Karen Könings (K.D.)

Suliman, S., Iqbal, M. Z., Bishawi, A. H., Allen, M., & Könings, K. D. (2025). Fueling Inner Resources Through Co-Creation: A Scoping Review on the Impact of Co-Creation of Education on Learners' Well-Being. Perspectives on Medical Education, 14(1), 129-140. Article 1726. https://doi.org/10.5334/pme.1726

Ramani, S., Armson, H., Hanmore, T., Lee-Krueger, R., Könings, K. D., Roze des Ordons, A., Zetkulic, M., Sargeant, J., & Lockyer, J. M. (2025). Could the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring Learner-Preceptor Feedback Conversations. Perspectives on Medical Education, 14(1), 9-19. https://doi.org/10.5334/pme.1368

Konings, K. D., & Seidel, T. (2025). Student expectations when entering an innovative learning environment: identifying longitudinal patterns across student subgroups. Educational Studies, 51(1), 22-42. https://doi.org/10.1080/03055698.2022.2117544

Suliman, S., Allen, M., Chivese, T., de Rijk, A. E., Koopmans, R., & Konings, K. D. (2024). Is medical training solely to blame? Generational influences on the mental health of our medical trainees. Medical Education Online, 29(1), Article 2329404. https://doi.org/10.1080/10872981.2024.2329404

Suliman, S., Allen, M., Al-Moslih, A., Carr, A., Koopmans, R., & Könings, K. D. (2024). Achieving 'something that everybody has invested in': perspectives of diverse stakeholders during co-creation of a transition to residency curriculum. BMC Medical Education, 24(1), 9. Article 650. https://doi.org/10.1186/s12909-024-05573-1

Farrell, M., Martin, M., Böheim, R., Renkl, A., Rieß, W., Könings, K. D., van Merriënboer, J. J. G., & Seidel, T. (2024). Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis. Instructional Science, 52(6), 879-917. https://doi.org/10.1007/s11251-024-09662-y

Kramer, M., Konings, K. D., Prins, J. T., van der Heijden, F. M. M. A., & Heyligers, I. C. (2024). Still Higher Risk for Burnout and Low Work Engagement Among Female Residents After 10 Years of Demographic Feminisation. Medical Science Educator, 34(5), 1023-1036. https://doi.org/10.1007/s40670-024-02084-y

Carroll, E., Tan, C., Hayes, S., Mordang, S., Rizzo, G., Zaia, V., Montagna, E., Konings, K. D., Wiese, A., & O'Tuathaigh, C. (2024). Implementing high-value, cost-conscious care: experiences of Irish doctors and the role of education in facilitating this approach. BMC Medical Education, 24(1), Article 684. https://doi.org/10.1186/s12909-024-05666-x

Bransen, J., Poeze, M., Mak-van der Vossen, M. C., Könings, K. D., & van Mook, W. N. K. A. (2024). 'Role Model Moments' and 'Troll Model Moments' in Surgical Residency: How Do They Influence Professional Identity Formation? Perspectives on Medical Education, 13(1), 313-323. https://doi.org/10.5334/pme.1262

Iqbal, M. Z., Suliman, S., Al-Bualy, R., Beuken, J. A., Rainkie, D. C., Susilo, A. P., Verheijden, M. J. H., Whittingham, J. R. D., & Konings, K. D. (2024). Twelve tips to virtually operationalize co-creation of educational design. Medical Teacher, 46(11), 1416-1421. https://doi.org/10.1080/0142159X.2024.2327483