Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study

por Shimizu, Ikuo, Nakazawa, Hideyuki, Sato, Yoshihiko, Wolfhagen, Ineke H. A. P., Könings, Karen D.
Publicado 2019

How Teachers Meet in Interdisciplinary Teams: Hangouts, Distribution Centers, and Melting Pots

por Meeuwissen, Stephanie N.E., Gijselaers, Wim H., Wolfhagen, Ineke H.A.P., oude Egbrink, Mirjam G.A.
Publicado 2019

When I say … team learning

por Meeuwissen, Stephanie N. E., Gijselaers, Wim H., Wolfhagen, Ineke H. A. P., oude Egbrink, Mirjam G. A.
Publicado 2020

Working beyond disciplines in teacher teams: teachers’ revelations on enablers and inhibitors

por Meeuwissen, Stephanie N. E., Gijselaers, Wim H., Wolfhagen, Ineke H. A. P., oude Egbrink, Mirjam G. A.
Publicado 2020

Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students?

por Stalmeijer, Renée E., Dolmans, Diana H. J. M., Wolfhagen, Ineke H. A. P., Scherpbier, Albert J. J. A.
Publicado 2008

Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education

por Bendermacher, Guy W.G., De Grave, Willem S., Wolfhagen, Ineke H.A.P., Dolmans, Diana H.J.M., oude Egbrink, Mirjam G.A.
Publicado 2020

Combined student ratings and self-assessment provide useful feedback for clinical teachers

por Stalmeijer, Renée E., Dolmans, Diana H. J. M., Wolfhagen, Ineke H. A. P., Peters, Wim G., van Coppenolle, Lieve, Scherpbier, Albert J. J. A.
Publicado 2009