Programme Winter Course

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Day 2: Literature

Hard copies of literature will be provided by secretariat.

Preparatory and further reading
Albanese, M. (2000). Problem-Based Learning: Why Curricula Are Likely to Show Little Effect on Knowledge and Clinical Skills. Medical Education, 34, 729-738.

Dalen, J. van, Bartholomeus, P., Kerkhofs, E., Lulofs, R., Thiel, J. van, Rethans, J-J., Scherpbier, A..J.J.A., & Vleuten, C.P.M. van der (2001). Teaching and Assessing Communication Skills in Maastricht: the First Twenty Years. Medical Teacher, 23, 245-251.

Diemers, A.D., Dolmans, D.H.J.M., Santen, M. van, Luijk, S. van, Janssen, A.M.B., & Scherpbier, A.J.J.A. (2007). Students’ perceptions of early patient encounters in a PBL curriculum: A first evaluation of the Maastricht experience. Medical Teacher, 29, 135-142.

Dolmans, D.H.J.M., Snellen-Balendong, H.A.M., Wolfhagen, I.H.A.P., & Vleuten, C.P.M. van der (1997). Seven Principles of Effective Case Design for a Problem-Based Curriculum. Medical Teacher, 19, 185-189.

Dolmans, D.H.J.M., Gijselaers, W.H., Moust, J.H.C., Grave, W.S. de, Wolfhagen, I.H.A.P., & Vleuten, C.P.M. van der (2002). Trends in Research on the Role of the Tutor in Problem-Based Learning: Conclusions and Implications for Educational Practice and Research. Medical Teacher, 24, 173-180.

Dolmans, D.H.J.M., Wolfhagen, I.H.A.P., & Scherpbier, A.J.J.A. (2003). From Quality Assurance to Total Quality Management: How Can Quality Assurance Result in Continuous Improvement in Health Professions Education? Education for Health, 16, 210-217.

Dolmans, D.H.J.M. (2003). The Effectiveness of PBL: The Debate Continues. Some Concerns About the BEME Movement. Medical Education, 37, 1129-1130.

Dolmans, D.H.J.M., De Grave, W.S., Wolfhagen, I.H.A.P., & Vleuten, C.P.M. van der (2005). Problem-Based Learning: Future Challenges for Educational Practice and Research. Medical Education, 39, 732-741.

Dolmans, D.H.J.M. & Schmidt, H.G. (2006). What do we know about cognitive and motivational effects of small group tutorials in problem-based Learning? Advances in health Sciences Education, 11, 321-336.

Dornan, T., Hadfield, J., Brown, M., Boshuizen, H., & Scherpbier, A. (2005). How Can Medical Students Learn in a Self-Directed Way in the Clinical Environment? Design-based research. Medical Education, 39, 356-364.

Driessen, E.W., Tartwijk, J. van, Overeem, K., Vermunt, J.D. & Vleuten, C.P.M. van der (2005). Conditions for Successful Reflective Use of Portfolios in Undergraduate Medical Education. Medical Education, 39, 1230-1235.

Luijk, S.J. van, Smeets, J.G.E., Smits, J.G.M.M., Wolfhagen, I.H.A.P., & Perquin, M.L.F. (2000). Assessing Professional Behaviour and the Role of Academic Advice at the Maastricht Medical School. Medical Teacher, 22, 168-172.

Majoor, G.D., & Kolle, L.F.Th.M. (1997). Faculty Planning and Control in Problem-Based Learning. Education for Health, 10, 189-197.

Mook, W.N.K.A., Grave, W.S. de, Huijssen-Huisman, E.J., Witt de-Luth, M.E., Dolmans, D.H.J.M., Muijtjens, A.M.M., Schuwirth, L.W. & Vleuten, C.P.M. van der (2007). Factors inhibiting assessment of student’s professional behaviour in the tutorial group during problem based learning. Medical Education, 41, 849-856.

Moust, J.H.C., Berkel, H.J.M. van, & Schmidt, H.G. (2005). Signs of Erosion: Reflections on Three Decades of Problem-Based Learning at Maastricht University. Higher Education, 50, 665-683.

Norman, G.R., & Schmidt, H.G. (1992). The Psychological Basis of Problem-Based Learning: A Review of the Evidence. Academic Medicine, 67, 557-565.

Norman, G.R., Schmidt, H.G. (2000). Effectiveness of Problem-Based Learning Curricula: Theory, Practice and Paper Darts. Medical Education, 34, 721-728.

Schmidt, H.G. (1983). Problem-Based Learning, Rationale and Description. Medical Education, 17, 11-16.

Schmidt, H.G., Cohen-Schotanus, J. & Arends, L.R. (2009). Impact of Problem-Based, Active Learning on Graduation Rates for 10 Generations of Dutch Medical Students. Medical Education, 43(3), 211-218.

Schmidt, H.G., & Moust, J.H.C. (2000). Factors affecting Small-Group Tutorial Learning: A Review of Research. In, D.H. Evensen & C.E. Hmelo (Eds.), Problem-Based Learning: A Research Perspective on Learning Interactions (pp. 19-51). Mahwah, NJ: Lawrence Erlbaum.

Schuwirth, L.W.T. & Vleuten, C.P.M. van der (2004). Different Written Assessment Methods: What Can Be Said About Their Strengths and Weaknesses? Medical Education, 38, 974-979.

Vleuten, C.P.M. van der, Scherpbier, A.J.J.A., Wijnen, W.H.F.W., & Snellen, H.A.W. (1996). Flexibility in Learning: a Case Report on Problem-Based Learning. International Higher Education, 1, 17-24.

Vleuten, C.P.M. van der, Dolmans, D.H.J.M., Grave, W.S. de, Luijk, S.J. van, Muijtjens, A.A.M., Scherpbier, A.J.J.A., Schuwirth, L.W.T., & Wolfhagen, I.H.A.P. (2004). Education Research at the Faculty of Medicine, University of Maastricht: Fostering the Interrelationship Between Professional and Education Practice. Academic Medicine, 79, 990-996.

Vleuten, C.P.M. van der & Schuwirth, L.W.T. (2005). Assessing Professional Competence: From Methods to Programmes. Medical Education, 39, 309-317.

Wilkerson, L., & Irby, D.M. (1998). Strategies for Improving Teaching Practices: A Comprehensive Approach to Faculty Development. Academic Medicine, 73, 387-396.

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