S. Heeneman
Key publicaties
-
Heeneman, S., de Jong, L. H., Dawson, L. J., Wilkinson, T. J., Ryan, A., Tait, G. R., Rice, N., Torre, D., Freeman, A., & van der Vleuten, C. P. M. (2021). Ottawa 2020 consensus statement for programmatic assessment-1. Agreement on the principles. Medical Teacher, 43(10), 1139-1148. https://doi.org/10.1080/0142159X.2021.1957088Meer informative over deze publicatie
-
Jauregui, J., McClintock, A. H., Schrepel, C., Fainstad, T., Bierer, S. B., & Heeneman, S. (2024). You Get What You Reward: A Qualitative Study Exploring Medical Student Engagement in 2 Different Assessment Systems. Academic Medicine, 99(11), 1278-1285. Article 10.1097/ACM.0000000000005848. https://doi.org/10.1097/ACM.0000000000005848Meer informative over deze publicatie
-
Fuentes-Cimma, J., Sluijsmans, D., Riquelme, A., Villagran, I., Isbej, L., Olivares-Labbe, M. T., & Heeneman, S. (2024). Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review. BMC Medical Education, 24(1), Article 440. https://doi.org/10.1186/s12909-024-05439-6Meer informative over deze publicatie
-
Mcdonald, J., Heeneman, S., & Hu, W. (2024). Discoveries or doubts: a qualitative study of the transformative potential of portfolio meetings. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-024-10387-3Meer informative over deze publicatie
-
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/10.1080/14739879.2024.2335610Meer informative over deze publicatie
-
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/s40037-022-00727-7Meer informative over deze publicatie
-
Torre, D., Schuwirth, L., Van der Vleuten, C., & Heeneman, S. (2022). An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions. Medical Teacher, 44(8), 928-937. https://doi.org/10.1080/0142159x.2022.2083487Meer informative over deze publicatie
-
Schut, S., Maggio, L. A., Heeneman, S., van Tartwijk, J., van der Vleuten, C., & Driessen, E. (2021). Where the rubber meets the road - An integrative review of programmatic assessment in health care professions education. Perspectives on Medical Education, 10(1), 6-13. https://doi.org/10.1007/s40037-020-00625-wMeer informative over deze publicatie
-
Schut, S., Heeneman, S., Bierer, B., Driessen, E., van Tartwijk, J., & van Der Vleuten, C. (2020). Between trust and control: Teachers' assessment conceptualisations within programmatic assessment. Medical Education, 54(6), 528-537. https://doi.org/10.1111/medu.14075Meer informative over deze publicatie
-
Heeneman, S., & de Grave, W. (2017). Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system - An activity theory analysis. Medical Teacher, 39(4), 368-376. https://doi.org/10.1080/0142159X.2017.1286308Meer informative over deze publicatie