A
Albert J. J. A. Scherpbier
Researcher at Maastricht University
Publications - 391
Citations - 17316
Albert J. J. A. Scherpbier is an academic researcher from Maastricht University. The author has contributed to research in topics: Curriculum & Competence (human resources). The author has an hindex of 69, co-authored 391 publications receiving 15318 citations. Previous affiliations of Albert J. J. A. Scherpbier include Life Sciences Institute & Open University.
Papers
More filters
Journal ArticleDOI
Learning in context: identifying gaps in research on the transfer of medical communication skills to the clinical workplace.
Valerie van den Eertwegh,Sandra van Dulmen,Sandra van Dulmen,Jan van Dalen,Albert J. J. A. Scherpbier,Cees P. M. van der Vleuten +5 more
TL;DR: A shift in focus for future research is proposed: beyond isolated single factor effectiveness studies toward constructivist, non-reductionistic studies integrating the context.
Journal ArticleDOI
Update on Training Models in Endourology: A Qualitative Systematic Review of the Literature between January 1980 and April 2008
TL;DR: Because the validation studies published so far are few in number, have low evidence levels, and are composed of only a few RCTs, it is important to determine which of these models are most valuable for postgraduate training.
Journal ArticleDOI
The impacts of supervision, patient mix, and numbers of students on the effectiveness of clinical rotations.
Diana H. J. M. Dolmans,Ineke H. A. P. Wolfhagen,Gerard G.M. Essed,Albert J. J. A. Scherpbier,Cees P. M. van der Vleuten +4 more
TL;DR: The effectiveness of clinical rotations depends on the supervision provided and patient mix, but not the number of students, and high-quality supervision guarantees at least a sufficient score for the rotation's effectiveness, irrespective of the level of patient mix.
Journal ArticleDOI
The impact of clerkships on students’ specialty preferences: what do undergraduates learn for their profession?
TL;DR: This study aimed to clarify the effects of clerkships on specialty choice and to identify explanatory factors.
Journal ArticleDOI
The development of an instrument for evaluating clinical teachers: involving stakeholders to determine content validity.
Renée E. Stalmeijer,Diana H. J. M. Dolmans,Ineke H. A. P. Wolfhagen,Arno M. M. Muijtjens,Albert J. J. A. Scherpbier +4 more
TL;DR: The cognitive apprenticeship model appears to offer a useful framework for the development of an evaluation instrument aimed at providing feedback to individual clinical teachers on the quality of student supervision, and further studies in larger populations will have to establish the instrument's statistical validity and generalizability.