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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.
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Journal ArticleDOI
Students' views on the use of real patients and simulated patients in undergraduate medical education.
Lonneke Bokken,Jan-Joost Rethans,Lonneke van Heurn,Robbert Duvivier,Albert J. J. A. Scherpbier,Cees P. M. van der Vleuten +5 more
TL;DR: To determine students’ views about the strengths and weaknesses of real patient interactions as opposed to simulated patient (SP) interactions in the undergraduate medical curriculum, focus-group interviews were conducted among fourth- and fifth-year medical students at Maastricht University in 2007.
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How can medical students learn in a self-directed way in the clinical environment? Design based research
TL;DR: Whether and under what conditions medical students can learn in a self‐directed manner in a clinical environment in the clinical environment is established.
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Workplace Learning from a Socio-Cultural Perspective: Creating Developmental Space during the General Practice Clerkship.
J. van der Zwet,P. J. Zwietering,Pim W. Teunissen,Pim W. Teunissen,C. P. M. van der Vleuten,Albert J. J. A. Scherpbier +5 more
TL;DR: It is shown that students needed developmental space to be able to learn and develop their professional identity and that further research from a socio-cultural perspective should also explore other aspects of workplace learning in medical education.
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How and what do medical students learn in clerkships? Experience based learning (ExBL)
Tim Dornan,Naomi Tan,H.P.A. Boshuizen,Rachel Gick,Rachel Isba,Karen Mann,Karen Mann,Albert J. J. A. Scherpbier,John Spencer,Elizabeth Timmins +9 more
TL;DR: It is concluded that clerkship education takes place within relationships between students, patients, and doctors, supported by informal, individual, contextualised, and affective elements of the learned curriculum, alongside formal, standardised aspects of the taught and assessed curriculum.
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Who wants feedback? An investigation of the variables influencing residents' feedback-seeking behavior in relation to night shifts.
Pim W. Teunissen,Diederik A. Stapel,Cees P. M. van der Vleuten,Albert J. J. A. Scherpbier,K. Boor,Fedde Scheele +5 more
TL;DR: This study showed that some residents actively seek feedback, and that residents’ feedback-seeking behavior partially depends on attending physicians’ supervisory style.