Signs of erosion: Reflections on three decades of problem-based learning at Maastricht University JHC Moust, HJMV Berkel, HG Schmidt Higher education 50, 665-683, 2005 | 451 | 2005 |
Motivation to commit oneself as a determinant of achievement in problem-based learning HJM Van Berkel, HG Schmidt Higher Education 40, 231-242, 2000 | 233 | 2000 |
The influence of tutoring competencies on problems, group functioning and student achievement in problem‐based learning HJM Van Berkel, DHJM Dolmans Medical Education 40 (8), 730-736, 2006 | 202 | 2006 |
Toetsen in het hoger onderwijs H Van Berkel Bohn stafleu van Loghum, 2017 | 102 | 2017 |
Lessons from problem-based learning H van Berkel, A Scherpbier, H Hillen, C van der Vleuten OUP Oxford, 2010 | 100 | 2010 |
Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum LD Leatemia, AP Susilo, H van Berkel International journal of medical education 7, 385, 2016 | 76 | 2016 |
Superficial and deep learning approaches among medical students in an interdisciplinary integrated curriculum HM Mirghani, M Ezimokhai, S Shaban, HJM van Berkel Education for Health 27 (1), 10-14, 2014 | 76 | 2014 |
Problem-based learning as an educational strategy PAJ Bouhuijs, HG Schmidt, HJM Van Berkel Network publications, 1993 | 68 | 1993 |
The influence of progress tests and block tests on study behaviour HJM Van Berkel, HJP Nuy, T Geerligs Instructional Science 22, 317-333, 1994 | 62 | 1994 |
On the additional value of lectures in a problem-based curriculum H Van Berkel, H Schmidt Education for Health 18 (1), 45-61, 2005 | 47 | 2005 |
The relationship between students’ small group activities, time spent on self-study, and achievement RJA Kamp, DHJM Dolmans, HJM van Berkel, HG Schmidt Higher Education 64, 385-397, 2012 | 46 | 2012 |
Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education JCG Jacobs, SJ Van Luijk, H Van Berkel, CPM Van der Vleuten, G Croiset, ... Medical teacher 34 (7), e483-e491, 2012 | 45 | 2012 |
The effect of midterm peer feedback on student functioning in problem-based tutorials RJA Kamp, DHJM Dolmans, HJM Van Berkel, HG Schmidt Advances in Health Sciences Education 18, 199-213, 2013 | 43 | 2013 |
Can students adequately evaluate the activities of their peers in PBL? RJA Kamp, DHJM Dolmans, HJM Van Berkel, HG Schmidt Medical Teacher 33 (2), 145-150, 2011 | 33 | 2011 |
Reliability and validity of a tutorial group effectiveness instrument VS Singaram, CPM Van Der Vleuten, H Van Berkel, DHJM Dolmans Medical teacher 32 (3), e133-e137, 2010 | 33 | 2010 |
Assessment in a problem-based medical curriculum HJM Van Berkel Higher education 19 (2), 123-146, 1990 | 27 | 1990 |
Zicht op toetsen: Toetsconstructie in het hoger onderwijs HJM Berkel Van Gorcum, 1999 | 26 | 1999 |
Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement RJA Kamp, HJM van Berkel, HE Popeijus, J Leppink, HG Schmidt, ... Advances in Health Sciences Education 19, 53-69, 2014 | 24 | 2014 |
The Dutch system of external quality assessment: Description and experiences HJM Van Berkel, HAP Wolfhagen Education for Health 15 (3), 335-345, 2002 | 24 | 2002 |
Quality assurance of teaching and learning: Enhancing the quality culture D Dolmans, RE Stalmeijer, HJM Van Berkel, I Wolfhagen Medical Education: Theory and Practice. Edinburgh: Churchill Livingston …, 2011 | 18 | 2011 |