Cees Van Der Vleuten

Dados Biográficos

ID3482801
NOMECees Van Der Vleuten
PRENOMESCees
SOBRENOMEVan Der Vleuten
ASSINATURAVAN DER VLEUTEN C
AFILIAÇÕESMaastricht University
ORCID0000-0001-6802-3119
VERIFICADOSim
TOTAL DE OBRAS45
TOTAL DE CITAÇÕES15
TOTAL COMO AUTOR45
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO1982
ANO MAIS RECENTE DE PUBLICAÇÃO2024
ÍNDICE H2

  • Unravelling workplace educators’ judgment processes when assessing students’ performance at the workplace

    Open AccessM E De Vos, Liesbeth Baartman et al.ARTICLEJournal of Vocational Education…2024

    The assessment of workplace learning by educators at the workplace is a complex and inherently social process, as the workplace is a participatory learning environment. We therefore propose seeing assessment as a process of judgment embedded in a community of practice and to this purpose use the philosophy of inferentialism to unravel the judgment process of workplace educators by seeing it as an interrelated system of judgments, actions and reas…

  • Online clinical reasoning simulator for medical students grounded on dual‐process theory

    Open AccessEduardo Hornos, Eduardo Pleguezuelos et al.ARTICLEMedical Education2024

    The data that support the findings of this study are available from the corresponding author upon reasonable request

  • Competency-based medical education

    Daniel J Schumacher, Benjamin Kinnear et al.ARTICLEMedical Teacher2024

    High-value care is what patients deserve and what healthcare professionals should deliver. However, it is not what happens much of the time. Quality improvement master Dr. Don Berwick argued more than two decades ago that American healthcare needs an escape fire, which is a new way of seeing and acting in a crisis situation. While coined in the U.S. context, the analogy applies in other Western healthcare contexts as well. Therefore, in this pape…

  • Marking parties for marking written assessments

    Emma Vaccari, Joyce Moonen-van Loon et al.ARTICLEMedical Teacher2024

    In programmes of assessment with both high and low-stakes assessments, the inclusion of open-ended long answer questions in the high-stakes examination can contribute to driving deeper learning among students. However, in larger institutions, this would generate a seemingly insurmountable marking workload. In this study, we use a focused ethnographic approach to explore how such a marking endeavour can be tackled efficiently and pragmatically. In…

  • Reliability, validity and acceptability of an online clinical reasoning simulator for medical students

    Open AccessEduardo Hornos, Eduardo Pleguezuelos et al.ARTICLEMedical Teacher2024

    INTRODUCTION: Clinical reasoning skills are essential for decision-making. Current assessment methods are limited when testing clinical reasoning and management of uncertainty. This study evaluates the reliability, validity and acceptability of Practicum Script, an online simulation-based programme, for developing medical students' clinical reasoning skills using real-life cases. METHODS: = 1502 students completing at least 80% of cases). Classic…

  • Students’ perceptions of the assessment programme’s impact on self-regulated learning

    Open AccessLonneke H Schellekens, Marieke van der Schaaf et al.ARTICLEAssessment & Evaluation in Higher…2024

    It is assumed that a programmatic approach to assessment supports students’ self-regulated learning (SRL). This study investigated students’ perceptions of this assumed support. Using a multiple-case study design, this study examined students’ perceptions in two distinct study programmes. In each case, first-year students were enrolled in an assessment programme that was designed in accordance with the principles of programmatic assessment, which…

  • Medical school service regions in Canada

    Open AccessCassandra Barber, Cees Van Der Vleuten et al.ARTICLEMedical Education Online2024

    This study highlights the importance of considering both medical specialty and practice location of graduates when planning and retaining the physician workforce. The observed retention patterns among graduates are a critical aspect of addressing societal needs and represent an intermediate step towards achieving health equity. Furthermore, graduate retention patterns serve as an outcome measure for schools to demonstrate their commitment to soci…

  • Between theory and practice

    Open AccessLonneke H Schellekens, Wim D J Kremer et al.ARTICLEFrontiers in Education2023

    Introduction The shift toward an assessment for learning culture includes assessment quality criteria that emphasise the learning process, such as transparency and learning impact, in addition to the traditional validity and reliability criteria. In practice, the quality of the assessment depends on how the criteria are interpreted and applied. We explored how educators perceive and achieve assessment quality, as well as how they perceive assessm…

  • Perceived control decisions in preparation for a summative achievement test in higher education

    Open AccessJeroen van der Linden, Tamara van Schilt-Mol et al.ARTICLEFrontiers in Education2023

    Most courses in higher education finish with one or more assessments which commonly all have to be passed. In these courses, student learning is commonly measured using conventional classroom tests, therefore test preparation is a common task for students. In higher education, compared with students’ prior education, they are faced with a more complex curriculum and have to perform their studies with less guidance and limited resources. Therefore…

  • Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity

    Open AccessJohan Renes, Cees Van Der Vleuten et al.ARTICLEMedical Teacher2023

    Multiple choice questions (MCQs) suffer from cueing, item quality and factual knowledge testing. This study presents a novel multimodal test containing alternative item types in a computer-based assessment (CBA) format, designated as Proxy-CBA. The Proxy-CBA was compared to a standard MCQ-CBA, regarding validity, reliability, standard error of measurement, and cognitive load, using a quasi-experimental crossover design. Biomedical students were r…

  • Programmatic assessment design choices in nine programs in higher education

    Open AccessLiesbeth Baartman, Tamara van Schilt-Mol et al.ARTICLEFrontiers in Education2022

    In programmatic assessment (PA), an arrangement of different assessment methods is deliberately designed across the entire curriculum, combined and planned to support both robust decision-making and student learning. In health sciences education, evidence about the merits and pitfalls of PA is emerging. Although there is consensus about the theoretical principles of PA, programs make diverse design choices based on these principles to implement P…

  • Supporting Teachers in Improving Formative Decision-Making

    Open AccessJanneke van der Steen, Tamara van Schilt-Mol et al.ARTICLEFrontiers in Education2022

    Formative assessment is considered as one of the most effective interventions to support teacher decision-making and improve education and student learning. However, formative assessment does not always meet these expectations. In order to be effective, formative assessment activities should be consciously and coherently planned aligned with other aspects of the curriculum and the decisions teachers wish to make based on these activities. While t…

  • Implementation of Programmatic Assessment

    Open AccessMarjan Govaerts, Cees Van Der Vleuten et al.ARTICLEEducation Sciences2022

    In the past few decades, health professions education programmes around the world have embraced the competency-based paradigm to guide the education and assessment of future healthcare workers [...]

  • 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…

  • The pursuit of fairness in assessment

    Nyoli Valentine, Steven J Durning et al.ARTICLEMedical Teacher2022

    Health professions education has undergone significant changes over the last few decades, including the rise of competency-based medical education, a shift to authentic workplace-based assessments, and increased emphasis on programmes of assessment. Despite these changes, there is still a commonly held assumption that objectivity always leads to and is the only way to achieve fairness in assessment. However, there are well-documented limitations …

  • Entrustment Unpacked

    Benjamin Kinnear, Eric J Warm et al.ARTICLEAcademic Medicine2021

    Educators use entrustment, a common framework in competency-based medical education, in multiple ways, including frontline assessment instruments, learner feedback tools, and group decision making within promotions or competence committees. Within these multiple contexts, entrustment decisions can vary in purpose (i.e., intended use), stakes (i.e., perceived risk or consequences), and process (i.e., how entrustment is rendered). Each of these cha…

  • 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…

  • 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…

  • A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)

    Open AccessLonneke H Schellekens, Harold G J Bok et al.ARTICLEStudies In Educational Evaluation2021

    Associations between assessment and learning are widely studied and often organized around the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Although these notions are appealing in theory, the notions are unclear constructs to comprehend, as both their definitions and their practice are used inconsistently in educational research. We present a synthesis of common characteristics among th…

  • Resident-Sensitive Quality Measures in the Pediatric Emergency Department

    Daniel J Schumacher, Eric S Holmboe et al.ARTICLEAcademic Medicine2020

    PURPOSE: This study explores the associations between resident-sensitive quality measures (RSQMs) and supervisor entrustment as well as between RSQMs and patient acuity and complexity for encounters in the pediatric emergency department (PED) in which residents are caring for patients. METHOD: Pediatric residents rotating through Cincinnati Children's Hospital Medical Center PED as well as supervising pediatric emergency medicine faculty and fell…

  • Use of Resident-Sensitive Quality Measure Data in Entrustment Decision Making

    Daniel J Schumacher, Abigail Martini et al.ARTICLEAcademic Medicine2020

    PURPOSE: Resident-sensitive quality measures (RSQMs) are quality measures that are likely performed by an individual resident and are important to care quality for a given illness of interest. This study sought to explore how individual clinical competency committee (CCC) members interpret, use, and prioritize RSQMs alongside traditional assessment data when making a summative entrustment decision. METHOD: In this constructivist grounded theory s…

  • Years Later

    Open AccessSusan Humphrey‐Murto, Susan Humphrey-Murto et al.ARTICLEAcademic Medicine2020

    PURPOSE: Internationally, health professions education scholarship units (HPESUs) are often developed to promote engagement in educational scholarship, yet little is known about how HPESUs change over time or what factors support their longevity. In hopes of helping HPESUs thrive, this study explored factors that shaped the evolution of 8 HPESUs over the past 14 years. METHOD: This study involved retrospective case-study analysis of the 8 America…

  • Between trust and control

    Open AccessSuzanne Schut, Sylvia Heeneman et al.ARTICLEMedical Education2020

  • An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles

    Open AccessJohanna C G Jacobs, Janneke Wilschut et al.ARTICLEMedical Teacher2020

    Introduction: Teachers’ conceptions of learning and teaching (COLT) affect their teaching behaviour. The 18 item COLT instrument has been developed in the Netherlands and comprises three scales, ‘teacher centredness’, ‘appreciation of active learning’ and ‘orientation to professional practice’. Previously we found five teacher profiles. The aim of this study was to find out if the COLT instrument can be used in an international setting.Methods: D…

  • 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…