Sylvia Heeneman

Datos Biográficos

ID6508314
NOMBRESylvia Heeneman
NOMBRESSylvia
APELLIDOHeeneman
FIRMAHEENEMAN S
AFILIACIONESMaastricht University
ORCID0000-0002-6103-8075
VERIFICADOSí
TOTAL DE OBRAS15
TOTAL DE CITAS3
TOTAL COMO AUTOR15
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2018
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H1

  • The transformative power of a change laboratory

    Open AccessRaghdah Al-Bualy, Sylvia Heeneman et al.ARTICLEMedical Education2026

  • Co-creation of a fit-for-purpose Feedback Toolkit for clinical clerkships

    Open AccessJaviera Fuentes-Cimma, Dominique Sluijsmans et al.ARTICLEMedical Teacher2026

    BACKGROUND: Feedback is a powerful educational intervention in clinical education, yet its effectiveness depends on how it is integrated into teaching and learning activities. Previous studies have shown that productive feedback in clinical education relies on sociocultural factors such as a supportive feedback culture, trustworthy relationships, and student agency. Co-creation is a promising approach for designing educational interventions that …

  • When using entrustable professional activities thwarts basic psychological needs

    Open AccessJulien-Carl Phaneuf, Carolin Sehlbach et al.ARTICLEMedical Teacher2026

    Background Entrustable professional activities (EPAs) were introduced to link competencies with clinical work and support residents’ professional and competence development. Yet their implementation has raised concerns about burdensome documentation and limited educational value. Drawing on Self-Determination Theory (SDT), we examined how residents experienced EPAs in relation to their needs for autonomy, competence, and relatedness—needs essenti…

  • Feedback focus

    Ann Lees, Kelsey Compagna et al.ARTICLEMedical Teacher2026

    PURPOSE: Feedback conversations are essential to learning, and the relationship between supervisor and learner plays a role in the effectiveness of feedback shared. Documentation of these conversations in learner portfolios is intended to support reflection, learning, and growth. However, there is limited understanding of what gets documented after feedback conversations. Guided by Hattie and Timperley's model for feedback, we examined documented…

  • Continuity of supervision

    Open AccessAnn Lees, Anoushka Jere et al.ARTICLEMedical Education2025

  • You Get What You Reward

    Open AccessJoshua Jauregui, Adelaide H McClintock et al.ARTICLEAcademic Medicine2024

  • Co-designing formative assessment practices

    Open AccessLars Goertzen, Trudie Schils et al.ARTICLETeaching and Teacher Education2023Citada por: 3Referencias: 5

    Embedding formative assessment into everyday pedagogical practice is a complex matter for teachers. In this study, we used teacher-researcher co-design to investigate how a one-year collaboration between seven elementary school teachers and three researchers supports the design- and implementation process of formative assessment in each of the teachers' classrooms. Our findings indicate that teacher-researcher co-design supports the implementatio…

  • An international study on the implementation of programmatic assessment

    Dario Torre, Lambert Schuwirth et al.ARTICLEMedical Teacher2022

    INTRODUCTION: Programmatic assessment is an approach to assessment aimed at optimizing the learning and decision function of assessment. It involves a set of key principles and ground rules that are important for its design and implementation. However, despite its intuitive appeal, its implementation remains a challenge. The purpose of this paper is to gain a better understanding of the factors that affect the implementation process of programmat…

  • Sharing Reflections on Multisource Feedback in a Peer Group Setting

    Elisa Bindels, Myra van den Goor et al.ARTICLEAcademic Medicine2021

    PURPOSE: Reflecting on and using feedback are important for physicians' continuous professional development (CPD). A common format is the discussion of multisource feedback (MSF) in a one-on-one session with a trusted peer or coach. A new approach is to discuss MSF during a peer group session moderated by a professional facilitator. This qualitative study explored how physicians experience participation in these peer group sessions in the context…

  • Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles

    Open AccessSylvia Heeneman, Lubberta H de Jong et al.ARTICLEMedical Teacher2021

    INTRODUCTION: In the Ottawa 2018 Consensus framework for good assessment, a set of criteria was presented for systems of assessment. Currently, programmatic assessment is being established in an increasing number of programmes. In this Ottawa 2020 consensus statement for programmatic assessment insights from practice and research are used to define the principles of programmatic assessment. METHODS: = 20), an inventory was completed for the perce…

  • Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study

    Open AccessJudith M Sieben, Sylvia Heeneman et al.ARTICLEMedical Teacher2021

    BACKGROUND: Students perceive reflective writing as difficult. Concept mapping may be an alternative format for reflection, which provides support while allowing students to freely shape their thoughts. We examined (1) the quality of reflection in reflective concept maps created by first-year medical students and (2) students' perceptions about concept mapping as a tool for reflection. METHODS: Mixed-method study conducted within the medical curr…

  • Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice

    Dario Torre, Neil E Rice et al.ARTICLEMedical Teacher2021

    INTRODUCTION: Programmatic assessment is a longitudinal, developmental approach that fosters and harnesses the learning function of assessment. Yet the implementation, a critical step to translate theory into practice, can be challenging. As part of the Ottawa 2020 consensus statement on programmatic assessment, we sought to provide descriptions of the implementation of the 12 principles of programmatic assessment and to gain insight into enabler…

  • Meaningful mapping of remediation in longitudinal and developmental assessment models

    Open AccessSylvia Heeneman, Suzanne SchutARTICLEMedical Education2020

    Heeneman, Schut reflect on how insights from developmental models can be used to advance assessment practices, support personalized remediation strategies

  • Between trust and control

    Open AccessSuzanne Schut, Sylvia Heeneman et al.ARTICLEMedical Education2020

  • Stakes in the eye of the beholder

    Open AccessSuzanne Schut, Erik W Driessen et al.ARTICLEMedical Education2018

    OBJECTIVES: Within programmatic assessment, the ambition is to simultaneously optimise the feedback and the decision-making function of assessment. In this approach, individual assessments are intended to be low stakes. In practice, however, learners often perceive assessments designed to be low stakes as high stakes. In this study, we explored how learners perceive assessment stakes within programmatic assessment and which factors influence thes…