Barriers to Implementing Shared Decision-Making in Postgraduate Medical Education: The Role of Disease-Centered Beliefs
Laura Alexandra van der Woude, Gera A. Welker, Paul L. P. Brand, Suzanne Festen
Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment
Paul L. P. Brand, A. Debbie C. Jaarsma, Cees P. M. van der Vleuten
Workplace mentoring of residents in generic competencies by an independent coach
Jos A. Stigt, Janine H. Koele, Paul L. P. Brand, Debbie A. C. Jaarsma, Irene A. Slootweg
Case presentation methods: a randomized controlled trial of the one-minute preceptor versus SNAPPS in a controlled setting
Eleonora D. T. Fagundes, Cássio C. Ibiapina, Cristina G. Alvim, Rachel A. F. Fernandes, Marco Antônio Carvalho-Filho, Paul L. P. Brand
Role modelling in the training of hospital-based medical specialists: a validation study of the Role Model Apperception Tool (RoMAT)
Miran Said, Ria H. G. A. Jochemsen-van der Leeuw, Bea Spek, Paul L. P. Brand, Nynke van Dijk
Impact of deliberate practice on evidence-based medicine attitudes and behaviours of health care professionals
Eelco Draaisma, Lauren A. Maggio, Jolita Bekhof, A. Debbie C. Jaarsma, Paul L. P. Brand
From Competence by Time to Competence by Design: Lessons From A National Transformation Initiative
Jason R. Frank, Andrew K. Hall, Anna Oswald, J. Damon Dagnone, Paul L. P. Brand, Richard Reznick
The learning environment and resident burnout: a national study
Stefan N. van Vendeloo, David J. Prins, Cees C. P. M. Verheyen, Jelle T. Prins, Fleur van den Heijkant, Frank M.M. A. van der Heijden, Paul L. P. Brand
COVID-19: a unique learning opportunity if the well-being of learners and frontline workers is adequately supported
Paul L. P. Brand
The application of the tracer method with peer observation and formative feedback for professional development in clinical practice: a scoping review
Rudi A. Steenbruggen, Marjo J. M. Maas, Thomas J. Hoogeboom, Paul L. P. Brand, Philip J. van der Wees