Henk G. Schmidt 个人学术档案

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Sílvia MamedeInstitute of Medical Education Research Rotterdam, Erasmus Medical Center; and Department of在 erasmusmc.nl 的电子邮件经过验证
HPA boshuizenHoogleraar Onderwijswetenschappen, Open Universiteit在 ou.nl 的电子邮件经过验证
Remigius (Remy) RikersUniversity College Roosevelt / Utrecht University / Erasmus University Rotterdam在 ucr.nl 的电子邮件经过验证
Jerome Ingmar RotgansErasmus University Medical Center在 erasmusmc.nl 的电子邮件经过验证
Geoffrey NormanProfessor of Clinical Epidemiology and Biostatistics, McMaster U在 mcmaster.ca 的电子邮件经过验证
Diana DolmansFull Professor of Educational Sciences, School of Health Professions Education (SHE), Maastricht在 maastrichtuniversity.nl 的电子邮件经过验证
Peter MurisProfessor of Developmental psychopathology, Maastricht University在 maastrichtuniversity.nl 的电子邮件经过验证
Sofie M. M. LoyensHoogleraar Onderwijsexcellentie, Utrecht University, University College Roosevelt在 ucr.nl 的电子邮件经过验证
Elaine YewNational University of Singapore在 nus.edu.sg 的电子邮件经过验证
Wim GijselaersProfessor of Educational Sciences, Maastricht University在 maastrichtuniversity.nl 的电子邮件经过验证
Tamara van GogUtrecht University在 uu.nl 的电子邮件经过验证
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam/Universities of Wollongong / UNSW在 essb.eur.nl 的电子邮件经过验证
Henk van BerkelMaastricht university在 maastrichtuniversity.nl 的电子邮件经过验证
Mohi Eldin MagzoubCollege of Medicine and Health Sciences, United Arab Emirates University在 uaeu.ac.ae 的电子邮件经过验证
Cees van der VleutenEmeritis Professor of Education, Maastricht University在 maastrichtuniversity.nl 的电子邮件经过验证
Willem De GraveMaastricht University, SHE,在 maastrichtuniversity.nl 的电子邮件经过验证
Henning TiemeierSocial and Behavioral Science, Harvard T.H. Chan School of Public Health, Erasmus University在 hsph.harvard.edu 的电子邮件经过验证
frank verhulst在 erasmusmc.nl 的电子邮件经过验证
Anique BH de BruinProfessor Self-Regulation in Higher Education, SHE, FHML, Maastricht University在 maastrichtuniversity.nl 的电子邮件经过验证
Pascal W. M. Van GervenAssociate professor, Maastricht University, School of Health Professions Education (SHE)在 maastrichtuniversity.nl 的电子邮件经过验证

关注

Henk G. Schmidt

Rotterdam, Maastricht, Singapore

在 fsw.eur.nl 的电子邮件经过验证

medical expertise problem-based learning long-term memory


标题按引用次数排序按年份排序按标题排序	引用次数引用次数	年份
The psychological basis of problem-based learning: A review of the evidence GR Norman, HG Schmidt Academic medicine 67 (9), 557-65, 1992	2874	1992
Problem‐based learning: Rationale and description HG Schmidt Medical education 17 (1), 11-16, 1983	2198	1983
A cognitive perspective on medical expertise: theory and implication [published erratum appears in Acad Med 1992 Apr; 67 (4): 287] HG Schmidt, GR Norman, HP Boshuizen Academic medicine 65 (10), 611-21, 1990	1760	1990
Effectiveness of problem‐based learning curricula: Theory, practice and paper darts GR Norman, HG Schmidt Medical education 34 (9), 721-728, 2000	1324	2000
Foundations of problem‐based learning: some explanatory notes HG Schmidt Medical education 27 (5), 422-432, 1993	1313	1993
The process of problem‐based learning: what works and why HG Schmidt, JI Rotgans, EHJ Yew Medical education 45 (8), 792-806, 2011	1213	2011
On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices HPA Boshuizen, HG Schmidt Cognitive science 16 (2), 153-184, 1992	931	1992
How expertise develops in medicine: knowledge encapsulation and illness script formation HG Schmidt, RMJP Rikers Medical education 41 (12), 1133-1139, 2007	753	2007
Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and HG Schmidt, SMM Loyens, T Van Gog, F Paas Educational psychologist 42 (2), 91-97, 2007	692	2007
Maternal thyroid function during early pregnancy and cognitive functioning in early childhood: the generation R study J Henrichs, JJ Bongers-Schokking, JJ Schenk, A Ghassabian, ... The Journal of Clinical Endocrinology & Metabolism 95 (9), 4227-4234, 2010	607	2010
Stress amongst dental students: a systematic review AM Alzahem, HT Van der Molen, AH Alaujan, HG Schmidt, ... European Journal of Dental Education 15 (1), 8-18, 2011	600	2011
What Makes a Tutor Effective? A Structural Equations Modelling Approach to Learning in Problem-Based Curricula. HG Schmidt, JHC Moust	585	1995
On acquiring expertise in medicine HG Schmidt, HPA Boshuizen Educational psychology review 5, 205-221, 1993	569	1993
Description, justification and clarification: a framework for classifying the purposes of research in medical education DA Cook, G Bordage, HG Schmidt Medical education 42 (2), 128-133, 2008	561	2008
Situational interest and academic achievement in the active-learning classroom JI Rotgans, HG Schmidt Learning and instruction 21 (1), 58-67, 2011	552	2011
The causes of errors in clinical reasoning: cognitive biases, knowledge deficits, and dual process thinking GR Norman, SD Monteiro, J Sherbino, JS Ilgen, HG Schmidt, S Mamede Academic Medicine 92 (1), 23-30, 2017	551	2017
Factors affecting small-group tutorial learning: A review of research HG Schmidt, JHC Moust Problem-based learning, 19-51, 2000	512	2000
Longterm effects of problem‐based learning: a comparison of competencies acquired by graduates of a problem‐based and a conventional medical school HG Schmidt, L Vermeulen, HT Van der Molen Medical education 40 (6), 562-567, 2006	510	2006
Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school HG Schmidt, HT Van der Molen, WWR Te Winkel, WHFW Wijnen Educational psychologist 44 (4), 227-249, 2009	506	2009
The structure of reflective practice in medicine S Mamede, HG Schmidt Medical education 38 (12), 1302-1308, 2004	477	2004

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