Cognitive engagement in the problem-based learning classroom

Por Rotgans, Jerome I., Schmidt, Henk G.
Publicado em 2011

Self-reflection and academic performance: is there a relationship?

Por Lew, Magdeleine D. N., Schmidt, Henk G.
Publicado em 2011

The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning

Por Sockalingam, Nachamma, Rotgans, Jerome I., Schmidt, Henk G.
Publicado em 2011

Effects of tutor-related behaviours on the process of problem-based learning

Por Chng, Esther, Yew, Elaine H. J., Schmidt, Henk G.
Publicado em 2011

Is learning in problem-based learning cumulative?

Por Yew, Elaine H. J., Chng, Esther, Schmidt, Henk G.
Publicado em 2010

Effect of worksheet scaffolds on student learning in problem-based learning

Por Choo, Serene S. Y., Rotgans, Jerome I., Yew, Elaine H. J., Schmidt, Henk G.
Publicado em 2011

To observe or not to observe peers when learning physical examination skills; that is the question

Por Martineau, Bernard, Mamede, Sílvia, St-Onge, Christina, Rikers, Remy MJP, Schmidt, Henk G
Publicado em 2013

Effects of deliberate reflection on diagnostic accuracy, confidence and diagnostic calibration in dermatology

Por Costa Filho, Galileu B., Moura, Alexandre S., Brandão, Paulo R., Schmidt, Henk G., Mamede, Silvia
Publicado no Perspect Med Educ (2019)

Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined

Por Bonke, Benno, Zietse, Robert, Norman, Geoff, Schmidt, Henk G., Bindels, Roger, Mamede, Sílvia, Rikers, Remy
Publicado em 2014

The effect of midterm peer feedback on student functioning in problem-based tutorials

Por Kamp, Rachelle J. A., Dolmans, Diana H. J. M., Van Berkel, Henk J. M., Schmidt, Henk G.
Publicado em 2012

Influence of negative emotions on residents’ learning of scientific information: an experimental study

Por Kremer, Telma, Mamede, Silvia, van den Broek, Walter W., Schmidt, Henk G., Nunes, Maria do P. T., Martins, Milton A.
Publicado no Perspect Med Educ (2019)

Fostering novice students' diagnostic ability: the value of guiding deliberate reflection

Por Mamede, Sílvia, Figueiredo‐Soares, Taciana, Elói Santos, Silvana M, de Faria, Rosa M D, Schmidt, Henk G, van Gog, Tamara
Publicado no Med Educ (2019)

Do poor patients suffer from inaccurate diagnoses more than well-to-do patients? A randomized control trial

Por Al Alwan, Ibrahim, Magzoub, Mohi Eldin, Al Haqwi, Ali, Badri, Motasin, Al Yousif, Sarah M., Babiker, Amir, Mamede, Sílvia, Schmidt, Henk G.
Publicado no BMC Med Educ (2019)

Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert

Por Mamede, Sílvia, Schmidt, Henk G., Rikers, Remy M. J. P., Custers, Eugene J. F. M., Splinter, Ted A. W., van Saase, Jan L. C. M.
Publicado em 2010

Teaching clinical reasoning through hypothetico-deduction is (slightly) better than self-explanation in tutorial groups: An experimental study

Por Al Rumayyan, Ahmed, Ahmed, Nasr, Al Subait, Reem, Al Ghamdi, Ghassan, Mohammed Mahzari, Moeber, Awad Mohamed, Tarig, Rotgans, Jerome I., Donmez, Mustafa, Mamede, Silvia, Schmidt, Henk G.
Publicado no Perspect Med Educ (2018)