What people say # what people do

por van Merrienboer, Jeroen J. G.
Publicado 2015

Worked examples in the classroom

por van Merrienboer, Jeroen J.G.
Publicado 2015

Investing in the use of a checklist during differential diagnoses consideration: what’s the trade-off?

por Chew, Keng Sheng, van Merrienboer, Jeroen J. G., Durning, Steven J.
Publicado 2017

Perception of the usability and implementation of a metacognitive mnemonic to check cognitive errors in clinical setting

por Chew, Keng Sheng, van Merrienboer, Jeroen J. G., Durning, Steven J.
Publicado 2019

Development of a questionnaire to measure teachers’ student-centred perspectives based on the Onion Model

por Leatemia, Lukas Daniel, van Merrienboer, Jeroen J. G., Susilo, Astrid Pratidina
Publicado 2022

Determining ‘curriculum viability’ through standards and inhibitors of curriculum quality: a scoping review

por Khan, Rehan Ahmed, Spruijt, Annemarie, Mahboob, Usman, van Merrienboer, Jeroen J. G.
Publicado 2019

The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load

por Ayres, Paul, Lee, Joy Yeonjoo, Paas, Fred, van Merriënboer, Jeroen J. G.
Publicado 2021

Second language learning role-play: effects of patient and doctor roles on motivation and competence

por Yu, Hao, Isahakyan, Anna, van Merrienboer, Jeroen J. G., Köhler, S. Eleonore, Asoodar, Maryam
Publicado 2023

Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes

por Leatemia, Lukas Daniel, Susilo, Astrid Pratidina, Donkers, Jeroen, van Merrienboer, Jeroen J. G.
Publicado 2023

To guide or to follow? Teaching visual problem solving at the workplace

por Jaarsma, Thomas, Boshuizen, Henny P. A., Jarodzka, Halszka, van Merriënboer, Jeroen J. G.
Publicado 2018

Communication skills supervisors’ monitoring of history-taking performance: an observational study on how doctors and non-doctors use cues to prepare feedback

por Wagner-Menghin, Michaela, de Bruin, Anique B. H., van Merriënboer, Jeroen J. G.
Publicado 2020

Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer

por Frerejean, Jimmy, van Merriënboer, Jeroen J. G., Condron, Claire, Strauch, Ulrich, Eppich, Walter
Publicado 2023

The effects of performance-based assessment criteria on student performance and self-assessment skills

por Fastré, Greet Mia Jos, van der Klink, Marcel R., van Merriënboer, Jeroen J. G.
Publicado 2010

Why verifying diagnostic decisions with a checklist can help: insights from eye tracking

por Sibbald, Matthew, de Bruin, Anique B. H., Yu, Eric, van Merrienboer, Jeroen J. G.
Publicado 2015

Expertise in clinical pathology: combining the visual and cognitive perspective

por Jaarsma, Thomas, Jarodzka, Halszka, Nap, Marius, van Merriënboer, Jeroen J. G., Boshuizen, Henny P. A.
Publicado 2015

What We Do and Do Not Know about Teaching Medical Image Interpretation

por Kok, Ellen M., van Geel, Koos, van Merriënboer, Jeroen J. G., Robben, Simon G. F.
Publicado 2017

Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains?

por Raaijmakers, Steven F., Baars, Martine, Paas, Fred, van Merriënboer, Jeroen J. G., van Gog, Tamara
Publicado 2018

Development and validation of teacher and student questionnaires measuring inhibitors of curriculum viability

por Khan, Rehan Ahmed, Spruijt, Annemarie, Mahboob, Usman, Al Eraky, Mohamed, van Merrienboer, Jeroen J. G.
Publicado 2021

Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study

por Smeets, Hester Wilhelmina Henrica, Sluijsmans, Dominique M. A., Moser, Albine, van Merriënboer, Jeroen J. G.
Publicado 2022

Attracting and retaining physicians in less attractive specialties: the role of continuing medical education

por Thi Nguyen, Van Anh, Könings, Karen D., Scherpbier, Albert J. J. A., van Merriënboer, Jeroen J. G.
Publicado 2021