education, 1-14.

van Blankenstein, F. M., Dolmans, D. H. J. M., Van der Vleuten, C. P. M., & Schmidt, H. G. (2012). Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement. Instructional Science, 1-16.

van den Akker, M., Dornan, T., Scherpbier, A. J. J. A., & Snoeckx, L. H. E. H. (2012). Easing the transition: the final year of medical education at Maastricht University. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 106(2), 92-97.

van den Eertwegh, V., van Dulmen, S., van Dalen, J., Scherpbier, A. J. J. A., & van der Vleuten, C. P. M. (2012). Learning in context: Identifying gaps in research on the transfer of medical communication skills to the clinical workplace. Patient Education and Counseling.

van der Vleuten, C. (2012). Secrets of Success in Medical Training. Military Medicine, 177(9S), 79-80.

van der Vleuten, C., & Dannefer, E. F. (2012). Towards a systems approach to assessment. Medical Teacher, 34(3), 185.

van der Vleuten, C., Scherpbier, A., & Dornan, T. (2012). Learning Clinical Skills in Workplaces: Literature Review. Mastering the Art of Medicine, 125.

van der Vleuten, C., Schuwirth, L., Driessen, E., Dijkstra, J., Tigelaar, D., Baartman, L., & van Tartwijk, J. (2012). A model for programmatic assessment fit for purpose. Medical Teacher, 34(3), 205-214.

van Dijk, N., Linssen, C., Bussink, M., Span, L., & van Mook, W. (2012). Critical illness due to human metapneumovirus after acquisition by horizontal nosocomial transmission on the hematology ward. Netherlands Journal of Critical Care, 16(1), 22-25.

van Lonkhuijzen, L., Groenewout, M., Schreuder, A., Zeeman, G., Scherpbier, A., Aukes, L., & Berg, P. P. V. (2012). Perceptions of Women, Nurses, Midwives, and Doctors About the Use of Video During Birth to Improve Quality of Care: Focus Group Discussions. Obstetric Anesthesia Digest, 32(3), 189-190.

van Loon, M. H., de Bruin, A. B. H., van Gog, T., & van Merriënboer, J. J. G. (2012). Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning and Instruction, 24, 15-25.

Van Merriënboer, J. (2012). Complex learning. In N. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 681-682). New York: Springer.

Van Merriënboer, J. (2012). Four-component instructional design. In N. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1320-1322). New York: Springer.

Van Merriënboer, J. (2012). Rule formation. In N. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2907-2909). New York: Springer.

Van Merriënboer, J. (2012). Variability of practice. In N. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 3389-3390). New York: Springer.

van Merriënboer, J., & de Bruin, A. (2012). Research paradigms and perspectives on learning (Chinese translation). Journal of Distance Education, 4, 100-106.

Van Merriënboer, J., & Kester, L. (2012). Modelo de design educacional de quatro componentes: Principios multimedia am ambientes de aprendizagem complexa (in Portugese). In J. Van Merriënboer, S. Correia & J. Paiva (Eds.), As novas technologias (pp. 13-64). Lisboa, Portugal: Fundacao Fancisco Manuel Dos Santos.

van Merriënboer, J., & Kester, L. (2012). Whole-task models in education (Chinese translation). In J. Spector, M. Merrill, J. van Merriënboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (third ed.) (pp. 489-507). Shanghai, China: East China Normal University Press.

van Merriënboer, J., & van der Vleuten, C. (2012). Technology-based assessment in the integrated curriculum. In M. Mayrath, J. Clarke-Miruda, D. Robinson & G. Schraw (Eds.), Technology-based assessments for 21st century skills (pp. 345-370). Charlotte NC: Information Age Publishing.

van Merriënboer, J. J., Correia, S., & Paiva, J. (2012). As novas technologias (in Portugese). Lisboa, Portugal: Fundacao Francisco Manuel Dos Santos.

van Merriënboer, J. J. G., & Kirschner, P. (2012). Ten steps to complex learning (Chinese translation). Fuzhou, China: Fujian Education Press.

van Merriënboer, J. J. G., & Tjiam, I. (2012). Development and Teaching of Complex Skills in Invasive. Catheter-Based Cardiovascular Interventions: A Knowledge-Based Approach, 173.

van Mook, W., Schuwirth, L., Bion, J., & Collaboration., o. b. o. T. C. (2012). Workplace based assessment: how to use it in ICU. Netherlands Journal of Critical Care, 16(5), 171-180.

van Mook, W. N. K. A., Gorter, S. L., Kieboom, W., Castermans, M. G. T. H., de Feijter, J., de Grave, W. S., . . . van der Vleuten, C. P. M. (2012). Poor professionalism identified through investigation of unsolicited healthcare complaints. Postgraduate medical journal, 88(1042), 443-450.

van Mook, W. N. K. A., Muijtjens, A. M. M., Gorter, S. L., Zwaveling, J. H., Schuwirth, L. W., & van der Vleuten, C. P. M. (2012). Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement? Advances in Health Sciences Education, 17(1), 81-93.

van Nuland, M., Van den Noortgate, W., van der Vleuten, C., & Jo, G. (2012). Optimizing the utility of communication OSCEs: Omit station-specific checklists and provide students with narrative feedback. Patient Education and Counseling.

van Tartwijk, J., Driessen, E., van der Vleuten, C., & Wubbels, T. (2012). Educational science,'the hardest science of all']. Nederlands Tijdschrift voor Tandheelkunde, 119(6), 302.

van Tartwijk, J., Driessen, E., Van Der Vleuten, C., & Wubbels, T. (2012). Onderwijswetenschap,'de aller-moeilijkste wetenschap'. Nederlands Tijdschrift voor Tandheelkunde, 119(6), 302.

van Weel-Baumgarten, E., Brouwers, M., Grosfeld, F., Hermus, F. J., Van Dalen, J., & Bonke, B. (2012). Teaching and training in breaking bad news at the Dutch medical schools: A comparison. Medical Teacher, 34(5), 373-381.

van Zundert, M., Könings, K., Sluijsmans, D., & van Merriënboer, J. (2012). Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously. Educational Studies, 38(5), 541-557.

van Zundert, M. J. (2012). Conditions of peer assessment for complex learning. (dr.), Maastricht University, Maastricht.

van Zundert, M. J., Sluijsmans, D. M. A., Könings, K. D., & van Merrienboer, J. J. G. (2012). The differential effects of task complexity on domain-specific and peer assessment skills. Educational Psychology, 32(1), 127-145.

Veldhuijzen, W., Ram, P. M., van der Weijden, T., & van der Vleuten, C. P. M. (2012). Communication guidelines as a learning tool: An exploration of user preferences in general practice. Patient Education and Counseling.

Verstegen, D., & van Berlo, J. (2012). Examples of blog, wiki, and virtual classroom in Problem-Based Learning. Paper presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA).

Verstegen, D. M. L. (2012). Kloven en bruggen (Redactioneel). Tijdschrift voor Hoger Onderwijs, 30(1), 3-5.

Verstegen, D. M. L., Lutgens, G., & Bohle Carbonell, K. (2012). E-learning voor docenten: samen online leren over online samenwerken. Paper presented at the ORD 2012 (http://www.ord2012.nl/NR/rdonlyres/4A0374A4-2524-46F7-ABA2-3B98192CD06A/166206/297ictElearningvoordocentenVerstegenea.pdf).

Wagter, J. M., van de Bunt, G., Honing, M., Eckenhausen, M., & Scherpbier, A. (2012). Informal interprofessional learning: Visualizing the clinical workplace. Journal of interprofessional care, 26(3), 173-182.

Walters, L., Greenhill, J., Richards, J., Ward, H., Campbell, N., Ash, J., & Schuwirth, L. W. T. (2012). Outcomes of longitudinal integrated clinical placements for students, clinicians and society. Medical Education, 46(11), 1028-1041.

Watling, C., Driessen, E., van der Vleuten, C. P. M., & Lingard, L. (2012). Learning from clinical work: the roles of learning cues and credibility judgements. Medical Education, 46(2), 192-200.

Watling, C., Driessen, E., van der Vleuten, C. P. M., Vanstone, M., & Lingard, L. (2012). Understanding responses to feedback: the potential and limitations of regulatory focus theory. Medical Education, 46(6), 593-603.

Wearne, S., Dornan, T., Teunissen, P. W., & Skinner, T. (2012). General practitioners as supervisors in postgraduate clinical education: an integrative review. Medical Education, 46(12), 1161-1173.

Westerman, M., Scheele, F., Fokkema, J., & Teunissen, P. W. (2012). Waar lopen jonge specialisten tegenaan? Nederlands Tijdschrift voor Obstetrie & Gynaecologie, 125(2), 19-23.

Westerman, M., Teunissen, P., Fokkema, J., Siegert, C., van der Vleuten, C., Scherpbier, A., & Scheele, F. (2012). New consultants mastering the role of on call supervisor: a longitudinal qualitative study. THE GAP.

Westerman, M., Teunissen, P., Fokkema, J., van der Vleuten, C., Scherpbier, A., Siegert, C., & Scheele, F. (2012). The transition to hospital consultant and the influence of preparedness, social support, and perception; a structural equation modeling approach. in Medical Teacher.

Widyandana, D., Majoor, G., & Scherpbier, A. (2012). Patients' Appreciation of Pre-Clinical Student Performance in Primary Healthcare Centres in Indonesia. Education for Health, 25(2), 81.

Widyandana, D., Majoor, G., & Scherpbier, A. (2012). Preclinical students' experiences in early clerkships after skills training partly offered in primary health care centers: a qualitative study from Indonesia. BMC medical education, 12(1), 35.

Willems, R. P. P., Slangen, B., & Busari, J. O. (2012). Abdominal swelling in two teenage girls: two case reports of massive ovarian tumours in puberty. BMJ Case Reports, 2012.

Wind, J., Snoeijs, M. G., Brugman, C. A., Vervelde, J., Zwaveling, J., van Mook, W. N., & van Heurn, E. L. (2012). Prediction of time of death after withdrawal of life-sustaining treatment in potential donors after cardiac death*. Critical care medicine, 40(3), 766-769. doi: 10.1097/CCM.0b013e318232e2e7

Wind, J., van Mook, W. N., Willems, M. E., & van Heurn, L. W. (2012). Higher organ donation consent rates by relatives of potential uncontrolled donors versus potential controlled donors after death. Nephrology, dialysis, transplantation, 27(11), 4219-4223. doi: 10.1093/ndt/gfs300

Winston, K. A., Van Der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2012). The role of the teacher in remediating at-risk medical students. Medical Teacher, 34(11), 732-742.

Wolfs, C. A. G., de Vugt, M. E., Verkaaik, M., Haufe, M., Verkade, P. J., Verhey, F. R. J., & Stevens, F. (2012). Rational decision-making about treatment and care in dementia: A contradiction in terms? Patient Education and Counseling, 87(1), 43-48.

Wrigley, W., Van Der Vleuten, C. P. M., Freeman, A., & Muijtjens, A. (2012). A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71. Medical Teacher, 34(9), 683-697.

Yardley, S., & Dornan, T. (2012). Kirkpatrick’s levels and education ‘evidence’. Medical Education, 46(1), 97-106.

Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: AMEE Guide No. 63. Medical Teacher, 34(2), 102-115.

Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34(2), 161-164.