Janke Cohen-Schotanus
Cohen-Schotanus, Janke, 1948-
VIAF ID: 285704820 (Personal)
Permalink: http://viaf.org/viaf/285704820
Preferred Forms
- 100 1 _ ‡a Cohen-Schotanus, Janke ‡d 1948-
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- 100 0 _ ‡a Janke Cohen-Schotanus
4xx's: Alternate Name Forms (5)
Works
Title | Sources |
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Academic dismissal policy for medical students: effect on study progress and help-seeking behaviour. | |
Alternating skills training and clerkships to ease the transition from preclinical to clinical training | |
Benchmarking by cross-institutional comparison of student achievement in a progress test. | |
Comparison of formula and number-right scoring in undergraduate medical training: a Rasch model analysis. | |
Cumulative assessment: strategic choices to influence students' study effort | |
Cumulative versus end-of-course assessment: effects on self-study time and test performance. | |
The development and validation of a short form of the STERLinG: a practical, valid and reliable tool to evaluate teacher competencies to encourage reflective learning. | |
Differences in knowledge development exposed by multi-curricular progress test data | |
The digital pen as a novel device to facilitate the feedback process | |
Dyad practice and the inevitability of social comparison. | |
The effect of a short integrated study skills programme for first-year medical students at risk of failure: a randomised controlled trial. | |
The effect of curriculum sample selection for medical school | |
The effect of enhanced experiential learning on the personal reflection of undergraduate medical students | |
The effect of implementing undergraduate competency-based medical education on students' knowledge acquisition, clinical performance and perceived preparedness for practice: a comparative study | |
Effecten van curriculumveranderingen : studiewaardering, studeergedrag, kennis, studiedoorstroom in een veranderend medisch curriculum | |
The effects of a non-cognitive versus cognitive admission procedure within cohorts in one medical school | |
Effects of conventional and problem-based learning on clinical and general competencies and career development. | |
Factors confounding the assessment of reflection: a critical review | |
A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: Exploring its application. | |
The float model: visualizing personal reflection in healthcare. | |
The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success | |
How Different Medical School Selection Processes Call upon Different Personality Characteristics | |
Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students. | |
Impact of vocational interests, previous academic experience, gender and age on Situational Judgement Test performance | |
The influence of achievement before, during and after medical school on physician job satisfaction. | |
Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter? | |
Influences of deep learning, need for cognition and preparation time on open- and closed-book test performance | |
Instructiveness of feedback during clerkships: influence of supervisor, observation and student initiative | |
Instruments for measuring quality of educational environments: validation not required any longer? | |
Integrating continuing medical education and faculty development into a single course: effects on participants' behaviour | |
Key elements in assessing the educational environment: where is the theory? | |
Longitudinal training and assessing consultation competence, a role for self reflection on performance | |
Medical students' and teachers' perceptions of sexual misconduct in the student-teacher relationship | |
Meeting international standards: a cultural approach in implementing the mini-CEX effectively in Indonesian clerkships | |
Mentoring portfolio use in undergraduate and postgraduate medical education. | |
Motivation, learning strategies, participation and medical school performance | |
Necessary steps in factor analysis: enhancing validation studies of educational instruments. The PHEEM applied to clerks as an example | |
Open-book tests: search behaviour, time used and test scores | |
Participation and selection effects of a voluntary selection process | |
Peer influence in clinical workplace learning : a study of medical students' use of social comparison in clinical practice | |
Physician job satisfaction in the Netherlands : a study of job satisfaction among cohorts of Dutch physicians | |
Physician job satisfaction related to actual and preferred job size | |
Predicting performance: relative importance of students' background and past performance | |
The predictive validity of grade point average scores in a partial lottery medical school admission system. | |
Quality of courses evaluated by 'predictions' rather than opinions: Fewer respondents needed for similar results. | |
The reliability of in-training assessment when performance improvement is taken into account | |
The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays | |
Selection and study performance: comparing three admission processes within one medical school. | |
A standard setting method with the best performing students as point of reference: practical and affordable | |
Strategic choices in curriculum design to facilitate knowledge and competency development | |
Students' approaches to medical school choice: relationship with students' characteristics and motivation | |
Studiesucces door onderwijskwaliteit | |
Supervisor leadership in relation to resident job satisfaction | |
Teaching and learning professionalism in medical education | |
Time spent on clerkship activities by students in relation to their perceptions of learning environment quality | |
Times change: the NVMO journal going from Dutch to English and from paper to electronics | |
Transition to clinical training: influence of pre-clinical knowledge and skills, and consequences for clinical performance | |
Underlying factors in medical school admissions. | |
Using video-cases to assess student reflection: development and validation of an instrument | |
Weak self-directed learning skills hamper performance in cumulative assessment. | |
What students learn from a professional development course? | |
What supervisors say in their feedback: construction of CanMEDS roles in workplace settings | |
'What would my classmates say?' An international study of the prediction-based method of course evaluation. | |
Which characteristics of written feedback are perceived as stimulating students' reflective competence: an exploratory study |