Diana H J M Dolmans
Biographic Data
| ID | 1500717 |
|---|---|
| NAME | Diana H J M Dolmans |
| GIVEN NAMES | Diana H J M |
| FAMILY NAME | Dolmans |
| SIGNATURE | DOLMANS D H J M |
| AFFILIATIONS | Maastricht University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning
INTRODUCTION: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation and refine clinical reasoning. This study evaluated the SRM's initial implementation by examining its association with medical students' intrinsic moti…
Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education
PURPOSE: This study sought to identify key features of an organizational quality culture and explore how these features contribute to continuous quality improvement of undergraduate medical education. METHOD: Between July and December 2018, researchers from Maastricht University in the Netherlands conducted a multicenter focus group study among 6 education quality advisory committees. Participants were 22 faculty and 18 student representatives af…
A students’ take on student–staff partnerships
Students do not always feel that their ideas for improving educational quality are taken seriously. Student–staff partnerships may help take this feeling away. In such partnerships, students equally collaborate with staff and participate in shared decision-making and implementation processes for improving education. However, empirical research has hitherto paid scant attention to the question of how students experience such student–staff collabor…
Deep and surface learning in problem-based learning
In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether a…
How feedback can foster professional growth of teachers in the clinical workplace
Problem‐based learning
Context Problem‐based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well‐structured, and dysfunctional tutorial groups. Purpose The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectivel…
Quality issues in judging portfolios
This article addresses the choice of the most appropriate procedure for the assessment of portfolios used in teacher and lecturer assessment. A characteristic of modern assessment modes, including portfolios, is that the information they provide is often qualitative and derived from different contexts. Unambiguous, objective rating of portfolios is difficult to achieve, because the richness and uniqueness of the contents of the portfolio necessit…
Using a conceptual framework and the opinions of portfolio experts to develop a teaching portfolio prototype
Quality issues in judging portfolios
This article addresses the choice of the most appropriate procedure for the assessment of portfolios used in teacher and lecturer assessment. A characteristic of modern assessment modes, including portfolios, is that the information they provide is often qualitative and derived from different contexts. Unambiguous, objective rating of portfolios is difficult to achieve, because the richness and uniqueness of the contents of the portfolio necessit…
Using a conceptual framework and the opinions of portfolio experts to develop a teaching portfolio prototype
Problem‐based learning
Context Problem‐based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well‐structured, and dysfunctional tutorial groups. Purpose The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectivel…
Quality issues in judging portfolios
This article addresses the choice of the most appropriate procedure for the assessment of portfolios used in teacher and lecturer assessment. A characteristic of modern assessment modes, including portfolios, is that the information they provide is often qualitative and derived from different contexts. Unambiguous, objective rating of portfolios is difficult to achieve, because the richness and uniqueness of the contents of the portfolio necessit…
How feedback can foster professional growth of teachers in the clinical workplace
Deep and surface learning in problem-based learning
In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether a…
A students’ take on student–staff partnerships
Students do not always feel that their ideas for improving educational quality are taken seriously. Student–staff partnerships may help take this feeling away. In such partnerships, students equally collaborate with staff and participate in shared decision-making and implementation processes for improving education. However, empirical research has hitherto paid scant attention to the question of how students experience such student–staff collabor…
Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education
PURPOSE: This study sought to identify key features of an organizational quality culture and explore how these features contribute to continuous quality improvement of undergraduate medical education. METHOD: Between July and December 2018, researchers from Maastricht University in the Netherlands conducted a multicenter focus group study among 6 education quality advisory committees. Participants were 22 faculty and 18 student representatives af…
Staged-release problem-based learning revitalizes medical students' intrinsic motivation and clinical reasoning
INTRODUCTION: Problem-based learning (PBL) is central to many curricula, yet reports of 'PBL fatigue' and inconsistent gains in clinical reasoning suggest room for improvement. Grounded in Self-Determination Theory, we designed a Staged-Release Model (SRM) to enhance students' intrinsic motivation and refine clinical reasoning. This study evaluated the SRM's initial implementation by examining its association with medical students' intrinsic moti…
Psychology (7 works) · Mathematics education (5 works) · Pedagogy (5 works) · Computer Science (4 works) · Evaluation of Teaching Practices (4 works) · Medical education (4 works) · Medicine (4 works) · Innovations in Medical Education (3 works) · Problem and Project Based Learning (3 works) · Sociology (3 works)