What would happen to education if we take education evidence seriously?

Koh GC-H Khoo HE Wong ML Koh D The effects of problem-based learning during medical school on physician competency: a systematic review Can Med Assoc J 2008 178 1 34 41 10.1503/cmaj.070565

Schmidt HG Van der Molen HT Te Winkel WWR Wijnen WHFW Constructivist, problem-based learning does work: a meta-analysis of curricular comparisons involving a single medical school Educ Psychol 2009 44 4 227 249 10.1080/00461520903213592

Norman G Problem-based learning makes a difference. But why? Can Med Assoc J 2008 178 1 61 62 10.1503/cmaj.071590

Cook DA Bordage G Schmidt HG Description, justification and clarification: a framework for classifying the purposes of research in medical education Med Educ 2008 42 2 128 133 18194162 10.1111/j.1365-2923.2007.02974.x

van der Vleuten CP Schuwirth LW Scheele F Driessen EW Hodges B The assessment of professional competence: building blocks for theory development Best Pract Res Clin Obstet Gynaecol 2010 24 6 703 719 20510653 10.1016/j.bpobgyn.2010.04.001

Gardner H The mind’s new science: a history of the cognitive revolution 2008 NewYork Basic Books

Levin JR Elaboration-based learning strategies: powerful theory = powerful application Contemp Educ Psychol 1988 13 3 191 205 10.1016/0361-476X(88)90020-3

Van Blankenstein FM Elaboration during problem-based, small group discussion 2011 Maastricht Maastricht University

Johnson DW Johnson RT Smith K The state of cooperative learning in postsecondary and professional settings Educ Psychol Rev. 2007 19 15 29 10.1007/s10648-006-9038-8

Shute VJ Focus on formative feedback Rev Educ Res. 2008 78 1 153 189 10.3102/0034654307313795

Hattie J Timperley H The power of feedback Rev Educ Res. 2007 77 81 112 10.3102/003465430298487

Archer JC State of the science in health professional education: effective feedback Med Educ 2010 44 1 101 108 20078761 10.1111/j.1365-2923.2009.03546.x

Watling C Driessen E Vleuten CP Vanstone M Lingard L Beyond individualism: professional culture and its influence on feedback Med Educ 2013 47 6 585 594 23662876 10.1111/medu.12150

Govaerts MJB Van der Vleuten CPM Validity in work-based assessment: expanding our horizons Med Educ 2013 47 12 1164 1174 24206150 10.1111/medu.12289

Daelmans HE van der Hem-Stokroos HH Hoogenboom RJ Scherpbier AJ Stehouwer CD van der Vleuten CP Feasibility and reliability of an in-training assessment programme in an undergraduate clerkship Med Educ 2004 38 12 1270 1277 1:STN:280:DC%2BD2crpsVaquw%3D%3D 15566538 10.1111/j.1365-2929.2004.02019.x

Van den Eertwegh V Van Dalen J Van Dulmen S Van der Vleuten CPM Residents’ perceived barriers to communication skills learning: comparing two medical working contexts in postgraduate training Patient Educ Couns 2014 95 91 97 24468200 10.1016/j.pec.2014.01.002

Driessen EW Overeem K Walsh K Mentoring Oxford textbook of medical education 2013 London Oxford University Press 265 284

Watling C Driessen E Vleuten CP Vanstone M Lingard L Music lessons: revealing medicine’s learning culture through a comparison with that of music Med Educ 2013 47 8 842 850 23837431 10.1111/medu.12235

Deci EL Vallerand RJ Pelletier LG Ryan RM Motivation and education: the self-determination perspective Educ Psychol. 1991 26 3–4 325 346 10.1080/00461520.1991.9653137

Ten Cate OTJ Kusurkar RA Williams GC How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59 Med Teach 2011 33 12 961 973 22225433 10.3109/0142159X.2011.595435

Holmboe E Ginsburg S Bernabeo E The rotational approach to medical education: time to confront our assumptions? Med Educ 2011 45 1 69 80 21155870 10.1111/j.1365-2923.2010.03847.x

Bernabeo EC Holtman MC Ginsburg S Rosenbaum JR Holmboe ES Lost in transition: the experience and impact of frequent changes in the inpatient learning environment Acad Med 2011 86 5 591 598 21436668 10.1097/ACM.0b013e318212c2c9

Wagenaar A Scherpbier AJ Boshuizen HP Van der Vleuten CP The importance of active involvement in learning: a qualitative study on learning results and learning processes in different traineeships Adv Health Sci Educ Theory Pract. 2003 8 3 201 212 1:STN:280:DC%2BD3svpsFCmtg%3D%3D 14574045 10.1023/A:1026036707461

Ramanan RA Taylor WC Davis RB Phillips RS Mentoring matters. Mentoring and career preparation in internal medicine residency training J Gen Intern Med 2006 21 4 340 345 1484727 16686809 10.1111/j.1525-1497.2006.00346.x

Straus SE Chatur F Taylor M Issues in the mentor–mentee relationship in academic medicine: a qualitative study Acad Med 2009 84 1 135 139 19116493 10.1097/ACM.0b013e31819301ab

Williams LL Levine JB Malhotra S Holtzheimer P The good-enough mentoring relationship Acad Psychiatr 2004 28 2 111 115 10.1176/appi.ap.28.2.111

Sambunjak D Straus S Marusic A A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine J Gen Intern Med 2010 25 1 72 78 2811592 19924490 10.1007/s11606-009-1165-8

Overeem K Lombarts M Arah OA Klazinga NS Grol RP Wollersheim HC Three methods of multi-source feedback compared: a plea for narrative comments and coworkers’ perspectives Med Teach 2010 32 2 141 147 1:STN:280:DC%2BC3c7hsVCntg%3D%3D 20163230 10.3109/01421590903144128

Zerzan JT Hess R Schur E Phillips RS Rigotti N Making the most of mentors: a guide for mentees Acad Med 2009 84 1 140 144 19116494 10.1097/ACM.0b013e3181906e8f

Driessen E van Tartwijk J Dornan T The self critical doctor: helping students become more reflective Br Med J 2008 336 7648 827 830 10.1136/bmj.39503.608032.AD

Bakker AB Schaufeli WB Positive organizational behavior: engaged employees in flourishing organizations J Organ Behav 2008 29 2 147 154 10.1002/job.515

Seligman ME Csikszentmihalyi M Positive psychology: an introduction Am Psychol Assoc 2000 55 1 5 14 1:STN:280:DC%2BD3MzhvVKitA%3D%3D 10.1037/0003-066X.55.1.5

Bakker AB Schaufeli WB Leiter MP Taris TW Work engagement: an emerging concept in occupational health psychology Work Stress 2008 22 3 187 200 10.1080/02678370802393649

Bakker AB Demerouti E Towards a model of work engagement Career Dev Int 2008 13 3 209 223 10.1108/13620430810870476

Hakanen JJ Schaufeli WB Ahola K The job demands-resources model: a three-year cross-lagged study of burnout, depression, commitment, and work engagement Work Stress 2008 22 3 224 241 10.1080/02678370802379432

Ryan RM Deci EL Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being Am Psychol 2000 55 1 68 1:STN:280:DC%2BD3MzhvVKiug%3D%3D 11392867 10.1037/0003-066X.55.1.68

Al-Faris EA Irfan F Van der Vleuten CP The prevalence and correlates of depressive symptoms from an arabian setting: a wake up call Med Teach 2012 34 Suppl 1 S32 S36 22409188 10.3109/0142159X.2012.656755

Teunissen PW Westerman M Junior doctors caught in the clash: the transition from learning to working explored Med Educ 2011 45 10 968 970 21916936 10.1111/j.1365-2923.2011.04052.x

Teunissen P Scheele F Scherpbier A How residents learn: qualitative evidence for the pivotal role of clinical activities Med Educ 2007 41 8 763 770 1:STN:280:DC%2BD2svksVaitQ%3D%3D 17661884 10.1111/j.1365-2923.2007.02778.x

Dornan T Boshuizen H King N Scherpbier A Experience-based learning: a model linking the processes and outcomes of medical students’ workplace learning Med Educ 2007 41 1 84 91 17209896 10.1111/j.1365-2929.2006.02652.x

Diemers A Dolmans D Santen M Luijk S Janssen-Noordman A Scherpbier AJ Students’ perceptions of early patient encounters in a PBL curriculum: a first evaluation of the Maastricht experience Med Teach 2007 29 2–3 135 142 17701623 10.1080/01421590601177990

Mann KV Theoretical perspectives in medical education: past experience and future possibilities Med Educ 2011 45 1 60 68 21155869 10.1111/j.1365-2923.2010.03757.x

Lave J Wenger E Situated learning: legitimate peripheral participation 1991 Cambridge Cambridge University Press 10.1017/CBO9780511815355

Ogur B Hirsh D Krupat E Bor D The Harvard Medical School-Cambridge integrated clerkship: an innovative model of clinical education Acad Med 2007 82 4 397 404 17414198 10.1097/ACM.0b013e31803338f0

Couper I Worley P Strasser R Strasser I Rural longitudinal integrated clerkships: lessons from two programs on different continents Rural Remote Health 2011 11 2 1665 21449620

Hauer KE O’Brien B Poncelet AN Longitudinal, integrated clerkship education: better for learners and patients Acad Med 2009 84 7 821 19550168 10.1097/ACM.0b013e3181a824bc

Strasser R Hirsh D Longitudinal integrated clerkships: transforming medical education worldwide? Med Educ 2011 45 5 436 437 21486319 10.1111/j.1365-2923.2011.03939.x

Norcini J Burch V Workplace-based assessment as an educational tool: AMEE Guide No. 31 Med Teach 2007 29 9 855 871 18158655 10.1080/01421590701775453

Vleuten C Verhoeven B In-training assessment developments in postgraduate education in Europe ANZ J Surg. 2013 83 6 454 459 23627525 10.1111/ans.12190

Norman GR Van der Vleuten CPM Newble DI International handbook of research in medical education 2002 Dordrecht Kluwer Academic Publishers

Daniel J. Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. J Interactive Media Educ. 2012.

Vardi MY Will MOOCs destroy academia? Commun ACM 2012 55 11 5 10.1145/2366316.2366317

Prober CG Heath C Lecture halls without lectures—a proposal for medical education New Engl J Med. 2012 366 18 1657 1659 1:CAS:528:DC%2BC38XmsFyms7w%3D 22551125 10.1056/NEJMp1202451

Bergmann J Sams A Flip your classroom: reach every student in every class every day 2012 Eugene International Society for Technology in Education

McLaughlin JE Roth MT Glatt DM The flipped classroom: a course redesign to foster learning and engagement in a health professions school Acad Med 2014 89 2 236 243 24270916 10.1097/ACM.0000000000000086

Van Merriënboer JJG Kirschner PA Ten steps to complex learning: A systematic approach to four-component instructional design 2007 Mahwah Lawrence Erlbaum Associates

Bland CJ Starnaman S Wersal L Moorhead-Rosenberg L Zonia S Henry R Curricular change in medical schools: how to succeed Acad Med 2000 75 6 575 594 1:STN:280:DC%2BD3czjtFOmtQ%3D%3D 10875502 10.1097/00001888-200006000-00006

Frambach J. The cultural complexity of PBL across the world. Doctoral dissertation, Maastricht University; 2014.

Prosser M Trigwell K Relations between perceptions of the teaching environment and approaches to teaching Br J Educ Psychol 1997 67 1 25 35 9114729 10.1111/j.2044-8279.1997.tb01224.x

Ajzen I The theory of planned behavior Organ Behav Hum Decis Process 1991 50 2 179 211 10.1016/0749-5978(91)90020-T

Godin G Kok G The theory of planned behavior: a review of its applications to health-related behaviors Am J Health Promot 1996 11 2 87 98 1:STN:280:DyaK2s7jt1OltA%3D%3D 10163601 10.4278/0890-1171-11.2.87

Davis DA Thomson MA Oxman AD Haynes RB Changing physician performance. A systematic review of the effect of continuing medical education strategies JAMA 1995 274 700 705 1:STN:280:DyaK2MznvFWltg%3D%3D 7650822 10.1001/jama.1995.03530090032018

Grol R Grimshaw J From best evidence to best practice: effective implementation of change in patients’ care Lancet 2003 362 9391 1225 1230 14568747 10.1016/S0140-6736(03)14546-1