Renée E Stalmeijer

Biographic Data

ID8648337
NAMERenée E Stalmeijer
GIVEN NAMESRenée E
FAMILY NAMEStalmeijer
SIGNATURESTALMEIJER R E
AFFILIATIONSMaastricht University
ORCID0000-0001-8690-5326
VERIFIEDYes
TOTAL WORKS29
TOTAL CITATIONS0
AUTHOR COUNT29
EDITOR COUNT0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2026
H-INDEX0

  • When I say … lore

    Open AccessKelsey A Miller, Sayra Cristancho et al.ARTICLEMedical Education2026

    Data sharing not applicable to this article as no datasets were generated or analysed during the current study

  • Twelve tips to promote interprofessional workplace learning for medical trainees

    Andrea M Barker, Renée E Stalmeijer et al.ARTICLEMedical Teacher2026

    Medical trainees need guidance from more experienced individuals to help them engage in and learn from clinical practice. While supervising physicians often serve as guides, many additional health professionals (HPs) routinely interact with trainees. These HPs can offer guidance, contributing to trainees' development of physician competence and collaborative skills. However, trainees may overlook HPs as an educational resource and HPs may not be …

  • How to incorporate theory in qualitative research

    Open AccessRenée E Stalmeijer, Lara VarpioARTICLEMedical Teacher2026

    An important hallmark of rigorous research in Health Professions Education (HPE) research is the use of theory. There are many ways to use theory in qualitative research, and so being a savvy user of theory in such research can be a difficult goal for researchers to obtain. Therefore, this AMEE Guide aims to assist (novice) HPE researchers in navigating theory-use in qualitative research by: (a) articulating what theory is; (b) describing why res…

  • Course directors’ reflections on educational design choices for incorporating near-peer teaching into clinical skills teaching

    Open AccessRoman Hari, Sören Huwendiek et al.ARTICLEMedical Teacher2026

    PURPOSE: Near-peer teaching (NPT) is widely used to substitute faculty in undergraduate clinical skills training. However, little is known about which educational design choices are made when incorporating NPT, prompting the following research questions: What were course directors' design choices when incorporating near-peers into clinical skills courses? And, what were the reasons for these design choices? MATERIALS AND METHODS: This descriptive…

  • Teachers’ continuing professional development

    Open AccessNiels Van Der Baan, Tim P J N B Hennemann et al.ARTICLEAssessment & Evaluation in Higher…2026

    Student evaluations of teaching (SET) is typically used to monitor educational quality. However, SET can also support teachers in their continuing professional development (CPD) by offering them insights into their performance as well as their learning needs. However, little is known about how teachers use and engage with SET as to shape their CPD and improve their teaching. To explore how feedback in SET informs teachers’ CPD, four semi-structur…

  • Mirrors and prisms

    Open AccessKelsey A Miller, Kelsey Miller et al.ARTICLEMedical Education2026

    PURPOSE: Professional identities impact professional boundaries and hierarchies, influencing how physicians approach collaboration. Despite the growing emphasis on developing students to become effective collaborators, little is known about how other health professionals (OHPs) shape students' professional identity formation (PIF). This study explored how interacting with OHPs during clinical care contributed to medical students' construction of …

  • Exploring Medical Students’ Learning Through Interprofessional Interactions in Clinical Clerkships

    Kelsey A Miller, Andrea M Barker et al.ARTICLEAcademic Medicine2025

  • Comparison of Practical Skills Teaching by Near-Peers and Faculty

    Open AccessRoman Hari, Sarah Oppliger et al.ARTICLEAcademic Medicine2025

  • Physician development through interprofessional workplace interactions

    Open AccessKelsey A Miller, Jonathan S Ilgen et al.ARTICLEMedical Education2025

  • Using theoretical engagement to understand workplace learning across contexts—Bringing worlds apart together

    Open AccessFrancisco Manuel Olmos‐Vega, Renée E StalmeijerARTICLEMedical Education2025

    The pivotal importance of workplace learning (WPL) within health professions education has elevated its understanding and improvement to a major research priority. From a sociocultural learning theory perspective, WPL is inherently situated and context‐specific. This means that the health care settings in which (future) health care professionals are trained will impact how and what is learned. However, to what extent is the research performed thu…

  • Guiding medical trainees' workplace learning for interprofessional collaboration—Looking to physicians or seeing nurses

    Open AccessRenée E Stalmeijer, Willem S de Grave et al.ARTICLEMedical Education2025

  • How Theory Can Inform Practice

    Open AccessStephanie N E Meeuwissen, Yvonne Steinert et al.ARTICLEAcademic Medicine2024

    Health professions educators aim to optimally prepare trainees for future practice; educational theory can help reach this goal. Below we present an authentic case, I Just Need to Speak With My Eyes, that displays the significant struggles of transitioning into residency training. Using this case, we show how the application of 4 learning mechanisms described in Lave and Wenger’s1,2 theories of situated learning and communities of practice can he…

  • Cherry‐picking learning tasks in the orchard of postgraduate medical education ‐ a socio‐cultural perspective

    Open AccessRenée E Stalmeijer, Stephanie N E MeeuwissenARTICLEMedical Education2024

    ReneeStalmeijer and @SNEMeeuwissen use a socio‐cultural perspective, empirical examples, and the cherry‐picking metaphor, to explore interactions between trainees and healthcare teams that impact trainees’ selection of learning tasks during workplace learning

  • Using framework analysis methods for qualitative research

    Sonja Klingberg, Renée E Stalmeijer et al.ARTICLEMedical Teacher2024

    Framework analysis methods (FAMs) are structured approaches to qualitative data analysis that originally stem from large-scale policy research. A defining feature of FAMs is the development and application of a matrix-based analytical framework. These methods can be used across research paradigms and are thus particularly useful tools in the health professions education (HPE) researcher's toolbox. Despite their utility, FAMs are not frequently us…

  • Exploring the Impact of Entrustable Professional Activities on Feedback Culture

    Open AccessSabine Berger, Renée E Stalmeijer et al.ARTICLEAcademic Medicine2023

  • Interprofessional scaffolding

    Open AccessKelsey A Miller, Renée E StalmeijerARTICLEMedical Education2023

    In this commentary, Miller and Stalmeijer use the concepts of supportive and collaborative interdependence to advocate for an interprofessional perspective on workplace learning

  • Exploring nurses' role in guiding residents' workplace learning

    Open AccessIris Jansen, Milou Silkens et al.ARTICLEMedical Education2023

  • Continuous enhancement of educational quality – fostering a quality culture

    Open AccessRenée E Stalmeijer, Jill Whittingham et al.ARTICLEMedical Teacher2023

    Internal quality assurance (IQA) is one of the core support systems on which schools in the health professions rely to ensure the quality of their educational processes. Through IQA they demonstrate being in control of their educational quality to accrediting bodies and continuously improve and enhance their educational programmes. Although its need is acknowledged by all stakeholders, creating a system of quality assurance has often led to estab…

  • The Senior Medical Resident’s New Role in Assessment in Internal Medicine

    Open AccessJames Rassos, Shiphra Ginsburg et al.ARTICLEAcademic Medicine2022

  • A practical guide to reflexivity in qualitative research

    Open AccessFrancisco Manuel Olmos‐Vega, Renée E Stalmeijer et al.ARTICLEMedical Teacher2022

    Qualitative research relies on nuanced judgements that require researcher reflexivity, yet reflexivity is often addressed superficially or overlooked completely during the research process. In this AMEE Guide, we define reflexivity as a set of continuous, collaborative, and multifaceted practices through which researchers self-consciously critique, appraise, and evaluate how their subjectivity and context influence the research processes. We fram…

  • The wolf you feed

    Open AccessRenée E Stalmeijer, Lara VarpioARTICLEMedical Education2021

  • An act of performance

    Open AccessIris Jansen, Renée E Stalmeijer et al.ARTICLEMedical Education2021

  • The potential of narrative analysis for HPE research

    Open AccessAbigail Konopasky, Lara Varpio et al.ARTICLEMedical Education2021

  • Advancing careers in medical education

    Asela M Olupeliyawa, Wendy Hu et al.ARTICLEMedical Teacher2021

    INTRODUCTION: Advancement of careers in medical education remains a challenge around the world and is under-researched in resource-constrained contexts. Using the Theory of Practice Architectures (TPA) as a conceptual lens, we investigated the emergence and subsequent development of medical education careers in a resource-constrained country. METHODS: Qualitative semi-structured interviews were conducted with a purposive sample of 14 early-career…

  • Patient safety in medical residency training

    Open AccessGuusje Bressers, Iris Wallenburg et al.ARTICLEHealth An Interdisciplinary…2021References: 39

    Distributing responsibility for patient safety between individual professionals and organisational systems is a pressing issue in contemporary healthcare. This article draws on Habermas' distinction between 'lifeworld' and 'system' to explore patient-safety culture in medical residency training. Sociological accounts of medical training have indicated that applying systemic solutions in patient-safety training and practice may conflict with resid…