Dr Diana Dolmans (D.H.J.M.)

Albanese, I., Drummond, K., Tardio, V., & Dolmans, D. (2025). Faculty perspectives on supervising endocrinology residents in the longitudinal clinic setting. Journal of Clinical and Translational Endocrinology, 40, Article 100385. https://doi.org/10.1016/j.jcte.2025.100385

Liu, X., Dolmans, D., Asoodar, M., Li, Z., & Verstegen, D. (2025). How to close the learning circle? Students' perspectives on how programmatic assessment influences self-regulated learning in a global online programme. Assessment & Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2025.2513008

Roossien, L., van Klaveren, L.-M., de Vos, R., Dolmans, D. H. J. M., & Boerboom, T. B. B. (2025). Team-based learning (TBL) in health professions education: A systematic review on its conceptual elements and outcomes. Medical Teacher, 1-15. Advance online publication. https://doi.org/10.1080/0142159X.2025.2506723

Daniel, M., Gordon, M., Uraiby, H., Boedecker, P., Hanson, J., Dolmans, D., & Thammasitboon, S. (2025). Defining three principles for credible evidence synthesis and reviews in health professions education. Medical Teacher, 1-5. Advance online publication. https://doi.org/10.1080/0142159X.2025.2504114

Behrens, C. C., Dolmans, D. H., Driessen, E. W., & Gormley, G. J. (2025). 'Dancing with emotions': An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation. Medical Education, 59(4), 439-448. https://doi.org/10.1111/medu.15554

Hari, R., Oppliger, S., Dolmans, D. H. J. M., Huwendiek, S., & Stalmeijer, R. E. (2025). Comparison of Practical Skills Teaching by Near-Peers and Faculty. Academic Medicine. Advance online publication. https://doi.org/10.1097/ACM.0000000000006003

Compen, B., Verstegen, D., Maussen, I., Hulsman, C., & Dolmans, D. (2025). Good practices for differentiated instruction in vocational education: the combined perspectives of educational researchers and teachers. International Journal of Inclusive Education, 29(6), 1017-1034. https://doi.org/10.1080/13603116.2024.2305652

Leatemia, L. D., Compen, B., Dolmans, D. H. J. M., van Merrienboer, J. J. G., & Susilo, A. P. (2025). Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission. Medical Teacher, 47(1), 64-72. https://doi.org/10.1080/0142159X.2024.2316853

Zhu, Y., Abidi, L., Savelberg, H., Kohler, S. E., Kusurkar, R. A., & Dolmans, D. (2024). Fostering university students' autonomous motivation through a societal impact project: a qualitative study of students' and teachers' perspectives. BMC Medical Education, 24(1), Article 1503. https://doi.org/10.1186/s12909-024-06494-9

Van Schalkwyk, S., Amaral, E., Anakin, M., Chen, R., Dolmans, D., Findyartini, A., Fobian, N., Leslie, K., Muller, J., O'Sullivan, P., Ramani, S., Sorinola, O., Vakani, F., Yang, D., & Steinert, Y. (2024). Disentangling faculty development: A scoping review towards a rich description of the concept and its practice. Medical Teacher, 1-22. Advance online publication. https://doi.org/10.1080/0142159X.2024.2429612