Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins? von Schmidt, Henk G., Rotgans, Jerome I.

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Situational interest and academic achievement in the active-learning classroom von Rotgans, Jerome I., Schmidt, Henk G.

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Bias Sensitivity in Diagnostic Decision-Making: Comparing ChatGPT with Residents von Schmidt, Henk G, Rotgans, Jerome I, Mamede, Silvia

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The relation between individual interest and knowledge acquisition von Rotgans, Jerome I., Schmidt, Henk G.

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Failure to falsify supports dual‐process theory: a reply to Watsjold and Coltheart (2019) von Rotgans, Jerome I

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Digital Problem-Based Learning in Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration von Tudor Car, Lorainne, Kyaw, Bhone Myint, Dunleavy, Gerard, Smart, Neil A, Semwal, Monika, Rotgans, Jerome I, Low-Beer, Naomi, Campbell, James

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The process of problem-based learning: what works and why von Schmidt, Henk G, Rotgans, Jerome I, Yew, Elaine HJ

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How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation von Rotgans, Jerome I., Schmidt, Henk G.

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Dyadic explanations during preparatory self‐study enhance learning: A randomised controlled study von Rotgans, Jerome I., Cleland, Jennifer A.

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A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation von Schmidt, Henk G, Rotgans, Jerome I, Rajalingam, Preman, Low-Beer, Naomi

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Exploring the dynamics of situational interest in team-based learning in undergraduate medical education von Rotgans, Jerome I, Sterpu, Irene, Herling, Lotta, Nordquist, Jonas, Acharya, Ganesh

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The themes, institutions, and people of medical education research 1988–2010: content analysis of abstracts from six journals von Rotgans, Jerome I.

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Cognitive engagement in the problem-based learning classroom von Rotgans, Jerome I., Schmidt, Henk G.

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The role of teachers in facilitating situational interest in an active-learning classroom von Rotgans, Jerome I., Schmidt, Henk G.

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Situational interest and learning: Thirst for knowledge von Rotgans, Jerome I., Schmidt, Henk G.

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Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning? von Mogali, Sreenivasulu Reddy, Rotgans, Jerome I., Rosby, Lucy, Ferenczi, Michael Alan, Low Beer, Naomi

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Virtual Clinical Encounter Examination (VICEE): A novel approach for assessing medical students' non-psychomotor clinical competency von Hamdy, Hossam, Sreedharan, Jayadevan, Rotgans, Jerome I., Zary, Nabil, Bahous, Sola Aoun, Venkatramana, Manda, AbdelFattah Elzayat, Elsayed, Lamba, Pankaj, Sebastian, Suraj K., Momen, Noha Kamal Abdel

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Team-Based Learning Analytics: An Empirical Case Study von Koh, Ying Yun Juliana, Schmidt, Henk G., Low-Beer, Naomi, Rotgans, Jerome I.

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Failure to demonstrate effects of interruptions on diagnostic reasoning: three experiments von Alajaji, Mai, Saleh, Nada, AlKhulaif, Ali Hassan, Mamede, Silvia, Rotgans, Jerome I, Sukkarieh, Hatouf, AlHarbi, Nouf, Magzoub, Mohi Eldin, Schmidt, Henk G

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Implementation of team-based learning on a large scale: Three factors to keep in mind von Rajalingam, Preman, Rotgans, Jerome I., Zary, Nabil, Ferenczi, Michael Alan, Gagnon, Paul, Low-Beer, Naomi

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