Henk G. Schmidt
Henk G. Schmidt
Rotterdam, Maastricht, Singapore
Email verificata su fsw.eur.nl
Citata da
Citata da
The psychological basis of problem-based learning: A review of the evidence
GT Norman, HG Schmidt
Academic medicine 67 (9), 557-565, 1992
Problem‐based learning: Rationale and description
HG Schmidt
Medical education 17 (1), 11-16, 1983
A cognitive perspective on medical expertise: theory and implications
H Schmidt, G Norman, H Boshuizen
Academic medicine 65 (10), 611-621, 1990
Effectiveness of problem‐based learning curricula: Theory, practice and paper darts
GR Norman, HG Schmidt
Medical education 34 (9), 721-728, 2000
Foundations of problem‐based learning: some explanatory notes
HG Schmidt
Medical education 27 (5), 422-432, 1993
The process of problem‐based learning: what works and why
HG Schmidt, JI Rotgans, EHJ Yew
Medical education 45 (8), 792-806, 2011
On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices
HPA Boshuizen, HG Schmidt
Cognitive science 16 (2), 153-184, 1992
How expertise develops in medicine: knowledge encapsulation and illness script formation
HG Schmidt, RMJP Rikers
Medical education 41 (12), 1133-1139, 2007
Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and
HG Schmidt, SMM Loyens, T Van Gog, F Paas
Educational psychologist 42 (2), 91-97, 2007
Maternal thyroid function during early pregnancy and cognitive functioning in early childhood: the generation R study
J Henrichs, JJ Bongers-Schokking, JJ Schenk, A Ghassabian, ...
The Journal of Clinical Endocrinology & Metabolism 95 (9), 4227-4234, 2010
On acquiring expertise in medicine
HG Schmidt, HPA Boshuizen
Educational psychology review 5 (3), 205-221, 1993
What Makes a Tutor Effective? A Structural Equations Modelling Approach to Learning in Problem-Based Curricula.
HG Schmidt, JHC Moust
Factors affecting small-group tutorial learning: A review of research
HG Schmidt, JHC Moust
Problem-based learning: A research perspective on learning interactions, 19-52, 2000
Longterm effects of problem‐based learning: a comparison of competencies acquired by graduates of a problem‐based and a conventional medical school
HG Schmidt, L Vermeulen, HT Van der Molen
Medical education 40 (6), 562-567, 2006
Description, justification and clarification: a framework for classifying the purposes of research in medical education
DA Cook, G Bordage, HG Schmidt
Medical education 42 (2), 128-133, 2008
The structure of reflective practice in medicine
S Mamede, HG Schmidt
Medical education 38 (12), 1302-1308, 2004
Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school
HG Schmidt, HT Van der Molen, WWR Te Winkel, WHFW Wijnen
Educational psychologist 44 (4), 227-249, 2009
Comparing the effects of problem-based and conventional curricula in an international sample
H Schmidt, WD Dauphinee, VL Patel
Academic Medicine 62, 305-315, 1987
The development of diagnostic competence: A comparison between a problem-based, an integrated, and a conventional medical curriculum
H Schmidt, M Machiels-Bongaerts, H Hermans, O Ten Cate, R Venekamp, ...
Academic Medicine 71, 658-664, 1996
Signs of erosion: Reflections on three decades of problem-based learning at Maastricht University
JHC Moust, HJM Berkel, HG Schmidt
Higher education 50 (4), 665-683, 2005
Il sistema al momento non pu eseguire l'operazione. Riprova pi tardi.
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