Esther De Groot

Datos Biográficos

ID	131384
NOMBRE	Esther De Groot
NOMBRES	Esther
APELLIDO	De Groot
FIRMA	DE GROOT E
AFILIACIONES	Department of General Practice & Nursing Science, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht Utrecht University Utrecht The Netherlands
ORCID	0000-0003-0388-385X
VERIFICADO	Sí
TOTAL DE OBRAS	11
TOTAL DE CITAS	2
TOTAL COMO AUTOR	11
TOTAL COMO EDITOR	0
PRIMER AÑO DE PUBLICACIÓN	2018
AÑO MÁS RECIENTE DE PUBLICACIÓN	2025
ÍNDICE H	1

The dual‐role clinician teacher
Open AccessHiske Joanna Brouwer, Margaret Barry et al.ARTICLEMedical Education2025
Underscoring the importance of social learning in health professions education, the authors suggest ways for clinician teachers to take advantage of their unique position to model and embed social learning practices in AI‐integrated education
Fostering the clinician as teacher
Open AccessHiske Joanna Brouwer, Margaret Barry et al.ARTICLEMedical Education2025
Interprofessional education for healthcare professionals. A Beme realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education
Open AccessDemi Krystallidou, Maria J Kersbergen et al.ARTICLEMedical Teacher2024
Aim To provide an evidence-informed program theory (PT) for Interprofessional Education (IPE) that adds to the knowledge base of how IPE in undergraduate health sciences education works.Methods We undertook a realist review of the literature and synthesis of the evidence combined with stakeholder experience. Our initial program theory (IPT), built around development, delivery and evaluation of IPE interventions, was tested and refined following a…
A novel approach for assessing bias during team-based clinical decision-making
Open AccessNatalie Pool, Megan Hebdon et al.ARTICLEFrontiers in Public Health2023
Many clinical processes include multidisciplinary group decision-making, yet few methods exist to evaluate the presence of implicit bias during this collective process. Implicit bias negatively impacts the equitable delivery of evidence-based interventions and ultimately patient outcomes. Since implicit bias can be difficult to assess, novel approaches are required to detect and analyze this elusive phenomenon. In this paper, we describe how the …
Learning patient-centredness with simulated/standardized patients
Christel Grau Canét-Wittkampf, Agnes Diemers et al.ARTICLEMedical Teacher2023
BACKGROUND: Given the positive outcomes of patient-centred care on health outcomes, future doctors should learn how to deliver patient-centred care. The literature describes a wide variety of educational interventions with standardized patients (SPs) that focus on learning patient-centredness. However, it is unclear which mechanisms are responsible for learning patient-centredness when applying educational interventions with SPs. OBJECTIVE: This …
Designing the learning of intraprofessional collaboration among medical residents
Open AccessN Looman, Jacqueline de Graaf et al.ARTICLEMedical Education2022
Bidirectional learning opportunities
Open AccessLisanne S Welink, Tessa C Van Charldorp et al.ARTICLEMedical Education2021
Transcending boundaries for collaborative patient care
Open AccessLoes J Meijer, Esther De Groot et al.ARTICLEMedical Teacher2021
Dutch general practitioners (GPs) and medical specialists (MSs) create collaborative patient care agreements (CPCAs) to improve intraprofessional collaboration. We set out to identify contradictions between the activity systems of primary and secondary care that could result in expansive learning and new ways of working collaboratively. We analysed nineteen semi-structured interviews using activity theory (AT) as a theoretical framework and using…
Chances for learning intraprofessional collaboration between residents in hospitals
Open AccessN Looman, Cornelia Fluit et al.ARTICLEMedical Education2020
Clinician-Scientists in-and-between Research and Practice
Open AccessEsther De Groot, Yvette Baggen et al.ARTICLEMinerva2020Referencias: 3
Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between position between these socio-culturally distinct worlds. To better understand and support CSs' training and career development, this study aims to gain insight into CSs' social identity and brokerage. The authors conducted semi-structured, in-depth interviews with 17…
Factors Related to Physician Clinical Decision-Making for African-American and Hispanic Patients
Open AccessKhadijah Breathett, Jacqueline Jones et al.ARTICLEJournal of Racial and Ethnic…2018Citada por: 2Referencias: 47

Factors Related to Physician Clinical Decision-Making for African-American and Hispanic Patients
Open AccessKhadijah Breathett, Jacqueline Jones et al.ARTICLEJournal of Racial and Ethnic…2018Citada por: 2Referencias: 47
Chances for learning intraprofessional collaboration between residents in hospitals
Open AccessN Looman, Cornelia Fluit et al.ARTICLEMedical Education2020
Clinician-Scientists in-and-between Research and Practice
Open AccessEsther De Groot, Yvette Baggen et al.ARTICLEMinerva2020Referencias: 3
Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between position between these socio-culturally distinct worlds. To better understand and support CSs' training and career development, this study aims to gain insight into CSs' social identity and brokerage. The authors conducted semi-structured, in-depth interviews with 17…
Bidirectional learning opportunities
Open AccessLisanne S Welink, Tessa C Van Charldorp et al.ARTICLEMedical Education2021
Transcending boundaries for collaborative patient care
Open AccessLoes J Meijer, Esther De Groot et al.ARTICLEMedical Teacher2021
Dutch general practitioners (GPs) and medical specialists (MSs) create collaborative patient care agreements (CPCAs) to improve intraprofessional collaboration. We set out to identify contradictions between the activity systems of primary and secondary care that could result in expansive learning and new ways of working collaboratively. We analysed nineteen semi-structured interviews using activity theory (AT) as a theoretical framework and using…
Designing the learning of intraprofessional collaboration among medical residents
Open AccessN Looman, Jacqueline de Graaf et al.ARTICLEMedical Education2022
A novel approach for assessing bias during team-based clinical decision-making
Open AccessNatalie Pool, Megan Hebdon et al.ARTICLEFrontiers in Public Health2023
Many clinical processes include multidisciplinary group decision-making, yet few methods exist to evaluate the presence of implicit bias during this collective process. Implicit bias negatively impacts the equitable delivery of evidence-based interventions and ultimately patient outcomes. Since implicit bias can be difficult to assess, novel approaches are required to detect and analyze this elusive phenomenon. In this paper, we describe how the …
Learning patient-centredness with simulated/standardized patients
Christel Grau Canét-Wittkampf, Agnes Diemers et al.ARTICLEMedical Teacher2023
BACKGROUND: Given the positive outcomes of patient-centred care on health outcomes, future doctors should learn how to deliver patient-centred care. The literature describes a wide variety of educational interventions with standardized patients (SPs) that focus on learning patient-centredness. However, it is unclear which mechanisms are responsible for learning patient-centredness when applying educational interventions with SPs. OBJECTIVE: This …
Interprofessional education for healthcare professionals. A Beme realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education
Open AccessDemi Krystallidou, Maria J Kersbergen et al.ARTICLEMedical Teacher2024
Aim To provide an evidence-informed program theory (PT) for Interprofessional Education (IPE) that adds to the knowledge base of how IPE in undergraduate health sciences education works.Methods We undertook a realist review of the literature and synthesis of the evidence combined with stakeholder experience. Our initial program theory (IPT), built around development, delivery and evaluation of IPE interventions, was tested and refined following a…
The dual‐role clinician teacher
Open AccessHiske Joanna Brouwer, Margaret Barry et al.ARTICLEMedical Education2025
Underscoring the importance of social learning in health professions education, the authors suggest ways for clinician teachers to take advantage of their unique position to model and embed social learning practices in AI‐integrated education
Fostering the clinician as teacher
Open AccessHiske Joanna Brouwer, Margaret Barry et al.ARTICLEMedical Education2025