Author
Henk T. van der Molen
Other affiliations: University of Groningen
Bio: Henk T. van der Molen is an academic researcher from Erasmus University Rotterdam. The author has contributed to research in topics: Problem-based learning & Personality. The author has an hindex of 23, co-authored 77 publications receiving 2365 citations. Previous affiliations of Henk T. van der Molen include University of Groningen.
Papers published on a yearly basis
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TL;DR: In this paper, the authors summarize effects of a single well-established problem-based curriculum rather than to add up sometimes-conflicting findings from different problem based curricula, concluding that students and graduates from the particular curriculum perform much better in the area of interpersonal skills, and with regard to practical medical skills.
Abstract: Effects of problem-based learning as reported in curricular comparison studies have been shown to be inconsistent over different medical schools. Therefore, we decided to summarize effects of a single well-established problem-based curriculum rather than to add up sometimes-conflicting findings from different problem-based curricula. Effect sizes were computed for 270 comparisons. The results suggest that students and graduates from the particular curriculum perform much better in the area of interpersonal skills, and with regard to practical medical skills. In addition, they consistently rate the quality of the curriculum as higher. Moreover, fewer students drop out, and those surviving need less time to graduate. Differences with respect to medical knowledge and diagnostic reasoning were on average positive but small. These outcomes are at variance with expectations voiced in recent contributions to the literature. They demonstrate that constructivist curricula can have positive effects on learning even...
293 citations
TL;DR: The authors meta-analytically reviews empirical studies on the prediction of expatriate job performance using 30 primary studies (total N = 4,046), and finds that predictive validities of the Big Five were similar to Big Five validities reported for domestic employees.
Abstract: This article meta-analytically reviews empirical studies on the prediction of expatriate job performance. Using 30 primary studies (total N = 4,046), it was found that predictive validities of the Big Five were similar to Big Five validities reported for domestic employees. Extraversion, emotional stability, agreeableness, and conscientiousness were predictive of expatriate job performance; openness was not. Other predictors that were found to relate to expatriate job performance were cultural sensitivity and local language ability. Cultural flexibility, selection board ratings, tolerance for ambiguity, ego strength, peer nominations, task leadership, people leadership, social adaptability, and interpersonal interest emerged as predictors from exploratory investigations (K < 4). It is surprising that intelligence has seldom been investigated as a predictor of expatriate job performance.
282 citations
TL;DR: Data is presented from a large‐scale study among graduates of a problem‐based medical school and those of a conventional medical school on the impact of PBL on the performance of their graduates.
Abstract: BACKGROUND: Problem-based learning (PBL) as an approach to the instruction of medical students has attracted much attention in recent years. However, its effect on the performance of its graduates is the subject of considerable debate. This article presents data from a large-scale study among graduates of a problem-based medical school and those of a conventional medical school to contribute to this discussion. PURPOSE: To study the longterm effects of problem-based medical training on the professional competencies of graduates. METHODS: A questionnaire was sent to all graduates since 1980 of a problem-based and a conventional medical school. Participants were requested to rate themselves on 18 professional competencies derived from the literature. RESULTS: The graduates of the PBL school scored higher on 14 of 18 professional competencies. Graduates of the problem-based school rated themselves as having much better interpersonal skills, better competencies in problem solving, self-directed learning and information gathering, and somewhat better task-supporting skills, such as the ability to work and plan efficiently. There were no sizeable differences with regard to general academic competencies, such as conducting research or writing a paper. Graduates from the conventional school rated themselves as having slightly more medical knowledge. The findings were shown to be valid and robust against possible response bias. CONCLUSION: The findings suggest that PBL not only affects the typical PBL-related competencies in the interpersonal and cognitive domains, but also the more general work-related skills that are deemed important for success in professional practice.
265 citations
TL;DR: Results indicate that MCT produced better results than IUT, evident on most outcome measures, and also reflected in effect sizes and degree of clinical response and recovery.
211 citations
TL;DR: The available evidence suggests that active learning in the classroom setting supports and fosters learning to a much larger extent than conventional large-group teaching.
90 citations
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