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1. Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study

2. Working beyond disciplines in teacher teams

3. Continuous enhancement of educational quality - fostering a quality culture: AMEE Guide No. 147

4. Advancing quality culture in health professions education: experiences and perspectives of educational leaders

5. When theory joins practice: A design-based research approach for leader identity development

6. Enhancing Team Learning through Leader Inclusiveness: A One-Year Ethnographic Case Study of an Interdisciplinary Teacher Team

7. How Teachers Meet in Interdisciplinary Teams: Hangouts, Distribution Centers, and Melting Pots

8. When I say ... team learning

9. Mind the gap: Teachers' conceptions of student-staff partnership and its potential to enhance educational quality

10. Does blended problem-based learning make Asian medical students active learners?

11. Unravelling quality culture in higher education: a realist review

12. Clinical Teaching Based on Principles of Cognitive Apprenticeship

13. Teachers as Learners: The Effect of Bedside Teaching on the Clinical Skills of Clinician-Teachers

14. The Maastricht Clinical Teaching Questionnaire (MCTQ) as a Valid and Reliable Instrument for the Evaluation of Clinical Teachers

15. Measuring approaches to learning in a problem based learning context

16. Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students?

17. How Interdisciplinary Teams Can Create Multidisciplinary Education: On the Interplay Between Team Processes and Educational Quality

18. Quality issues in judging portfolios: implications for organizing teaching portfolio assessment procedures

19. Complex Interactions Between Tutor Performance, Tutorial Group Productivity and the Effectiveness of PBL Units as Perceived by Students

20. Problem-based learning: future challenges for educational practice and research

21. The development and validation of a framework for teaching competencies in higher education

22. Using a conceptual framework and the opinions of portfolio experts to develop a teaching portfolio prototype

23. The Impacts of Supervision, Patient Mix, and Numbers of Students on the Effectiveness of Clinical Rotations

24. Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research

25. Investigating teaching performance in seminars; a questionnaire study with a multi-level approach

26. Solving problems with group work in problem-based learning: hold on to the philosophy

27. [Untitled]

28. Assessing professional behaviour and the role of academic advice at the Maastricht Medical School

29. The impact of student-generated learning issues on individual study time and academic achievement

30. Is Tutor Performance Dependent on the Tutorial Group's Productivity?: Toward Further Resolving of Inconsistencies in Tutor Performance

31. Teachers' perceptions of aspects affecting seminar learning: a qualitative study

32. Twelve tips for implementing whole-task curricula: How to make it work

33. Long-term stability of tutor performance

34. Effects of tutor expertise on student performance in relation to prior knowledge and level of curricular structure

35. A rating scale for tutor evaluation in a problem-based curriculum: validity and reliability

36. Improving the effectiveness of tutors in problem-based learning

37. Biases in course evaluations: 'what does the evidence say?'

38. Ready or not? Expectations of faculty and medical students for clinical skills preparation for clerkships

39. THINKING ABOUT STUDENT THINKING

40. Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning

41. Portfolio as a tool to stimulate teachers' reflections

42. Participants' opinions on the usefulness of a teaching portfolio

43. Analysis of verbal interactions in tutorial groups: a process study

44. The relationship between professional behaviour grades and tutor performance ratings in problem-based learning

45. Development and validation of a questionnaire to identify learning-oriented group interactions in PBL

46. Psychomotor skills for the undergraduate medical curriculum in a developing country--Pakistan

47. Education research at the Faculty of Medicine, University of Maastricht: fostering the interrelationship between professional and education practice

48. Exploration of a method to analyze group interactions in problem-based learning

49. The relationship between learning style and learning environment

50. Validation of a short questionnaire to assess the degree of complexity and structuredness of PBL problems

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