S. Heeneman

Goertzen, L., Heeneman, S., & Schils, T. (2025). The impact of formative assessment on pupil academic achievement: An empirical study of the effects of a formative assessment practices program that was co-designed in a teacher community. Learning and Instruction, 99, Article 102153. https://doi.org/10.1016/j.learninstruc.2025.102153

Fuentes-Cimma, J., Sluijsmans, D., Mejias, P. P., Villagran, I., Riquelme, A., & Heeneman, S. (2025). Psychometric properties of the Feedback Orientation Scale in the clinical workplace of health professions students. International Journal of Medical Education, 16, 36-44. https://doi.org/10.5116/ijme.679e.07de

Lee, A., Jere, A., Du Plessis, L., Van Gerven, P. W. M., Heeneman, S., & Ross, S. (2025). Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning. Medical Education, 59(6), 596-605. https://doi.org/10.1111/medu.15595

Ekpenyong, A., Holmboe, E. S., Govaerts, M., & Heeneman, S. (2024). Investigating the Roles and Impact of Clinical Competency Committees in Graduate Medical Education: A Narrative Review. Journal of Graduate Medical Education, 16(6), 662-683. https://doi.org/10.4300/JGME-D-24-00017.1

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.0000000000005848

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/s10459-024-10387-3

Rademakers, T., Manca, M., Jin, H., Orban, T., Perisic, L. M., Frissen, H. J. M., Rühle, F., Hautvast, P., van Rijssel, J., van Kuijk, K., Mees, B. M. E., Peutz-Kootstra, C. J., Heeneman, S., Daemen, M. J. A. P., Pasterkamp, G., Stoll, M., van Zandvoort, M. A. M. J., Hedin, U., Dequiedt, F., ... Biessen, E. A. L. (2024). Human atherosclerotic plaque transcriptomics reveals endothelial beta-2 spectrin as a potential regulator a leaky plaque microvasculature phenotype. Angiogenesis, 27(3), 461-474. https://doi.org/10.1007/s10456-024-09921-z

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/s12909-024-05439-6

McDonald, J., Hu, W., & Heeneman, S. (2024). Struggles and Joys: A Mixed Methods Study of the Artefacts and Reflections in Medical Student Portfolios. Perspectives on Medical Education, 13(1), 1-11. https://doi.org/10.5334/pme.1029

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