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Medical Education|October 6, 2004
The effects of deliberate practice in undergraduate medical educationVéronique Moulaert, Maarten G M Verwijnen, Remy Rikers, et al.Medical Education|August 23, 2002
Growth of medical knowledgeB H Verhoeven, G M Verwijnen, A J J A Scherpbier, et al.BMC Medical Education|February 26, 2013
Why should I prepare? A mixed method study exploring the motives of medical undergraduate students to prepare for clinical skills training sessionsMarlien W Aalbers, Juliette Hommes, Jan-Joost Rethans, et al.Advances in Health Sciences Education : Theory and Practice|July 17, 2007
Students' opinions about the effects of preclinical patient contacts on their learningAgnes D Diemers, Diana H J M Dolmans, Maarten G M Verwijnen, et al.Medical Education|October 2, 2002
Panel expertise for an Angoff standard setting procedure in progress testing: item writers compared to recently graduated studentsB H Verhoeven, G M Verwijnen, A M M Muijtjens, et al.Medical Education|December 3, 1999
Reliability and credibility of an angoff standard setting procedure in progress testing using recent graduates as judgesB H Verhoeven, A F van der Steeg, A J Scherpbier, et al.Medical Teacher|February 1, 2011
Clerkship assessment assessedC P M Van Der Vleuten, A J J A Scherpbier, D H J M Dolmans, et al.Medical Education|March 1, 2002
Predicting communication skills with a paper-and-pencil testJ van Dalen, E Kerkhofs, G M Verwijnen, et al.Medical Teacher|October 4, 2005
The versatility of progress testing assessed in an international context: a start for benchmarking global standardization?B H Verhoeven, H A M Snellen-Balendong, I T Hay, et al.Pageof 1