Jan WIllem Grijpma

151 General discussion REFERENCES 1. Grijpma JW, de la Croix A, Kleinveld JH, Meeter M, Kusurkar RA. Appreciating small-group active learning: what do medical students want, and why? A q-methodology study. Med Teach. 2021;43(4):411–20. 2. Grijpma JW, de la Croix A, Meeter M, Kusurkar RA. Changes in student appreciation of smallgroup active learning: a follow-up q-methodological study. Int J Educ Res Open. 2022;3:100199. 3. Grijpma JW, Mak-van der Vossen M, Kusurkar RA, Meeter M, de la Croix A. Medical student engagement in small-group active learning: a stimulated recall study. Med Educ. 2022;56(4):432– 43. 4. Fredricks JA, Blumenfeld PC, Paris AH. School engagement: potential of the concept, state of the evidence. Rev Educ Res. 2004;74(1):59–109. 5. Chi MTH, Wylie R. The ICAP framework: linking cognitive engagement to active learning outcomes. Educ Psychol. 2014;49(4):219–43. 6. Kassab SE, El-Sayed W, Hamdy H. Student engagement in undergraduate medical education: a scoping review. Med Educ. 2022;56(7):703–15. 7. Onyura B, Baker L, Cameron B, Friesen F, Leslie K. Evidence for curricular and instructional design approaches in undergraduate medical education: an umbrella review. Med Teach. 2016;38(2):150–61. 8. Lim J, Ko H, Yang JW, Kim S, Lee S, Chun MS, et al. Active learning through discussion: ICAP framework for education in health professions. BMC Med Educ. 2019;19(1):477. 9. Inra JA, Pelletier S, Kumar NL, Barnes EL, Shields HM. An active learning curriculum improves fellows’ knowledge and faculty teaching skills. Adv Med Educ Pract. 2017;8:359–64. 10. Kilgour JM, Grundy L, Monrouxe LV. A rapid review of the factors affecting healthcare students’ satisfaction with small-group, active learning methods. Teach Learn Med. 2016;28(1):15–25. 11. Walling A, Istas K, Bonaminio GA, Paolo AM, Fontes JD, Davis N, et al. Medical student perspectives of active learning: a focus group study. Teach Learn Med. 2017;29(2):173–80. 12. Eastwood JL, Koppelman-White E, Mi M, Wasserman JA, Krug Iii EF, Joyce B. Epistemic cognition in medical education: a literature review. Int J Med Educ. 2017;8:1–12. 13. Chiu YL, Liang JC, Hou CY, Tsai CC. Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: a structural equation modeling analysis. BMC Med Educ. 2016;16(1):181. 14. Bradley LJ, Meyer KE, Robertson TC, Kerr MS, Maddux SD, Heck AJ, et al. A mixed method analysis of student satisfaction with active learning techniques in an online graduate anatomy course: consideration of demographics and previous course enrollment. Anat Sci Educ. 2023;16(5):907–25. 15. White C, Bradley E, Martindale J, Roy P, Patel K, Yoon M, et al. Why are medical students ‘checking out’ of active learning in a new curriculum? Med Educ. 2014;48(3):315–24. 16. Owens DC, Sadler TD, Barlow AT, Smith-Walters C. Student motivation from and resistance to active learning rooted in essential science practices. Res Sci Educ. 2020;50:253–77. 17. Schommer M. Synthesizing epistemological belief research: tentative understandings and provocative confusions. Educ Psychol Rev. 1994;6(4):293–319. 18. Mattick K, Knight L. The importance of vocational and social aspects of approaches to learning for medical students. Adv Health Sci Educ. 2009;14(5):629–44. 19. Perry WG. Patterns of development in thought and values of students in a liberal arts college: a validation of a scheme. Cambridge, MA: Bureau of study counsel, Harvard University; 1968. 20. Entwistle NJ. Approaches to learning and perceptions of the learning environment. High Educ. 1991;22:201–4. 7

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