Begeleiding van portfoliogebruik in de medische basis- en vervolgopleiding
Tóm tắt
Từ khóa
Tài liệu tham khảo
Dolmans DHJM, de Grave W, Wolfhagen IHAP, van der Vleuten CPM. 2005; Problem-based learning: Future challenges for educational practice and research. Med Educ 39:732-741.
Frank JR (Ed). The CanMEDS 2005 physician competency framework. Better standards, Better physicians, Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada;2005.
Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. Shifting paradigms: From Flexner to competencies. Acad Med 2002. 77:361-367.
Boekaerts M. Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learn Instr 1997. 7:161-186.
Ertmer PA, Newby TJ. The expert learner: Strategic, self-regulated, and reflective. 1996. Instruc Sci 24:1-24.
Snadden D, Thomas ML. Portfolio learning in general practice vocational training: Does it work? 1998. Med Educ 32:401-406.
Driessen E, van Tartwijk J, van der Vleuten C, Wass V. Portfolios in medical education: Why do they meet with mixed success? A systematic review. 2007. Med Educ 41:1224-1233.
McMullan M. Using portfolios for clinical practice learning and assessment: The pre-registration nursing student’s perspective. 2007. Nurse Educ Today 28:873-879.
Mansvelder-Longayroux DD, Beijaard D, Verloop N. The portfolio as a tool for stimulating reflection by students teachers. 2006. Teach Teach Educ 23:47-62.
Challis M, Mathers NJ, Howe AC, Field NJ. Portfolio-based learning: Continuing medical education for general practitioners–a mid-point evaluation. 1997. Med Educ 31:22-26.
Pearson DJ, Heywood P. Portfolio use in general practice vocational training: A survey of GP registrars. 2004. Med Educ 38:87-95.
Austin C, Braidman I. Support for portfolio in the initial years of the undergraduate medical school curriculum: What do the tutors think? 2008. Med Teach 30:265-271.
Finlay IG, Maughan TS, Webster DJT. A randomized controlled study of portfolio learning in undergraduate cancer education. 1998. Med Educ 32:172-176.
Mathers NJ, Challis MC, Howe AC, Filed NJ. Portfolios in continuing medical education–effective and efficient? 1999. Med Educ 33:521-30.
Scheele F, Teunissen P, van Luijk S, Heineman E, Fluit L, Mulder H, Meininger A, Wijnen-Meijer M, Glas G, Sluiter H, Hummel T. Introducing competency-based postgraduate medical education in the Netherlands. 2008. Med Teach 30:248-253.
Ten Cate O. A National association for medical education serving the production of intellectual thought and development: Introduction to the NVMO series. 2008. Med Teach 30:235-236.
Molenaar WM, Zanting A, van Breukelen P, de Grave W, Baarne JA, Bustraan JA, Engbers R, Fick ThE, Jacobs JCG, Vervoorn JM. A framework of teaching competencies across the medical education continuum. 2009. Med Teach 31:390-96.
Kluger AN, DeNisi A. The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. 1996. Psychol Bull 119:254-284.
Van de Ridder JMM, Stokking KM, McGaghie WC, Ten Cate OTJ. What is feedback in clinical education? 2008. Med Educ 42:189-197.
Regehr G, Mylopoulos M. Maintaining competence in the field: Learning about practice, through practice, in practice. 2008. J Contin Educ Health Prof 28 Suppl 1:S19-23.
Driessen EW, van Tartwijk J, Vermunt JD, van der Vleuten CPM. Use of portfolios in early undergraduate medical training. 2003. Med Teach 25:18-23.
Davis MH, Ponnamperuma GG, Ker JS. Student perceptions of a portfolio assessment process. 2009. Med Educ 43:89-98.
Sambunjak, D, Straus SE, Marusíc A. Mentoring in Academic Medicine: A systematic review. 2006. JAMA 296(9):1103-1115.
Donovan A, Donovan J. Mentorship in postgraduates training programmes: Views of Canadian programme directors. 2009. Med Educ 43:155-158.
Tigelaar DEH, Dolmans DHJM, de Grave WS, Wolfhagen IHAP, van der Vleuten CPM. Portfolio as a tool to stimulate teachers’ reflections. 2006. Med Teach 28:277-282.
Schaub-de Jong MA, Cohen-Schotanus J, Dekker H, Verkerk MA. The role of peer meetings for professional development in health science education: A qualitative analysis of reflective essays. 2009. Adv Health Sci Educ Theory Pract 14:503-13.
Moust JHC, van Berkel HJM, Schmidt HG. Signs of erosion: Reflections on three decades of problem-based learning at Maastricht University. 2005. High Educ 50:665-683.
Thomé G, Hovenberg H, Edgren G. Portfolio as a method for continuous assessment in an undergraduate health education programme. 2006. Med Teach 28:e171-e176.