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Problem‐based learning: future challenges for educational practice and research
TLDR
Context  Problem‐based learning (PBL) is widely used in higher education but in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well‐structured, and dysfunctional tutorial groups.
The assessment of professional competence: Developments, research and practical implications.
TLDR
Assessment in the health professions education is fortunately well-researched and has delivered a number of well-documented outcomes, which are to be highlighted and translated into practical implications and research suggestions.
The Script Concordance Test: A Tool to Assess the Reflective Clinician
TLDR
The SC test is a simple and direct approach to testing organization and use of knowledge that has the strong advantage for a testing method of being relatively easy to construct and use and to be machine-scorable.
Assessing professional competence: from methods to programmes
Introduction  We use a utility model to illustrate that, firstly, selecting an assessment method involves context‐dependent compromises, and secondly, that assessment is not a measurement problem but
A model for programmatic assessment fit for purpose
TLDR
A model for programmatic assessment in action is proposed, which simultaneously optimises assessment for learning and assessment for decision making about learner progress and enables assessment to move, beyond the dominant psychometric discourse with its focus on individual instruments, towards a systems approach to assessment design underpinned by empirical research.
Portfolios in medical education: why do they meet with mixed success? A systematic review
TLDR
Competence-based medical education has created a need for instruments that support and assess competence development, and portfolios seem suitable but mixed reports of their success are emerging.
How much anatomy is enough?
TLDR
Good test performance by students seems to be related to total teaching time for anatomy, teaching in clinical context, and revisiting anatomy topics in the course of the curriculum, which appeared to outweigh the effects of disciplinary integration or whether the curriculum was problem‐based or traditional.
Students' opinions about their preparation for clinical practice
TLDR
Data suggest that medical students do not feel sufficiently prepared for clinical practice in the clerkships, and the transition from pre‐clinical to clinical training causes problems.
The development and validation of a framework for teaching competencies in higher education
In higher education, approaches to teaching are becoming more student-centred, which demands different teaching competencies. Therefore, it is necessary to have an adequate framework of teaching
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