Academic publications

Academic publications

Many scientific publications are published every year by our Expertise Center.

Publications 2024 uitklapper, klik om te openen

• Do summative entrustment decisions actually lead to entrustment? Sigurdsson, V. & Ten Cate, O., Feb 2024, In: The Clinical Teacher. 21, 1, 6 p., e13668.
• Differences in Intrinsic Gray Matter Connectivity and Their Genomic Underpinnings in Autism Spectrum Disorder. The EU-AIMS LEAP group, 15 Jan 2024, In: Biological Psychiatry. 95, 2, p. 175-186 12 p.

Publications 2023 uitklapper, klik om te openen

• Current strategies of cell and gene therapy for solid tumors: results of the joint international ESMO and CTIWP-EBMT survey. Comoli, P., Pentheroudakis, G., Ruggeri, A., Koehl, U., F, L., Mooyaart, J. E., Hoogenboom, J. D., Urbano-Ispizua, A., Peters, S., Kuball, J., Kröger, N., Sureda, A., Chabannon, C., Haanen, J. & Pedrazzoli, P., 23 Dec 2023, (E-pub ahead of print) In: Annals of oncology : official journal of the European Society for Medical Oncology.
• DeltaScan for the Assessment of Acute Encephalopathy and Delirium in ICU and non-ICU Patients, a Prospective Cross-Sectional Multicenter Validation Study. Ditzel, F. L., Hut, S. C. A., van den Boogaard, M., Boonstra, M., Leijten, F. S. S., Wils, E-J., van Nesselrooij, T., Kromkamp, M., Rood, P. J. T., Röder, C., Bouvy, P. F., Coesmans, M., Osse, R. J., Pop-Purceleanu, M., van Dellen, E., Krulder, J. W. M., Milisen, K., Faaij, R., Vondeling, A. M., Kamper, A. M., van Munster, B. C., de Jonghe, A., Winters, M. A. M., van der Ploeg, J., van der Zwaag, S., Koek, D. H. L., Drenth-van Maanen, C. A. C., Beishuizen, A., van den Bos, D. M., Cahn, W., Schuit, E. & Slooter, A. J. C., 9 Dec 2023, (E-pub ahead of print) In: The American Journal of Geriatric Psychiatry.
• Biologicals for pediatric patients with atopic dermatitis: practical challenges and knowledge gaps. Van der Rijst, L. P., van Royen-Kerkhof, A., Pasmans, S. G. M. A., Schappin, R., de Bruin-Weller, M. S. & de Graaf, M., Dec 2023, In: Journal of Dermatological Treatment. 34, 1, 2254567.
• Inclusion and diversity within medical education: a focus group study of students' experiences. Verbree, A-R., Isik, U., Janssen, J. J. H. M., & Dilaver, G. (2023). BMC Medical Education, 23(1), 1-11. [61]. https://doi.org/10.1186/s12909-023-04036-3
• The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard. de Vreugd, L., Jansen, R., van Leeuwen, A., & van der Schaaf, M. (2023). Studies in Educational Evaluation, 79, [101303]. https://doi.org/10.1016/j.stueduc.2023.101303
• Validity, acceptability, and procedural issues of selection methods for graduate study admissions in the fields of science, technology, engineering, and mathematics: a mapping review. Kurysheva, A., van Rijen, H. V. M., Stolte, C., & Dilaver, G. (2023). International Journal of STEM Education, 10(55), [55 (2023)].
• A new view on rubrics: an eye tracking study of formative rubric feedback. Postmes, L., de Kleijn, R., Catrysse, L., Lesterhuis, M., & van der Schaaf, M. (2023). 81-81. Abstract from European Association for Research on Learning and Instruction Conference 2023, Thessaloniki, Greece.
• Clinical supervision under pressure: a qualitative study amongst health care professionals working on the ICU during COVID-19. van Dam, M., van Hamersvelt, H., Schoonhoven, L., Hoff, R. G., ten Cate, O., & Hennus, M. P. (2023). Medical Education Online, 28(1), [2231614]. https://doi.org/10.1080/10872981.2023.2231614
• Twelve tips to develop entrustable professional activities. Hennus, M. P., Jarrett, J. B., Taylor, D. R., & Ten Cate, O. (2023). Medical Teacher, 45(7), 701-707. https://doi.org/10.1080/0142159X.2023.2197137
• ‘A role model is like a mosaic’: reimagining URiM students’ role models in medical school. Spaans, I., de Kleijn, R., Seeleman, C., & Dilaver, G. (2023). BMC Medical Education, 23(1), 396. [396]. https://doi.org/10.1186/s12909-023-04394-y
• Teacher Expertise of Academics in Research-Intensive Universities: A Task-Based Approach. van Dijk, E. (2023). [Doctoral thesis 1 (Research UU / Graduation UU), UMC Utrecht]. Utrecht University. https://doi.org/10.33540/1420
• Between theory and practice: educators’ perceptions on assessment quality criteria and its impact on student learning. Schellekens, L. H., Kremer, W. D. J., Van der Schaaf, M. F., Van der Vleuten, C. P. M., & Bok, H. G. J. (2023). Frontiers in Education, 8, [1147213]. https://doi.org/10.3389/feduc.2023.1147213
• Medical Residents’ Informal Learning from Pharmacists in the Clinical Workplace. Floren, L. C., Pittenger, A. L., Wilting, I., Irby, D. M., & Cate, O. T. (2023). Medical Science Educator, 33(3), 701-710. https://doi.org/10.1007/s40670-023-01784-1
• Een nieuwe kijk op rubrics: een eye-tracking studie naar het kijkgedrag van studenten. Postmes, L., Catrysse, L., de Kleijn, R., Lesterhuis, M., & van der Schaaf, M. (2023). 439-441. Abstract from Onderwijs Research Dagen 2023, Amsterdam, Netherlands.
• In gesprek met je stagebegeleider: de SEED tool - Supervision Expectations and Evaluation Dialogues. de Kleijn, R., Postmes, L., Keijzer, L., van Miltenburg, I., & Moran Luengo, T. (2023). 672-674. Poster session presented at Onderwijs Research Dagen 2023, Amsterdam, Netherlands.
• Professional Activities for Pediatric Intensive Care Fellows: A Proof-of-Concept Study. van Keulen, S. G., de Raad, T., Raymakers-Janssen, P., Ten Cate, O., & Hennus, M. P. (2023). Teaching and Learning in Medicine, 1-9. https://doi.org/10.1080/10401334.2023.2200760
• Coping with Administrative Workload: a Pilot Study in the Usefulness of a Workshop for Psychiatric Trainees. Deschamps, P., Seker, A., van der Schaaf, M., & Piot, M. A. (Accepted/In press). Academic Psychiatry. https://doi.org/10.1007/s40596-023-01787-5
• Feedback op de werkplek: De potentie van e-portfolio’s met learning analytics. van der Schaaf, M., & Slof, B. (2023). Tijdschrift voor Hoger Onderwijs, 41(1), 20-34.
• The Westerveld framework for interprofessional feedback dialogues in health professions education. Tielemans, C., de Kleijn, R., van der Schaaf, M., van den Broek, S., & Westerveld, T. (2023). Assessment and Evaluation in Higher Education, 48(2), 241-257. https://doi.org/10.1080/02602938.2021.1967285
• Supervisors’ untrained postgraduate rubric use for formative and summative purposes. Postmes, L., Bouwmeester, R., de Kleijn, R., & van der Schaaf, M. (2023). Assessment & Evaluation in Higher Education, 48(1), 41-55. https://doi.org/10.1080/02602938.2021.2021390
• Biologicals for pediatric patients with atopic dermatitis: practical challenges and knowledge gaps. van der Rijst, L. P., van Royen-Kerkhof, A., Pasmans, S. G. M. A., Schappin, R., de Bruin-Weller, M. S., & de Graaf, M. (2023). Journal of Dermatological Treatment, 34(1), [2254567]. https://doi.org/10.1080/09546634.2023.2254567
• Patients as Feedback Providers: Exploring Medical Students' Credibility Judgments. Eijkelboom, M. C. L., de Kleijn, R. A. M., van Diemen, W. J. M., Maljaars, C. D. N., van der Schaaf, M. F., & Frenkel, J. (2023). Perspectives on medical education, 12(1), 129-140. https://doi.org/10.5334/pme.842
• Strengthening educational leadership through a professional development programme in conjunction with a teaching-focused full professor career track: reflections of participants. Crone, V., Prins, F., Lutz, C., Meijerman, I., Schutjens, V., van der Smagt, M., Wijngaards-de Meij, L., Bovenschen, N., & Kluijtmans, M. (2023). International Journal for Academic Development. https://doi.org/10.1080/1360144X.2023.2207309
• Supporting student and teacher feedback literacy: an instructional model for student feedback processes. de Kleijn, R. (2023). ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 48(2), 186-200. https://doi.org/10.1080/02602938.2021.1967283
• Towards a conceptual framework of adaptivity in face-to-face-interaction: an interdisciplinary review of adaptivity concepts. van de Pol, J., van Braak, M., Pennings, H. J. M., van Vondel, S., Steenbeek, H., & Akkerman, S. (2023). Annals of the International Communication Association, 47(1), 1-19. https://doi.org/10.1080/23808985.2022.2130809