Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education
Suzanne Schut, Lauren A. Maggio, Sylvia Heeneman, Jan van Tartwijk, Cees van der Vleuten, Erik Driessen
Dual processing theory and expertsʼ reasoning: exploring thinking on national multiple-choice questions
Steven J. Durning, Ting Dong, Anthony R. Artino, Cees van der Vleuten, Eric Holmboe, Lambert Schuwirth
Exploring perspectives on health professions education scholarship units from sub-Saharan Africa
Susan van Schalkwyk, Bridget C. O’Brien, Cees van der Vleuten, Tim J. Wilkinson, Ilse Meyer, Anna M. S. Schmutz
Beyond standard checklist assessment: Question sequence may impact student performance
Jeff LaRochelle, Steven J. Durning, John R. Boulet, Cees van der Vleuten, Jeroen van Merrienboer, Jeroen Donkers
Progress test utopia
Cees van der Vleuten, Adrian Freeman, Carlos Fernando Collares
Librarian-Led Assessment of Medical Students’ Evidence-Based Medicine Competency: Facilitators and Barriers
Joey Nicholson, Caitlin Plovnick, Cees van der Vleuten, Anique B. H. de Bruin, Adina Kalet
Computer Testing, Formative or Summative, and Proctoring: Does it Matter? Lessons Learned From the Dutch Interuniversity Progress Test of Medicine During the Corona Pandemic
Jan Hindrik Ravesloot, Jeroen Donkers, Ariadne A. Meiboom, Alexandra M. J. Langers, Bram Jacobs, Rene Tio, Cees van der Vleuten, Andreas J. A. Bremers