Jeroen Donkers
cris.maastrichtuniversity.nl
0000-0002-6769-0355
Maastricht University
50 papers found
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The medical pause: Importance, processes and training
Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study
Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting
The effect of a three-dimensional instructional video on performance of a spatially complex procedure in surgical residents in relation to their visual-spatial abilities
Different effects of pausing on cognitive load in a medical simulation game
Understanding teaching and learning conceptions among clinical faculty as a means to improve postgraduate training
How prior knowledge affects problem-solving performance in a medical simulation game: Using game-logs and eye-tracking
A New Multisource Feedback Tool for Evaluating the Performance of Specialty-Specific Physician Groups: Validity of the Group Monitor Instrument
Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load
The effectiveness of integration of virtual patients in a collaborative learning activity
The effectiveness of sequencing virtual patients with lectures in a deductive or inductive learning approach
The use of virtual patient scenarios as a vehicle for teaching professionalism
Stakeholders’ perceptions on competency and assessment program of entry-level pharmacists in developing countries
Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics
Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment
Beyond standard checklist assessment: Question sequence may impact student performance
How e-Learning Can Support PBL Groups: A Literature Review
Understanding how residents’ preferences for supervisory methods change throughout residency training: a mixed-methods study
An Equivalence Trial Comparing Instructor-Regulated With Directed Self-Regulated Mastery Learning of Advanced Cardiac Life Support Skills
Faculty development for learning and teaching of medical professionalism
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