A.A. Timmerman

van Oorschot, F., Brouwers, M., Muris, J., Veen, M., Timmerman, A., & Dulmen, S. V. (2025). How does guided group reflection work to support professional identity formation in postgraduate medical education: A scoping review. Medical Teacher, 47(3), 425-435. https://doi.org/10.1080/0142159X.2024.2339409

Verheijden, M., Timmerman, A., de Buck, D., de Bruin, A., van den Eertwegh, V., van Dulmen, S., Essers, G. T. J. M., van der Vleuten, C., & Giroldi, E. (2024). Unravelling the art of developing skilled communication: a longitudinal qualitative research study in general practice training. Advances in Health Sciences Education, Article e018583. Advance online publication. https://doi.org/10.1007/s10459-024-10403-6

Baghus, A., Giroldi, E., van Geel, J., Leferink, A., van de Pol, M. H. J., Sanders, A., Dielissen, P. W., Bisschop, I., Pieterse, A. H., Muris, J. W. M., Timmerman, A. A., & van der Weijden, T. (2024). Shared decision-making performance of general practice residents: an observational study combining observer, resident, and patient perspectives. Family Practice, 41(1), 50-59. https://doi.org/10.1093/fampra/cmad125

van der Gulden, R., Thoonen, B. P. A., Heeneman, S., Muris, J. W. M., Sagasser, M. H., Timmerman, A. A., & Scherpbier-de Haan, N. D. (2024). How to use polarity thinking™ to manage tensions between accountability and learner agency when using a multipurpose portfolio? Education for Primary Care, 35(3-4), 71-80. https://doi.org/10.1080/14739879.2024.2335610

Verheijden, M., Giroldi, E., & Timmerman, A. (2023). Developing skilled communication: The power of self-monitoring. Medical Education, 57(9), 782-784. https://doi.org/10.1111/medu.15170

Michelle, V., Esther, G., van den Valerie, E., Marscha, L., van der Trudy, W., de Anique, B., & Timmerman, A. (2023). Identifying characteristics of a skilled communicator in the clinical encounter. Medical Education, 57(5), 418-429. https://doi.org/10.1111/medu.14953

van der Gulden, R., Timmerman, A. A., Sagasser, M. H., Kramer, A., Scherpbier-de Haan, N., Thoonen, B., & Heeneman, S. (2023). How does portfolio use support self-regulated learning during general practitioner specialty training? A qualitative focus group study. BMJ Open, 13(2), Article e066879. https://doi.org/10.1136/bmjopen-2022-066879

Baghus, A., Timmerman, A., Giroldi, E., van der Kraan, J., van der Weele, G., & van der Weijden, T. D. (2022). Hoe gebruik je keuzekaarten en keuzehulpen in de spreekkamer? Huisarts en Wetenschap, 65(12), 36-39. https://doi.org/10.1007/s12445-022-2108-4

van der Gulden, R., Timmerman, A., Muris, J. W. M., Thoonen, B. P. A., Heeneman, S., & Scherpbier-de Haan, N. D. (2022). How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? Perspectives on Medical Education, 11(5), 247-257. https://doi.org/10.1007/s40037-022-00727-7

Baghus, A., Giroldi, E., Timmerman, A., Schmitz, E., Erkan, F., Röhlinger, D., Pieterse, A., Dielissen, P., Kramer, A., Rietmeijer, C., Muris, J., & van der Weijden, T. (2022). Identifying residents' educational needs to optimising postgraduate medical education about shared decision-making. Patient Education and Counseling, 105(10), 3086-3095. https://doi.org/10.1016/j.pec.2022.06.016