Exploring the validity and reliability of a questionnaire for evaluating virtual patient design with a special emphasis on fostering clinical reasoning von Huwendiek, Sören, De Leng, Bas A., Kononowicz, Andrzej A., Kunzmann, Romy, Muijtjens, Arno M.M., Van Der Vleuten, Cees P.M., Hoffmann, Georg Friedrich, Tönshoff, Burkhard, Dolmans, Diana H.J.M.

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A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: A qualitative study of supervisors’ perceptions von Embo, M., Driessen, E., Valcke, M., van der Vleuten, C.P.M.

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Assessing professional competence: from methods to programmes von Van Der Vleuten, Cees P M, Schuwirth, Lambert W T

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Problem-based learning: future challenges for educational practice and research von Dolmans, Diana H J M, De Grave, Willem, Wolfhagen, Ineke H A P, Van Der Vleuten, Cees P M

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Perceptions of problem-based learning (PBL) group effectiveness in a socially-culturally diverse medical student population von Singaram, V S, Dolmans, D H J M, Lachman, N, van der Vleuten, C P M

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Integrating learning assessment and supervision in a competency framework for clinical workplace education von Embo, M., Driessen, E., Valcke, M., van der Vleuten, C.P.M.

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Longitudinal and concentrated Communication skills programmes: Two Dutch Medical Schools compared von VAN DALEN, J, KERKHOFS, E, VAN KNIPPENBERG-VAN DEN BERG, B. W, VAN DEN HOUT, H. A, SCHERPBIER, A. J. J. A, VAN DER VLEUTEN, C. P. M

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Conditions for successful reflective use of portfolios in undergraduate medical education von Driessen, Erik W, Van Tartwijk, Jan, Overeem, Karlijn, Vermunt, Jan D, Van Der Vleuten, Cees P M

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Different written assessment methods: what can be said about their strengths and weaknesses? von Schuwirth, Lambert W T, Van Der Vleuten, Cees P M

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Students' opinions about their preparation for clinical practice von Prince, Katinka J A H, Boshuizen, Henny P A, Van Der Vleuten, Cees P M, Scherpbier, Albert J J A

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A plea for new psychometric models in educational assessment von Schuwirth, Lambert W T, van der Vleuten, Cees P M

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Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study von Pelgrim, E.A.M., Kramer, A.W.M., Mokkink, H.G.A., van der Vleuten, C.P.M.

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Requesting organ donation: The case of self-efficacy: Effects of the European Donor Hospital Education Programme (EDHEP) von BLOK, G. A, MORTON, J, MORLEY, M, KERCKHOFFS, C. C. J. M. C, KOOTSTRA, G, VAN DER VLEUTEN, C. P. M

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The development and validation of a framework for teaching competencies in higher education von Tigelaar, Dineke E. H, u.a

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The use of clinical simulations in assessment von Schuwirth, L W T, Van Der Vleuten, C P M

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Changing education, changing assessment, changing research? von Schuwirth, Lambert W T, Van Der Vleuten, Cees P M

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Very-short-answer questions: reliability, discrimination and acceptability von Sam, AH, Field, SM, Collares, CF, Van der Vleuten, CPM, Wass, VJ, Melville, C, Harris, J, Meeran, K

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Do students have sufficient knowledge of clinical anatomy? von Prince, Katinka J A H, Scherpbier, Albert J A A, Van Mameren, Henk, Drukker, Jan, Van Der Vleuten, Cees P M

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The importance of active involvement in learning: A qualitative study on learning results and learning processes in different traineeships von WAGENAAR, A, SCHERPBIER, A. J. J. A, BOSHUIZEN, H. P. A, VAN DER VLEUTEN, C. P. M

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How video cases should be used as authentic stimuli in problem-based medical education von De Leng, BA, Dolmans, DHJM, Van de Wiel, MWJ, Muijtjens, AMM, Van Der Vleuten, CPM

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