Jan WIllem Grijpma

21 General introduction 45. Henderson C, Dancy M, Niewiadomska-Bugaj M. Use of research-based instructional strategies in introductory physics: where do faculty leave the innovation-decision process? PRST-PER. 2012;8(2):020104. 46. Harden RM, Crosby J. AMEE guide no 20: the good teacher is more than a lecturer - the twelve roles of the teacher. Med Teach. 2000;22(4):334–47. 47. Harden J, Harden RM. The changing role of medical students. 1st ed. Amsterdam, The Netherlands: Elsevier; 2023. 48. Harden RM, Lilley P. The eight roles of the medical teacher. Amsterdam, The Netherlands: Elsevier; 2018. 49. Yew EHJ, Goh K. Problem-based learning: an overview of its process and impact on learning. Health Prof Educ. 2016;2(2):75–9. 50. Albanese MA, Mitchell S. Problem-based learning: a review of literature on its outcomes and implementation issues. Acad Med. 1993;68(1):52–81. 51. De Grave WS, Boshuizen HPA, Schmidt HG. Problem based learning: cognitive and metacognitive processes during problem analysis. Instr Sci. 1996;24(5):321–41. 52. McLean SF. Case-based learning and its application in medical and health-care fields: a review of worldwide literature. J Med Educ Curric Dev. 2016;3:39–49. 53. Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME guide no. 23. Med Teach. 2012;34(6):e421–44. 54. Fatmi M, Hartling L, Hillier T, Campbell S, Oswald AE. The effectiveness of team-based learning on learning outcomes in health professions education: BEME guide no. 30. Med Teach. 2013;35(12):e1608-24. 55. Reimschisel T, Herring AL, Huang J, Minor TJ. A systematic review of the published literature on team-based learning in health professions education. Med Teach. 2017;39(12):1227–37. 56. Sisk RJ. Team-based learning: systematic research review. J Nurs Educ. 2011;50(12):665–9. 57. Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018;18(1):38. 58. McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation-based medical education research: 2003–2009: simulation-based medical education research 2003– 2009. Med Educ. 2010;44(1):50–63. 59. Brierley C, Ellis L, Reid ER. Peer-assisted learning in medical education: a systematic review and meta-analysis. Med Educ. 2022;56(4):365–73. 60. 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. 61. 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. 62. Jacobs JCG, Wilschut J, van der Vleuten C, Scheele F, Croiset G, Kusurkar RA. An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles. Med Teach. 2020;42(9):1000–4. 63. Calkins S, Johnson N, Light G. Changing conceptions of teaching in medical faculty. Med Teach. 2012;34(11):902–6. 64. 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. 65. 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. 1

RkJQdWJsaXNoZXIy MTk4NDMw