Jan WIllem Grijpma

73 Changes in student appreciation of small-group active learning 43. Akhtar-Danesh N, Wingreen SC. How to analyze change in perception from paired q-sorts. Commun Stat - Theory Methods. 2020;51(16):1–11. 44. Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–88. 45. Colthorpe K, Sharifirad T, Ainscough L, Anderson S, Zimbardi K. Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences. Assess Eval High Educ. 2018;43(2):272–85. 46. Broekkamp H, van Hout-Wolters B. The gap between educational research and practice: a literature review, symposium, and questionnaire. Educ Res Eval. 2007;13(3):203–20. 47. Thomas A, D. Gruppen L, van der Vleuten C, Chilingaryan G, Amari F, Steinert Y. Use of evidence in health professions education: attitudes, practices, barriers and supports. Med Teach. 2019;41(9):1012–22. 48. Gustavson K, von Soest T, Karevold E, Røysamb E. Attrition and generalizability in longitudinal studies: findings from a 15-year population-based study and a Monte Carlo simulation study. BMC Public Health. 2012;12(1):918. 49. Maxwell JA. Why qualitative methods are necessary for generalization. Qual Psychol. 2021;8(1):111–8. 3

RkJQdWJsaXNoZXIy MTk4NDMw