How Expertise Is Created in Emerging Professional Fields
Promoting, Assessing, Recognizing and Certifying Lifelong Learning (2014)
What and how advanced medical students learn from reasoning through multiple cases
Instructional Science (2012)
Exploring formative feedback on textual assignments with the help of automatically created visual representations
Journal of Computer Assisted Learning (2012)
Scripts and clinical reasoning.
Medical Education (2007)
Do short cases elicit different thinking processes than factual knowledge questions do?
Medical Education (2001)
The Role of Education in Selection and Allocation in the Labour Market : An Empirical Study in the Medical Field
Educationals Economics (2005)
Exploring teachers’ will to learn
Teaching and Teacher Education (2006)
Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning.
Medical education (2007)
The challenge of self ‐ directed and self ‐ regulated learning in vocational education: A theoretical analysis and synthesis of requirements
Journal of Vocational Education (2010)
Scripts and medical diagnostic knowledge: theory and applications for clinical reasoning instruction and research
Academic Medicine (2000)
On acquiring expertise in medicine
Educational Psychology Review (1993)
De ontwikkeling van medische expertise: een cognitief-psychologische benadering
On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices
Cognitive Science (1992)
A cognitive perspective on medical expertise: Theory and implications.
Academic Medicine (1990)
Expertise related differences in conceptual and ontological knowledge in the legal domain.
European Journal of Cognitive Psychology (2008)
Effects of conceptual knowledge and availability of information sources on law students’ legal reasoning
Instructional Science (2008)
Competence indicators in academic education and early labour market success of graduates in health sciences
Journal of Education and Work (2006)
Problem based learning : Cognitive and metacognitive processes during problem analysis Cognitive and metacognitive processes in Problem Based Learning
Educational Research (1996)
professor of the learning sciences
Open University Netherlands
March 2002 - Present
April 1979 - February 2002 (22 years 10 months)