| Publications
Articles
in Peer Reviewed Journals
Submitted
Mamede, S., Schmidt, H. G., and Penaforte, J. C. (submitted). Effect of reflective practice on accuracy of medical diagnoses.
Schmidt,
H. G. (submitted). Being Professor John Hamilton's student.
Festschrift for John Hamilton.
Qureshi, N. A., Schmidt, H. G., Van der Molen, H. T., Magzoub, M. M. A., Al-Habeeb, T. A., & Gadhvi, H. M. (submitted). Quality of psychiatric referrals in Saudi Arabia: a structural equation modeling approach.
Qureshi, N. A., Van der Molen, H. T., Schmidt, H. G., Al-Habeeb, T. A., & Magzoub, M. M. A. (submitted). General practitioners pre- and post-training psychiatric knowledge and attitude towards psychiatry. Neurosciences Journal.
2006
Schmidt,
H. G., Vermeulen, L., and Van der Molen, H. T. (2006). Long-term
effects of problem-based learning: a comparison of competencies
acquired by graduates of a problem-based and a conventional
medical school. Medical
Education, 40, 562-567.
Beckers, J. J., Rikers, R. M. J. P., & Schmidt, H. G. (2006). The influence of computer anxiety on experienced computer users while performing complex computer tasks. Computers in Human Behavior, 22(3), 456-466.
Wimmers,
P. F., Schmidt, H. G., & Splinter, T. A. W. (2006). Influence
of clerkship experiences on clinical competence. Medical
Education, 40, 450-458.
Qureshi,
N. A., van der Molen, H. T., Schmidt, H. G., Al Habeeb, T.
A., Al Magzoub, M. E. M. (2006). Effectiveness of a Training
Programme for Primary Care Physicians Directed at the Enhancement
of their Psychiatric Knowledge in Saudi Arabia. Education
for Health, 19 (1), 52-60.
2005
Camp, G., Pecher, D., & Schmidt, H. G. (2005). Retrieval-induced forgetting in implicit memory tests: The role of test awareness. Psychonomic
Bulletin & Review, 12(3), 490-494.
De Bruin, A. B. H., Rikers, R. M. J. P., & Schmidt, H. G. (2005). Monitoring accuracy and self-regulation when learning to play a chess endgame. Applied
Cognitive Psychology, 19(2), 167-181.
De Bruin, A. B. H., Schmidt, H. G., & Rikers, R. M. J. P. (2005). The role of basic science knowledge and clinical knowledge in diagnostic reasoning: A structural equation modeling approach. Academic
Medicine, 80(8), 765-773.
De Bruin, A. B. H., Van de Wiel, M. W. J., Rikers, R. M. J. P., & Schmidt, H. G. (2005). Examining the stability of experts' clinical case processing: An experimental manipulation. Instructional
Science, 33(3), 251-270.
Konings, K. D., Wiers, R. W., van de Wiel, M. W. J., & Schmidt, H. G. (2005). Problem-based learning as a valuable educational method for physically disabled teenagers? The discrepancy between theory and practice. Journal
of Developmental and Physical Disabilities, 17(2), 107-117.
Mamede, S., & Schmidt, H. G. (2005). Correlates of reflective practice in medicine. Advances
in Health Sciences Education, 10 (4), 327-337.
Moust, J. H. C., van Berkel, H. J. M., & Schmidt, H. G. (2005). Signs of erosion: Reflections on three decades of problem-based learning at Maastricht University. Higher
Education, 50(4), 665-683.
Norman, G. R., Eva, K. W., & Schmidt, H. G. (2005). Implications of psychology-type theories for full curriculum interventions. Medical
Education, 39(3), 247-249.
Rikers, R. M. J. P., Loyens, S., te Winkel, W., Schmidt, H. G., & Sins, P. H. M. (2005). The role of biomedical knowledge in clinical reasoning: A lexical decision study. Academic
Medicine, 80(10), 945-949.
Rikers, R. M. J. P., Schmidt, H. G., & Moulaert, V. (2005). Biomedical knowledge: Encapsulated or two worlds apart? Applied
Cognitive Psychology, 19(2), 223-231.
Soppe, M., Schmidt, H. G., & Bruysten, R. (2005). Influence of problem familiarity on learning in a problem-based course. Instructional
Science, 33(3), 271-281.
Van Berkel, H., and Schmidt, H. G. (2005). On the additional value of lectures in a problem-based curriculum. Education
for Health, 18, 1, 45-61.
Verkoeijen, P. P. J., Rikers, R. M. J., & Schmidt, H. G. (2005). Limitations to the spacing effect - Demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall. Experimental
Psychology, 52(4), 257-263.
Verkoeijen, P. P. J. L.,, Rikers, R. M. J. P., & Schmidt, H. G. (2005). The effects of prior knowledge on study-time allocation and free recall: Investigating the discrepancy reduction model. Journal
of Psychology, 139(1), 67-79.
Verkoeijen, P. P. J. L.,, Rikers, R. M. J. P., Augustus, M. I., & Schmidt, H. G. (2005). A critical look at the discrepancy reduction mechanism of study time allocation. European
Journal of Cognitive Psychology, 17(3), 371-387.
Wimmers, P. F., Schmidt, H. G., Verkoeijen, P. P. J. L., & van de Wiel, M. W. J. (2005). Inducing expertise effects in clinical case recall. Medical
Education, 39(9), 949-957.
2004
Mamede, S., & Schmidt, H. G. (2004). The structure of reflective practice in medicine. Medical
Education, 38(12), 1302-1308.
Rikers, R. M. J. P., Loyens, S. M. M., & Schmidt, H. G. (2004). The role of encapsulated knowledge in clinical case representations of medical students and family doctors. Medical
Education, 38(10), 1035-1043.
Rikers, R. M. J. P., van Gerven, P. W. M., & Schmidt, H. G. (2004). Cognitive load theory as a tool for expertise development. Instructional
Science, 32(1-2), 173-182.
Schmidt, H. G. (2004). International medical education prize awarded to Dutch researcher. Journal
of Investigative Medicine, 52(8), 501-502.
Verkoeijen, P. P. J. L., Rikers, R. M. J. P., & Schmidt, H. G. (2004). The effects of prior knowledge on study-time allocation and recall: Investigating the discrepancy reduction model. The
Journal of Psychology, 139, 67-80.
Van Gerven, P. W. M., Paas, F., Van Merriënboer, J. J. G., & Schmidt, H. G. (2004). Memory load and the cognitive pupillary response in aging. Psychophysiology,
41(2), 167-174.
Verkoeijen, P. P. J. L., Rikers, R. M. J. P., & Schmidt, H. G. (2004). Detrimental influence of contextual change on spacing effects in free recall. Journal
of Experimental Psychology-Learning Memory and Cognition,
30(4), 796-800.
Verkoeijen, P. P. J. L., Rikers, R. M. J. P., Schmidt, H. G., van de Wiel, M. W. J., & Kooman, J. P. (2004). Case representation by medical experts, intermediates and novices for laboratory data presented with or without a clinical context. Medical
Education, 38(6), 617-627.
2003
Van
Gerven, P. W. M,, Paas, F., Van Merriënboer, J.J.G., Hendriks,
M., and Schmidt, H. G. (2003). The efficiency of multimedia
learning into old age. British Journal
of Educational psychology, 73, 489-505.
Beckers,
J. J., & Schmidt, H. G. (2003). Computer experience and computer
anxiety. Computers and Human Behavior,
19(6), 785-797.
2002
Schmidt,
H. G., Boshuizen, H. P. A., & Van Breukelen G. J. P.(2002).
Long-term retention of a theatrical script by repertory actors:
The role of context. Memory, 10, 21-28.
Schmidt, H. G. (2002). Kleine psychologie van de stad (A brief psychology of the city). De Psycholoog, 37, 238-243.
Schmidt, H. G., & Moust, J. H. C. (2002). Towards a taxonomy of problems used in problem-based curricula. Journal
for Excellence in College Teaching, 11(2), 57-72.
Schmidt,
H. G., & Moust, J. H. C. (2002). Factors affecting small-group
tutorial learning: A Review of Research. L'Arco
di Giano, 34, 79-112.
Schmidt, H. G. (2002). Zohair Nooman: A personal memoir. Education
for Health, 15, 113-116.
Schmidt, H. G. (2002). Probleemgestuurd onderwijs: Historie van een constructivistische aanpak van hoger onderwijs (Problem-based learning: History of a constructivist approach to higher education). Onderzoek
van Onderwijs, 30, 47-49.
Van
Gerven, P.W.M., Paas, F.G.W.C., Van Merriënboer, J.J.G., & Schmidt,
H.G. (2002). Cognitive load theory and aging: Effects of worked
examples on training efficiency. Learning
and Instruction 12(1), 87-105.
Rikers,
R. M. J. P., Schmidt, H. G., & Boshuizen, H. P. A. (2002).
On the constraints of encapsulated knowledge: Clinical case
representations by medical experts and subexperts. Cognition
and Instruction, 20(1), 27-45.
Rikers,
R. M. J. P., Schmidt, H. G., & Boshuizen, H. P. A., et
al. (2002). The robustness of medical expertise: Clinical case
processing by medical experts and subexperts. American
Journal of Psychology, 114(4), 609-629.
Merckelbach,
H., Horselenberg, R., & Schmidt, H. (2002). Modeling
the connection between self-reported trauma and dissociation
in a student sample. Personality and Individual Differences,
32(4), 695-705.
Muris, P., Schmidt, H., Perold, M., & Engelbrecht, P. (2002). DSM-IV defined anxiety disorder symptoms in South-African children, Journal of the American Academy
of Child and Adolescent Psychiatry, 41 (11), 1360-1368.
Verkoeijen, P. P. J. L., Imbos, Tj., Van de Wiel, M. W. J., Berger, M. P. F., & Schmidt, H. G. (2002) Assessing knowledge structures in a constructive statistical learning environment. Journal
of Statistics Education, 10, 213-222.
Wiers,
R. W., Van de Wiel, M. W. J., Sa, H. L. C., Mamede, S., Tomaz,
J. B., & Schmidt, H. G. (2002). Design of a problem-based
curriculum: a general approach and a case study in the domain
of public health. Medical Teacher, 24, 45-51.
2001
Schmidt,
H. G. & Van der Molen, H. M. ( 2001). Self-reported competency
ratings of graduates of a problem-based medical curriculum. Academic
Medicine, 76, 466-468.
Schmidt, H. G. (2001). Foundations of problem-based learning: Some explanatory notes. Medizinische
Ausbildung, 18, 23-30.
Beckers,
J. J., & Schmidt, H. G. (2001). A six-factor model of computer
anxiety. Computers and Human Behavior, 17, 35-49.
Van
Berkel, H., & Schmidt, H. G. (2001). Motivation to commit
oneself as a determinant of achievement in problem-based learning.
Higher Education, 40, 231-242.
De
Grave, W. S., Schmidt, H. G., & Boshuizen, H. P. A. (2001).
Effects of problem-based discussion on studying a subsequent text:
A randomized trial among first year medical students, Instructional
Science, 29, 33-44.
Muris,
P., Schmidt, H., Merckelbach, H., & Schouten, E. (2001).
Anxiety sensitivity in adolescents: Factor structure and relationships
to trait and symptoms of anxiety disorders and depression. Behaviour
Research and Therapy, 39,89-100.
Muris,
P., Merckelbach, H., Schmidt, H., Gadet, B., & Bogie, N. (2001).
Anxiety and depression as correlates of self-reported behavioural
inhibition in normal adolescents. Behaviour Research and Therapy,
39(9), 1051-1061.
Muris,
P., Schmidt, H., Lambrichs, R., & Meesters, C. (2001). Protective
and vulnerability factors of depression in normal adolescents.
Behaviour Research and Therapy, 39(5), 555-565.
Muris,
P., Schmidt, H., Merckelbach, H., & Schouten, E. (2001). The
structure of negative emotions in adolescents. Journal of Abnormal
Child Psychology, 29(4), 331-337.
Qureshi,
N. A., Al-Habeeb, T. A., Al-Ghamdy, Y. S., Magzoub, M. M., &
Schmidt, H. (2001). Psychiatric referrals - In primary care and
general hospitals in Qassim Region, Saudi Arabia. Saudi
Medical
Journal, 22(7), 619-624.
Rassin,
E., Merckelbach, H., Muris, P., & Schmidt, H. (2001). The
thought-action fusion scale: further evidence for its reliability
and validity. Behaviour Research and Therapy, 39(5), 537-544.
Rikers,
R.M.J.P., Schmidt, H.G., Boshuizen, H.P.A. (2001). Effects of
clinical case priming on the activation of encapsulated knowledge:
Differences between medical experts and subexperts. Advances
in Psychology Research, 4, 1-31.
Muris,
P., Schmidt, H., Lambrichs, R., & Meesters, C. (2001). Protective
and vulnerability factors of depression in normal adolescents.
Behaviour Research and Therapy, 39(5), 555-565.
Qureshi, N. A., Al-Habeeb, T. A., Al-Ghamdy, Y. S., Magzoub, M. M. A., & Schmidt, H. G. (2001). Psychotropic drug prescription in primary care and general hospitals. Saudi
Pharmaceutical Journal, 9, 193-200.
Qureshi, N. A., Al-Habeeb, T. A., Al-Ghamdy, Y. S., Magzoub, M. M. A., & Schmidt, H. G. & Van der Molen, H. T. (2001). Psychiatric comorbidity in primary care and general hospitals, Saudi Arabia. Eastern
Mediterranean Health Journal, 7, 492-501.
Qureshi,
N. A., Al Habeeb, T. A., Al Ghamdy, Y. S., Al Magzoub, M. E. d.
M., Schmidt, H. G., van der Molen, H., & Mohamed, M. K. (2001).
An analysis of psychiatric referrals, Saudi Arabia. Arab Journal
of Psychiatry, 12(2), 53-65.
2000
Schmidt,
H. G., Peeck, V. H., Paas, F., & Van Breukelen G. J. P. (2000).
Remembering the street names of one's childhood neighborhood:
A study of very long-term retention. Memory, 8, 56-66.
Schmidt, H.
G. (2000). Hoe goed is ons geheugen? De Psycholoog, 35,
224-228.
Schmidt,
H. G. (2000). Assumptions underlying self-directed learning may
be false. Medical Education, 34, 243-245.
Rikers,
R. M. J. P., Schmidt, H. G., & Boshuizen, H. P. A. (2000).
Knowledge encapsulation and the intermediate effect. Contemporary
Educational Psychology, 25, 150-166.
Van
de Wiel, M. W. J., Boshuizen, H. P. A., & Schmidt. H. G.
(2000). Knowledge restructuring in expertise development: Evidence
from pathophysiological representations of clinical cases by students
and physicians. European Journal of Cognitive Psychology, 12,
323-355.
Muris,
P., Schmidt, H., & Merckelbach, H. (2000). Correlations among
two self-report questionnaires for measuring DSM-defined anxiety
disorder symptoms in children: The Screen for Child Anxiety Related
Emotional Disorders and the Spence Children's Anxiety Scale. Personality
and Individual Differences, 28, 333-346.
Muris,
P., Schmidt, H., Merckelbach, H., & Rassin, E. (2000). Reliability,
factor structure, and validity of the Dutch Eysenck Personality
Profiler. Personality and Individual Differences, 29, 857-868.
Magzoub,
M. E. M. A. and Schmidt, H. G. (2000). A taxonomy of community-based
medical education. Academic Medicine, 75, 699-707.
Norman,
G. R., & Schmidt, H. G. (2000). Effectiveness of problem-based
learning curricula: Theory, practice and paper darts Medical
Education, 34, 721-728.
Rassin,
E., Muris, P., Schmidt, H., & Merckelbach, H. (2000). Relationships
between thought-action fusion, thought suppression, and
obsessive-compulsive symptoms: A structural equation modeling
approach. Behaviour Research and Therapy, 38, 889-897.
Rassin,
E., Muris, P., Schmidt, H. & Merckelbach, H. (2000). "Thought-action
fusion" en suppressie: Een model voor obsessieve-compulsieve
symptomen. Directieve Therapie, 20, 31-41.
Van
Berkel, H., & Schmidt, H. G. (2000). Motivation to commit
oneself as a determinant of achievement in problem-based learning.
Higher Education, 40, 231-242.
Van
Gerven, P.W.M., Paas, F.G.W.C., Van Merriënboer, J.J.G., &
Schmidt, H.G. (2000). Cognitive load theory and the acquisition
of complex cognitive skills in the elderly: Towards an integrative
framework. Educational Gerontology, 26, 503-521
1999
Schmidt,
H. G. (1999). De tovenaar van Bunde. Tijdschrift voor Hoger
Onderwijs, 17, 3-9.
Muris,
P., Schmidt, H., & Merckelbach, H. (1999). The structure of
specific phobia symptoms among children and adolescents. Behaviour
Research and Therapy, 37, 863-868.
Muris,
P., Merckelbach, H., Schmidt, H. & Tierney, S. (1999). Disgust
sensitivity, trait anxiety, and anxiety disorders symptoms in
normal children. Behaviour Research and Therapy, 37,
953-961.
Muris,
P., Merckelbach, H., Schmidt, H., & Mayer, B. (1999) The revised
version of the Screen for Child Anxiety Related Emotional Disorders
(SCARED-R): Factor structure in normal children. Personality
and Individual Differences, 26, 99-112.
Muris,
P. Schmidt, H., & Merckelbach, H. (1999). Correlations among
two self-report questionnaires for measuring DSM-defined anxiety
disorder symptoms in children: The Screen for Child Anxiety Related
Emotional Disorders and the Spence Children's Anxiety Scale. Personality
and Individual Differences, 28, 333-346.
Rikers,
R. M. J. P., H. G. Schmidt, et al. (1999). Clinical case representations
by medical experts and subexperts. Professions Education Researcher
Quarterly, 20(1).
Rikers,
R. M. J. P., H. G. Schmidt, et al. (1999). Recall of clinical
case descriptions by medical experts and subexperts. Professions
Education Researcher Quarterly, 20(1).
Van
de Wiel, M. W. J., Boshuizen, H. P. A., & Schmidt. H. G.
(1999). The explanation of medical concepts by expert physicians,
clerks and advanced students. Teaching and Learning in Medicine,
11, 153-163.
Van
de Wiel, M. W. J., Schaper, N. C., Boshuizen, H. P. A., &
Schmidt. H. G. (1999). Students' experiences with real patient
tutorials in a problem-based curriculum. Teaching and Learning
in Medicine 11, 12-20.
De
Grave, W. S., Boshuizen, H. P. A., & Schmidt, H. G. (1999).
Probleemgestuurd onderwijs als kennisconstructie. Onderzoek
van Onderwijs, 28, 22-24.
Kelly,
M., McCartan, B. E., & Schmidt, H. G. (1999). Cognitive learning
theory and its application in the dental curriculum. European
Journal of Dental Education, 3, 52-56.
1998
Schmidt,
H. G. (1998). Problem-based learning -does it prepare medical
students to become better doctors? Editorial. The Medical Journal
of Australia, 168, 429-430.
Custers,
E. J. F. M., Boshuizen, H. P. A., & Schmidt, H. G. (1997).
The role of illness scripts in the development of medical diagnostic
expertise: Results from an interview study. Cognition &
Instruction, 16, 367-398.
Van
de Wiel, M. W. J., Schmidt, H. G., & Boshuizen, H. P. A.
(1998). A failure to reproduce the intermediate effect in clinical
case recall. Academic Medicine, 73, 894-900.
Magzoub,
M. E. M. A. & Schmidt, H. G. (1998). Testing a causal model
of community-based education. Academic Medicine, 73, 197-202.
Merckelbach,
H., Muris, P. Schmidt, H., Rassin, E., & Horselenberg, R.
(1998). De creatieve ervaringen vragenlijst als maat voor 'fantasy
proneness.' (The creative experiences questionnaire as measure
of fantasy proneness.) De Psycholoog, 33, 204-208.
Magzoub,
M. E. M. A. & Schmidt, H. G., Dolmans, D. H. J. M., &
Abdel-Hameed, A. A. (1998). Assessing students in community settings:
the role of peer evaluation. Advances in Health Sciences Education,
3, 3-13.
Magzoub,
M. E. M. A., Schmidt, H. G., Abdel-Hameed, A. A., Dolmans, D.
H. J. M., & Mustafa, S. E. (1998). Student assessment in community
settings: a comprehensive approach. Medical Education, 32,
50-59.
Mpofu,
D. J. S., Schmidt, H. G., Das, M., Lanphear, J., & Dunn, E.
(1998). A review of problem-based learning: Perceptions of the
students and tutors at the United Arab Emirates University.
Education for Health, 11, 203-213.
Mpofu,
D. J. S., Das, M., Stewart, T., Dunn, E., & Schmidt, H. G.
(1998). Perceptions of group dynamics in problem-based learning
sessions: A time to reflect on group issues. Medical Teacher,
20, 421-427.
1997
Schmidt,
H. G. (1997). Drie factoren die verhinderen dat mensen zelfstandig
leren kennis verwerven. Tijdschrift voor Hoger Onderwijs, 15,
26-33.
Wolfhagen,
H. A. P., Gijselaers, W. H., Dolmans, D. H. J. M., Essed, G.,
& Schmidt, H. G. (1997). Improving clinical education through
evaluation. Medical Teacher, 19, 99-103.
Boshuizen,
H. P. A., Vleuten, C. van der, Schmidt, H. G., & Machiels-Bongaerts,
M. (1997) Measuring knowledge and clinical reasoning skills in
a problem-based curriculum. Medical Education, 31,
115-121.
1996
Schmidt,
H. G., Machiels-Bongaerts, M., Hermans, H., ten Cate, O., Venekamp,
R., & Boshuizen, H. P. A. (1996). The development of diagnostic
competence: A comparison between a problem-based, an integrated,
and a conventional medical curriculum, Academic Medicine, 71,
658-664.
Schmidt,
H. G., & Moust, J. H. C. (1996). Construeren van probleemtaken
voor probleemgestuurd leren. VELON: Tijdschrift voor Lerarenopleiders,
17, 5-17.
Custers,
E. J. F. M., Boshuizen, H. P. A. & Schmidt, H. G. (1996).
The influence of medical expertise, case typicality and illness
script component on case processing and disease probability estimates.
Memory & Cognition, 24, 384-399.
De
Grave, W. S., Boshuizen, H. P. A., & Schmidt, H. G. (1996).
Problem-based learning: Cognitive and metacognitive processes
during problem analysis. Instructional Science, 24, 321-341.
Dolmans,
D. H. J. M., Wolfhagen, I. H. A. P., & Schmidt, H. G. (1996).
Effects of tutor expertise on student performance in relation
to prior knowledge and level of curricular structure. Academic
Medicine, 71, 1008-1011.
Dolmans,
D. H. J. M., & Schmidt, H. G. (1996). The advantages of problem-based
curricula. Postgraduate Medical Journal, 72, 535-538.
Dolmans,
D. H. J. M., & Schmidt, H. G. (1996). Inzichten over leren
en implicaties voor het onderwijs. Bulletin Medisch Onderwijs,
15, 114-119.
Magzoub,
M. E. M. A., & Schmidt, H. G. (1996). Community-based programmes:
What is their impact? Education for Health, 9, 209-221.
1995
Schmidt,
H. G., & Moust, J. H. C. (1995). What makes a tutor effective?
A structural equations modelling approach to learning in problem-based
curricula. Academic Medicine, 70, 708-714.
Schmidt,
H. G., Dolmans, D. H. J. M, Gijselaers, W. H., & Des Marchais,
J. E. (1995). Theory-Guided Design of a Rating Scale for Course
Evaluation in Problem-Based Curricula. Teaching and Learning
in Medicine, 7, 82-91.
Boshuizen,
H. P. A., Schmidt, H. G., Custers, E. J. F. M., & van de Wiel,
M. W. J. (1995). Knowledge development and restructuring in the
domain of medicine; the role of theory and practice. Learning
and Instruction, 5, 269-289.
Machiels-Bongaerts,
M., Schmidt, H. G., & Boshuizen, H. P. A. (1995). The effect
of prior knowledge activation on text recall: An investigation
of two conflicting hypotheses. British Journal of Educational
Psychology, 65, 409-423.
Gijselaers,
W. H., & Schmidt, H. G. (1995). Effects of quantity of instruction
on time spent on learning and achievement. Educational Research
and Evaluation, 1, 183-201.
Moust,
J. H. C., & Schmidt H. G. (1995). Probleemgestuurd leren:
een krachtige leeromgeving (Problem-based learning: A powerful
learning environment). VELON: Tijdschrift voor Lerarenopleiders,
16, 40-55.
Bögels,
S,. Van der Vleuten, C. P. M., Blok, G., Kreutzkamp, R., &
Melles, R., & Schmidt, H. G. (1995). Assessment and validation
of diagnostic interviewing skills for mental health professions.
Journal of Psychopathology and Behavioral Assessment, 17,
217-230.
1994
Schmidt,
H. G. (1994). Resolving inconsistencies in tutor expertise research:
Does lack of structure cause students to seek tutor guidance?
Academic Medicine, 69, 656-662.
Schmidt,
H. G. (1994). Problem-based learning: An introduction. Instructional
Science, 22, 247-250.
Schmidt,
H. G., Van der Arend, A., Kokx, I. and Boon, L. (1994). Peer
versus staff tutoring in problem-based learning. Instructional
Science, 22, 279-284.
Moust,
J. H. C., & Schmidt, H. G. (1994). Facilitating small-group
learning: A comparison of student and staff tutors' behavior.
Instructional Science, 22,285-299.
Moust,
J. H. C., & Schmidt, H. G. (1994). Effects of staff and
student tutors on student achievement. Higher Education, 28,
471-482.
Dolmans,
D. H. J. M., Schmidt, H. G., & Gijselaers, W. H. (1994).
The relationship between student-generated learning issues and
self-study in problem-based learning. Instructional Science,
22, 251-267.
Dolmans,
D. H. J. M., Wolfhagen, I. H. A. P., Schmidt, H. G., & van
der Vleuten, C. P. M. (1994). A rating scale for tutor evaluation
in a problem-based curriculum: Validity and reliability. Medical
Education, 28, 550-558.
Dolmans,
D. H. J. M., & Schmidt, H. G. (1994). What drives the student
in problem-based learning? Medical Education, 28, 372-380.
Dolmans,
D. H. J. M., Schmidt, H. G., & Gijselaers, W. H. (1994).
Use of student-generated learning issuses to evaluate problems
in a problem-based curriculum. Teaching and Learning in Medicine,
6, 199-202.
1993
Schmidt,
H. G., & Boshuizen, H. P. A. (1993).On the origin of intermediate
effects in clinical case recall. Memory and Cognition, 21,
338-351.
Schmidt,
H. G., & Boshuizen, H. P. A. (1993). On acquiring expertise
in medicine. Educational Psychology Review, 5, 1-17.
Schmidt,
H. G. (1993).Expert versus non-expert tutors in student learning.
Pedagogue, 4, 1-5.
Schmidt,
H. G. (1993). De ontwikkeling van expertise in verschillende
domeinen: inleiding (The development of expertise in various domains:
introduction). Tijdschrift voor Onderwijsresearch, 18,
133-134.
Schmidt,
H. G., & Boshuizen, H. P. A. (1993). Kennisencapsulatie (Knowledge
encapsulation). Tijdschrift voor Onderwijsresearch, 18,
135-148.
Schmidt,
H. G. (1993). Foundations of problem-based learning: Some explanatory
notes. Medical Education, 27, 422-432.
Schmidt,
H. G., Van der Arend, A., Moust, J. H. C., Kokx, I. en Boon,
L. (1993). Influence of tutors' subject-matter expertise on student
effort and achievement in problem-based learning. Academic
Medicine, 68, 784-791.
Machiels-Bongaerts,
M., Schmidt, H. G., & Boshuizen, H. P. A. (1993). Effects
of Mobilising Prior Knowledge on Information Processing: Studies
of Free Recall and Allocation of Study Time. British Journal
of Psychology, 4, 481-498.
Dolmans,
D. H. J. M., Gijselaers, W. H., Schmidt, H. G. & van der Meer,
S. B. (1993). Problem effectiveness in a course using problem-based
learning. Academic Medicine, 68, 207-213.
Dolmans,
D. H. J. M., Gijselaers, W. H., & Schmidt, H. G. (1993).
Course content coverage as a measure of instructional quality.
Evaluation & the Health Professions, 16, 448-471.
Boshuizen,
H. P. A., & Schmidt, H. G. (1993). Kennisontwikkeling en
onderwijs in de geneeskunde: een subtiel evenwicht (Knowledge
development and instruction in medicine: A subtle balance). Bulletin
Medisch Onderwijs, 12, 98-109.
Boshuizen,
H. P. A., Hobus, P. P. M., Custers, E. J. F. M., & Schmidt,
H. G. (1993). Kennisstructuur en hypothesevorming; verschillen
tussen beginners en experts in de geneeskunde (Knowledge structure
and hypothesis formation: Differences between novices and experts
in medicine). Tijdschrift voor Onderwijsresearch, 18,
163-174.
Gijselaers,
W.H., & Schmidt, H.G. (1993). Investeren in instructietijd:
spaarzaamheid loont de moeite. Onderzoek van Onderwijs, 22,
57-60.
1992
Schmidt,
H. G., Boshuizen, H. P. A., & de Vries, M. (1992). Comparing
problem-based with conventional education: A review of the University
of Limburg medical school experiment. Annals of Community-Oriented
Education, 5, 193-198.
Norman,
G. T., & Schmidt, H. G. (1992). The psychological basis of
problem-based learning: A review of the evidence. Academic
Medicine, 67, 557-565.
Boshuizen,
H. P. A., & Schmidt, H. G. (1992). The role of biomedical
knowledge in clinical reasoning by experts, intermediates and
novices. Cognitive Science, 16, 153-184.
1991
Schmidt,
H. G., Neufeld, V. R., Nooman, Z. M., & Ogunbode, T. (1991).
Network of community-oriented educational institutions for the
health sciences for the health sciences. Academic Medicine,
65, 259-263.
Machiels-Bongaerts,
M., Schmidt, H. G., & Boshuizen, H. P. A. (1991). Voorkennisactivatie:
een geringe investering met een hoog rendement. Didaktief,
21, 18-19.
1990
Schmidt,
H.G., Norman, G. R., and Boshuizen, H. P. A. (1990).A Cognitive
Perspective on Medical Expertise: Theory and Implications. Academic
Medicine, 65, 611-621.
Schmidt,
H. G., & Bouhuijs, P. A. J. (1990). La ricerca nella formazione
del medico: cosa sappiamo dell'apprendimento basato sui problemi.
Pedagogia Medica Guigno, 4, 86-91.
Norman,
G.R., Patel,V.L., & Schmidt, H. G. (1990). Clinical inquiry
and scientific inquiry. Medical Education, 24, 396-399.
Des
Marchais, J. E., Michaud, S., Black, R., & Schmidt, H. G.
(1990). Importance des tuteurs et des problèmes lors de l'implantation
d'un programme d'apprentisage par problèmes a l'Université de
Sherbrooke (Importance of tutors and problems in the planning
of a problem-based program at the Université de Sherbrooke).
Revue Education Médicale., 23, 12-32.
Machiels-Bongaerts,
M., & Schmidt, H. G. (1990).Effectiever leren door het
activeren van voorkennis. (More effective learning through prior
knowledge activation). IDEE, Tijdschrift voor Lerarenopleiders,
11, 99-101.
1989
Schmidt,
H. G., De Volder, M. L., De Grave, W. S., Moust, J. H.C., &
Patel, V. L. (1989). Explanatory models in the processing of
science text: The role of prior knowledge activation through small-group
discussion. Journal of Educational Psychology, 81,
610-619.
1988
Schmidt,
Henk, Spaaij, Gerard, & De Grave, Willem. (1988). Opsporen
van misconcepties bij middelbare scholieren (Detecting high school
students' misconceptions). Tijdschrift voor Onderwijsresearch,
13, 129-140.
Schmidt,
H. G., Boshuizen, H. P. A., & Hobus, P. P. M. (1988). The
relationship between the development of medical knowledge and
the solving of problems. EUDISED R&D
Bulletin, 31, 34-38.
Greep,
J. M. and Schmidt, H. G. (1988). Medical education. The
Lancet, 8620, 1140.
Hofstra,
M. L., Hobus, P. P. M., Boshuizen, H. P. A., & Schmidt, H.
G. (1988). De invloed van ervaring op diagnostische prestaties
van huisartsen (The influence of experience on diagnostic accuracy
of family physicians). Huisarts en Wetenschap, 31, 282-284.
Hobus,
P. P. M., Hofstra, M. L., Boshuizen, H. P. A., & Schmidt,
H. G. (1988). De context van de klacht als diagnosticum (The
context of the complaint as a diagnostic tool). Huisarts en
Wetenschap, 31, 261-264.
1987
Schmidt,
H. G., Dauphinee, W. D., & Patel, V. L. (1987). Comparing
the effects of problem-based and conventional curricula in an
international sample. Journal of Medical Education, 62,
305-315.
Schmidt,
H. G. (1987). Educational outcomes of innovative versus conventional
medical curricula: a review. Tijdschrift voor Hoger Onderwijs,
5, 52-50.
Schmidt,
H. G. (1987). Waarom zijn studievaardigheidscursussen zo weinig
effectief (Why are study-skills courses ineffective)? Tijdschrift
voor Hoger Onderwijs, 5, 112-116.
Hobus,
P. P. M., Schmidt, H. G, Boshuizen, H. P. A., & Patel V. L.
(1987). Contextual factors in the activation of first diagnostic
hypotheses: Expert-novice differences. Medical Education,
21, 471-476.
1986
Schmidt,
H. G. (1986). Probleemgestuurd onderwijs en projectonderwijs:
overeenkomsten en verschillen (Problem-based learning and the
case study method: similarities and differences). Tijdschrift
voor Hoger Onderwijs, 4, 38-46.
Tans,
R. W., Schmidt, H. G., Schade- Hoogeveen, B. E. J., & Gijselaers,
W. H. (1986). Sturing van het onderwijsleerproces door middel
van problemen: een veldexperiment (Directing the learning process
by means of problems: a field experiment). Tijdschrift voor
Onderwijsresearch, 11, 35-46.
1985
Schmidt,
H. G. (1985). Hoe betrouwbaar is de redactie van De Psycholoog
(How reliable is the editorial board of De Psycholoog)? De
Psycholoog, 20, 126-128.
Schmidt,
H. G., De Volder, M. L., Gijselaers, W. H., & Kerkhofs, L.
M. M. (1985). Wat bewijst Wilbrink eigenlijk (What does Wilbrink
prove)? Tijdschrift voor Onderwijsresearch, 10,
145-147.
1984
Schmidt,
H. G. (1984). Activatie van voorkennis en tekstverwerking (Activation
of prior knowledge and text processing). Nederlands Tijdschrift
voor de Psychologie, 39, 335-347.
Schmidt,
H. G., De Volder, M. L., Gijselaers, W. H., & Kerkhofs, L.
M. M. (1984). Een positief verband tussen studiejaar en tentamenresultaat,
en de rol van toenemende voorkennis (Positive correlation between
year of study and achievement, and the role of increasing prior
knowledge). Tijdschrift voor Onderwijsresearch, 9,
183-188.
Greep,
J. M., & Schmidt, H. G. (1984). The Network. World Health
, 18-21.
1983
Schmidt,
H. G. (1983). Activatie van voorkennis en een 'verschuivings'effect
bij het onthouden van tekst (Activation of prior knowledge and
a 'shift' in the recall of text). Interdisciplinair Tijdschrift
voor Taal- en Tekstwetenschap, 3, 84-93.
Schmidt,
H. G. (1983). Problem-based learning: rationale and description.
Medical Education, 1983, 17, 11-16.
Schmidt,
H. G. (1983). Intrinsieke motivatie en studieprestatie: enkele
verkennende onderzoekingen (Intrinsic motivation and achievement:
some investigations). Pedagogische Studiën, 60,
385-395.
Schmidt,
H. G. (1983). Problem-based learning in the Maastricht medical
curriculum. Acta Morphologica Neerlandica-Scandinavica,
21, 166.
Schmidt,
H. G. (1983). Leren oplossen van problemen in de 'exacte' vakken
(Learning to solve problems in science education). Pedagogische
Studiën, 60, 519-521. (AERA-cronicle).
Greep,
J. M., & Schmidt, H. G. (1983). Klinisch denken: oefening
baart kunst (Clinical reasoning: practice makes perfect). Nederlands
Tijdschrift voor Geneeskunde, 127, 837-838.
1982
Schmidt,
H. G., & Moust, J. H. C. (1982). Een training in het werken
in taakgerichte groepen (Evaluation of a training program for
small-group tutorials). Tijdschrift voor Agologie, 68-77.
Schmidt,
H. G. (1982). Persoonlijke Psychologie (Personal Psychology).
Nederlands Tijdschrift voor de Psychologie, 37, 146-149.
Bollag,
U., Schmidt, H., Fryers, T., & Lawani, J. (1982). Medical
education in action: Community-based experience and service in
Nigeria. Medical Education, 16, 282-289.
1981
Schmidt,
H. G., & Moust, J. H. C. (1981). Studiebeleving van Maastrichtse
medische studenten (How do Maastricht medical students experience
their education)? Medisch Contact, 49, 1515-1518.
1980
Schmidt,
H. G. (1980). De trekkentheorie is terug van weggeweest (Trait
theory has been revived). De Psycholoog, 15, 622-628.
Bouhuijs,
P. A. J., & Schmidt, H. G. (1980). Wat is: taakgericht groepsonderwijs
(What is: task-oriented small-group learning)? Onderzoek van
Onderwijs, 9, 18-19.
1979
Schmidt,
H. G., & Lulofs, R. (1979). Training in empathie, een gedragsanalytische
benadering (Training in empathy, a behavior-analytic approach).
De Psycholoog, 6, 317-329.
Bouhuijs,
P. A. J., & Schmidt, H. G. (1979). Taakgerichte training
voor onderwijsgroepen (Task-oriented training for small-group
learning). Onderzoek van Onderwijs, 8, 14-16.
Beliën,
J. J. J., Bouhuijs, P. A. J., & Schmidt, H. G. (1979). L'education
medicale, miroir qui réfléchit l'essentiel de la pratique (Medical
education reflecting medical practice). Revue Francaise Education
Medicale, 4, 27-30.
1978
Schmidt,
H. G. (1978). Probleemgeoriënteerd onderwijs (Problem-oriented
education). Metamedica, 57, 4-16.
1977
Van
Loon, A. J., & Schmidt, H. G. (1977). Opnieuw de arts-patiënt-relatie
(The doctor-patient relationship revisited). Medisch Contact,
32, 274-276.
1976
Schmidt,
H. G. (1976). Gevalsbeschrijving bij Sigmund Freud (The use
of case histories by Sigmund Freud.). De Psycholoog, 11,
1-8.
Lodewick,
L., Schmidt, H. G., & Lulofs, R. (1976). Het onderwijs in
medische vaardigheden (Instruction in medical skills). Medisch
Contact, 31, 775-778.
Bouhuijs,
P. A. J., & Schmidt, H. G. (1976). Maastricht: een experiment
in projectonderwijs? (The Maastricht curriculum: an experiment
in the case study approach)? Onderzoek van Onderwijs,
3, 7-11.
1974
Schmidt,
H. G. (1974). Goal attainment scaling, een methode ter evaluatie
van psychotherapieën (Is goal attainment scaling a suitable method
for the evaluation of psychotherapy)? Maandblad Geestelijke
Volksgezondheid, 29, 139-145.
Book
chapters
2001
Schmidt, H. G. (2001). Effecten van probleemgestuurd onderwijs op afgestudeerden van de Universiteit Maastricht (Effects of problem-based learning on Maastricht University graduates). In A. Evers (Ed.). Jubileumboek
Universiteit Maastricht, pp. 63-88. Maastricht, the Netherlands: Maastricht University Press.
2000
Schmidt,
H. G., & Moust, J. H. C. (2000). Processes that shape small-group
tutorial learning: A Review of Research. In D. H. Evensen, &
C. E. Hmelo. (Eds.). Problem-based learning: A research perspective
on learning interactions. Mahwah, NJ: Lawrence Erlbaum, pp
19-52.
Dolmans,
D. H. J. M., & Schmidt, H. G. (2000). What directs self-directed
learning in a problem-based curriculum? . In D. H. Evensen, &
C. E. Hmelo. (Eds.). Problem-based learning: A research perspective
on learning interactions. Mahwah, NJ: Lawrence Erlbaum, pp
251-262.
Jos
van der Linden, Gijsbert Erkens, Henk Schmidt and Peter Renshaw
(in press). Collaborative learning. In: P.R.J. Simons, J.L. van
der Linden & T.M. Duffy (Eds). New Learning. Kluwer,
Dordrecht: the Netherlands, 37-54.
Boshuizen,
H. P. A., Schmidt, H. G. (2000). The development of clinical reasoning
expertise. Higgs, J., Jones, M. A., (Eds.), Clinical reasoning
in the health professions. Second revised edition. Oxford,
UK: Heinemann-Butterworth, pp. 15-22.
Magzoub,
M. E. M. A., & Schmidt, H. G. (2000). Some principles involved
in community-based education. In H. G. Schmidt, M. Magzoub, G.
Feletti, Z. Nooman, & P. Vluggen (Eds.). Handbook of community-based
education: Theory and practices. Maastricht, the Netherlands:
Network Publications, pp. 27-38.
Magzoub,
M. E. M. A., & Schmidt, H. G. (2000). Causal modelling of
community-based education. In H. G. Schmidt, M. Magzoub, G. Feletti,
Z. Nooman, & P. Vluggen (Eds.). Handbook of community-based
education: Theory and practices. Maastricht, the Netherlands:
Network Publications, pp. 53-64.
Magzoub,
M. E. M. A., & Schmidt, H. G. (2000). A taxonomy of community-based
educational programs. In H. G. Schmidt, M. Magzoub, G. Feletti,
Z. Nooman, & P. Vluggen (Eds.). Handbook of community-based
education: Theory and practices. Maastricht, the Netherlands:
Network Publications, pp. 103-120.
Hoonhout,
H. C. M., & Schmidt, H. G. (2000). Human factors education:
Lecturing solutions or problem-based learning? In D. de Waard,
C. Weikert, J. Hoonhout, & J. Ramaekers (Eds.). Human-system
interaction: Education, research and application in the 21st
century. Maastricht, the Netherlands: Shaker Publishing, pp. 87-98.
Feletti,
G., Ja'afar, R., Joseph, A., Magzoub, M., McHarney-Brown, C.,
Omonisi, K., Refaat, A., Wachs, J., & Schmidt, H. G. (2000).
Community-based curriculum design: Examples and perspectives.
In H. G. Schmidt, M. Magzoub,
G. Feletti, Z. Nooman, & P. Vluggen (Eds.). Handbook of
community-based education: Theory and practices. Maastricht,
the Netherlands: Network Publications, pp. 121-146.
Feletti,
G., Ja'afar, R., Joseph, A., Magzoub, M., McHarney-Brown, C.,
Omonisi, K., Refaat, A., Wachs, J., & Schmidt, H. G. (2000).
Implementation of community-based curricula. In
H. G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman, &
P. Vluggen (Eds.). Handbook of community-based education: Theory
and practices. Maastricht, the Netherlands: Network Publications,
pp. 147-200.
Magzoub,
M. E. M. A., Schmidt, H. G., Ilyas, M., & Lewis, J. (2000).
Impact of community-based educational programs (1): Effects on
the community. In H. G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman,
& P. Vluggen (Eds.). Handbook of community-based education:
Theory and practices. Maastricht, the Netherlands: Network
Publications, pp. 375-388.
Magzoub,
M. E. M. A., Schmidt, H. G., & Ahmed, A. (2000). Impact of
community-based educational programs (2): Impact on health services.
In H. G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman, & P.
Vluggen (Eds.). Handbook of community-based education: Theory
and practices. Maastricht, the Netherlands: Network Publications,
pp. 389-406.
Magzoub,
M. E. M. A., & Schmidt, H. G. (2000). Impact of community-based
educational programs on graduates: Recent findings and common
problems. In H.
G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman, & P. Vluggen
(Eds.). Handbook of community-based education: Theory and practices.
Maastricht, the Netherlands: Network Publications, pp. 407-416.
1999
Schmidt,
H. G., & Moust, J. H. C. (1999). A Taxonomy of problems used
in problem-based curricula. In J. van Merriënboer and G. Moerkerke
(Eds.). Instructional design for problem-based learning. Proceedings
of the Third Workshop of the EARLI SIG Instructional Design,
pp. 3-12. Maastricht, the Netherlands:
Datawyse Publishing.
Schmidt,
H. G. (1999). A base logica de aprendizagem em resoluçäã de
problemas.
In Engel, C., Majoor, G., & Vluggen, P. (Eds.). Edução
de profissionais de saúde orientada para a communidade. Maastricht,
the Netherlands: Network Publications, pp. 83-90. (also in Spanish)
Moust,
J. H. C., & Schmidt, H. G. (1999). Preparando a faculdade
e os estudiantes para a aprendizagem de base em resoluçã de problemas
(PBL). In Engel, C., Majoor, G., & Vluggen, P. (Eds.). Edução
de profissionais de saúde orientada para a communidade. Maastricht,
the Netherlands: Network Publications pp. 91-104. (also in Spanish)
1998
Magzoub,
M. E. M. A.. Schmidt, H. G., Dolmans, D. H. J. M., & Abdel-Hameed,
A. A. (1998). Assessing students in community settings. In The
7th Ottawa International Conference on Medical Education and Assessment.
Maastricht, the Netherlands: Datawyse Publishing, p.254.
1995
Boshuizen,
H. P. A., Schmidt, H. G. (1995). The development of clinical reasoning
expertise: Implications for teaching. In Higgs, J., Jones, M.
A., (Eds.), Clinical reasoning in the health professions. Oxford,
UK: Heinemann-Butterworth.
1994
Moust,
J. H. C., & Schmidt, H. G. (1994). Comparing students and
faculty as tutors: How effective are they? In P.A.J.
Bouhuijs, H. G. Schmidt, & H.J.M. van Berkel (Eds.), Problem-based
learning as an educational strategy. Maastricht, the Netherlands:
Network Publications.
Boshuizen,
H. P. A., Schmidt, H. G., & Wassmer, L. (1994). Curriculum
style and the integration of biomedical and clinical knowledge.
In P.A.J. Bouhuijs, H. G. Schmidt, & H.J.M. van Berkel (Eds.),
Problem-based learning as an educational strategy. Maastricht,
the Netherlands: Network Publications.
1993
Bögels,
S. M, Boshuizen, H. P. A, Custers, E. J. F. M, Van Mourik, T.,
Schmidt, H. G., Vaatstra, R. F. et al. (1993). Het verwerven van
expertise in complexe domeinen: Accountancy, geneeskunde en psychiatrische
diagnostiek (Acquisition of expertise in complex domains: Accounting,
medicine and psychiatry). In H. J. M. van Berkel (Ed.)., Onderwijsonderzoek
in Nederland en Vlaanderen. Houten: Bohn, Stafleu, Van Loghum,
p. 182-186.
Gijselaers,
W. H., Schmidt, H. G. (1993). Optimalisering van het onderwijsleerproces
in probleemgestuurd onderwijs (Optimalization of the instructional
process in problem-based learning). In H. J. M. van Berkel (Ed.).,
Onderwijsonderzoek in Nederland en Vlaanderen. Houten:
Bohn, Stafleu, Van Loghum, p.251-252.
1992
Schmidt,
H. G., & Boshuizen, H. P. A. (1992)). Encapsulation of biomedical
knowledge. In D. A. Evans & V. L. . Patel (Eds.). Advanced
models of cognition for medical training and practice. New
York, NY: Springer Verlag.
Schmidt,
H. G. , Boshuizen, H. P. A., & Norman, G.R. (1992). Reflections
on the nature of expertise in medicine. In Elpida Keravnou (Ed.),
Deep Models for Medical Knowledge Engineering. Amsterdam,
the Netherlands: Elsevier.
Boshuizen,
H. P. A., Hobus, P. P. M., Custers, E., & Schmidt, H. G.
(1992). Cognitive effects of practical experience.In A. E.
Evans & L. D. Patel (Eds.). Advanced models of cognition
for medical training and practice. New York, NY: Springer
Verlag.
1991
Bögels,
S. M., Schmidt, H. G. , & van der Vleuten, C.P. M. (1991).
Ontwikkeling van een vaardigheidstoets voor het anamnestisch interview
in de geestelijke gezondheidszorg (Development of a skills test
for the diagnostic interview in mental health care). In J. Hoogstraten,
& W. J. van der Linden (Eds.) Methodologie. Amsterdam,
the Netherlands: Stichting Centrum van Onderwijsonderzoek, p.
37-47.
1990
Schmidt,
H. G. (1990). Innovative and conventional curricula compared:
What can be said about their effects? In Z. Nooman, H. G. Schmidt,
& E. Ezzat. (Eds.), Innovation in medical education, an
evaluation of its present status. New York, NY: Springer
Publishing.
Boshuizen,
H. P. A., & Schmidt, H. G. (1990). The developing structure
of medical knowledge. In Z. Nooman, H. G. Schmidt, & E.
Ezzat (Eds.), Innovation in medical education, an evaluation
of its present status. New York, NY: Springer Publishing.
Gijselaers,
W. H., & Schmidt, H. G. (1990). Towards a causal model of
student learning within the context of a problem-based curriculum.
In Z. Nooman, H. G. Schmidt, & E. Ezzat (Eds.), Innovation
in medical education, an evaluation of its present status.
New York, NY: Springer Publishing.
Snellen,
H. A. M., & Schmidt, H. G. (1990). Perceived workload as
an indicator for the quality of instruction, the case of Maastricht.
In Z. Nooman, H. G. Schmidt, & E. Ezzat (Eds.), Innovation
in medical education, an evaluation of its present status.
New York, NY: Springer Publishing.
Majoor,
G. D., Schmidt, H. G., Moust, J. H. C., Snellen, H. A. M., &
Stalenhoef, B. (1990). Construction of problems for problem-based
learning. In Z. Nooman, H. G. Schmidt, & E. Ezzat (Eds.),
Innovation in medical education, an evaluation of its present
status. New York, NY: Springer Publishing.
Schmidt,
H. G. (1990). Onderwijskundige aspecten van probleemgestuurd
onderwijs. In W. M. G. Jochems (Ed.). Aktiverend onderwijs.
Delft: Delftse Universitaire Pers.
Machiels-Bongaerts,
M., Boshuizen, H. P. A., & Schmidt, H. G. (1990). Aktivatie
van voorkennis en tekstverwerking. In J. M. Pieters (Ed.). Onderzoek
van het onderwijs: leren en onderwijzen. Enschede: Universiteit
Twente. p. 121-125.
Boshuizen,
H. P. A., & Schmidt, H. G. (1990). Biomedical knowledge and
clinical expertise. In E. Backer, J. H. C. Reiber, & J. W.
Smeets (Eds.), Acquisitie van medische kennis
ten behoeve van expertsystemen. (pp.
17-26). Delft: Delftse Universitaire Pers.
Boshuizen,
H. P. A., & Schmidt, H. G. (1990). Over het verwerven van
medische expertise. In J. M. Pieters (Ed.). Onderzoek van
het onderwijs: leren en onderwijzen. Enschede: Universiteit
Twente. p. 27-32.
1989
Schmidt,
H. G. (1989). The rationale behind problem-based learning. In
H. G. Schmidt, M. Lipkin, M. De Vries, & J. Greep. (Eds.),
New directions for medical education. New York, NY: Springer
Verlag.
Schmidt,
H. G. (1989). Faculty Development. In H. G. Schmidt, M. Lipkin,
M. De Vries, & J. Greep. (Eds.), New directions for medical
education. New York, NY: Springer Verlag.
Schmidt,
H. G., Bouhuijs, P. A. J., Khattab, T., & Makladi, F. (1989).
Attitude change among medical teachers: effects of a workshop
on tutorials. In H. G. Schmidt, M. Lipkin, M. De Vries, &
J. Greep. (Eds.), New directions for medical education.
New York, NY: Springer Verlag.
Schmidt,
H. G., Foster, S., & Bouhuijs, P. A. J. (1989). Theoretische
en empirische grondslagen van probleemgestuurd onderwijs (Theoretical
and empirical foundations of problem-based education). In P.
Keizer (Ed.). Probleemgestuurd onderwijs in de economische
wetenschap. Assen, the Netherlands: Van Gorcum.
Schmidt,
H. G. , Boshuizen, H. P. A., & Hobus, P. P. M. (1989). Medizinisches
Problemlösen: Forschungsergebnisse und instruktionale Konsequenzen.
In Wolfgang Schönpflug (Ed.). Bericht über den 36. Kongress
der Deutschen Gesellschaft für Psychologie in Berlin 1988.
Göttingen, Germany: Hogrefe.
Schmidt,
H. G. (1989). Problem-based learning. Introduction to Part III.
In H. G. Schmidt, M. Lipkin, M. De Vries, & J. Greep. (Eds.),
New directions for medical education. New York, NY: Springer
Verlag.
Schmidt,
H. G. (1989). How effective are problem-based, community-oriented
curricula: Experienced evidence. In H. G. Schmidt, M. Lipkin,
M. De Vries, & J. Greep. (Eds.), New directions for medical
education. New York, NY: Springer Verlag.
De
Volder, M. L., Schmidt, H. G., De Grave, W. S., & Moust, J.
H. C. (1989). Motivation and achievement in cooperative learning:
the role of prior knowledge. In J. H. C. van der Berchen &
F. Halisch (Eds.), Achievement and task motivation. Berwyn:
Swets North America.
De
Vries, M. W., Schmidt, H. G., & De Graaff, E. (1989). Dutch
comparisons: Cognitive and motivational effects problem-based
learning on medical students. In H. G. Schmidt, M. Lipkin, M.
De Vries, & J. Greep. (Eds.), New directions for medical
education. New York, NY: Springer Verlag.
Bollag,
U., Schmidt, H., Fryers, T., & Lawani, J. (1989). Medical
education in action: community-based experience and service in
Nigeria. In H. G. Schmidt, M. Lipkin, M. De Vries, & J. Greep.
(Eds.), New directions for medical education. New York,
NY: Springer Verlag.
Moust,
J. H. C., & Schmidt, H. G. (1989). Preparing faculty members
and students for problem-based learning. In H. G. Schmidt, M.
Lipkin, M. De Vries, & J. Greep. (Eds.), New directions
for medical education. New York, NY: Springer Verlag.
1988
Schmidt,
H. G. , Boshuizen, H. P. A., & Hobus, P. P. M. (1988). Transitory
stages in the development of medical expertise: The "intermediate
effect" in clinical case representation studies. In Proceedings
of the Cognitive Science Society Meeting. Hillsdale, NJ:
Lawrence Erlbaum, pp.139-145.
Boshuizen,
H. P. A., Schmidt, H. G., & Coughlin, L. D. (1988). On the
application of medical basic science knowledge in clinical reasoning:
Implications for structural knowledge differences between experts
and novices. In Proceedings of the Cognitive Science Society
Meeting. Hillsdale, NJ: Lawrence Erlbaum.
1987
Moust,
J. H. C., Schmidt, H. G., De Volder, M. L., Beliën, J. J. J.,
& De Grave, W. S. (1987). Effects of verbal participation
in small-group discussion on learning. In J. T. E. Richardson,
M. E. Eysenck & D. W. Piper (Eds.), Student learning: research
in education and cognitive psychology. Milton Keynes, U.
K. : Open University Press
Boshuizen,
H. P. A., & Schmidt, H. G. (1987). Comparing on-line and post
hoc problem representation in clinical reasoning. 29. Tagung
experimentel arbeitender Psychologen. Aachen,
FDR. (pp. 24). Aachen: Institut für psychologie der RWTH Aachen.
World
Health Organization Study Group. (1987). Community-based education
of health personnel. Geneva, Switzerland: World Health Organization.
Moust,
J. H. C., Schmidt, H. G., De Volder, M. L., Kokx, I. P. A., &
De Grave, W. S. (1987). Effecten van verschil in verbale deelname
aan de discussie in kleine groepen op leerprestaties (Effects
of differential verbal participation in small groups on achievement).
In J. H. Boonman & J. L. van der Linden (Eds.). Taal,
leren en samenwerken in het onderwijs.Lisse, the Netherlands:
Swets & Zeitlinger B. V.
1986
Wijnen,
W. H. F. W., & Schmidt, H. G. (1986). Probleemgestuurd onderwijs
bij de medische faculteit Maastricht (Problem-based education
at the Maastricht medical school). In C. T. C. W. Mettes &
J. G. M. Gerritsma (Red.), Probleemoplossen (Problem solving).
Utrecht: Het Spectrum.
De
Volder, M. L., Schmidt, H. G., Moust, J. H. C. & De Grave,
W. S. (1986). Problem-based-learning and intrinsic motivation.
In J. H. C. van der Berchen, Th. C. M. Bergen & E. E. I. de
Bruyn (Eds.), Achievement and task motivation. Berwyn:
Swets North America.
1985
Beliën,
J. J. J., Schmidt, H. G., & Wijnen, W. H. F. W. (1985).
Het Maastrichtse onderwijsmodel (The Maastricht approach to education).
In L. G. M. Stouthart (Red.), Tussen twee bruggen (Between
two bridges). Maastricht.
Gijselaers,
W. H., & Schmidt, H. G. (1985). An approach to programme
evaluation based on comparative data. In S. Goodlad (Ed.), Accountable
autonomy, perspectives in professional education. Guildford:
The Society for Research into Higher Education.
1984
Schmidt,
H. G., & Moust, J. H. C. (1984). Een training in het werken
in taakgerichte groepen (Evaluation of a training program for
small-group tutorials). In F. R. Oomkes & A. J. J. Bakker
(Red.), Groepstrainingen. Meppel: Boom.
1982
Schmidt,
H. G. (1982). Enkele cognitieve effecten van probleemgestuurd
onderwijs (Cognitive effects of problem-based learning). In H.
G. Schmidt (Red.), Probleemgestuurd onderwijs. Harlingen:
Stichting voor Onderzoek van het Onderwijs.
Schmidt,
H. G. (1982). Activation and restructuring of prior knowledge
and their effects on text processing. In A. Flammer & W.
Kintsch (Eds.), Discourse processing. Amsterdam: North-Holland
Publishing, p. 325-338.
De
Volder, M. L., & Schmidt, H. G. (1982). Tutor: inhoudsdeskundige
of procesbegeleider (Tutor: resource person or facilitator)?
In H. G. Schmidt (Red.), Probleemgestuurd onderwijs.
Harlingen: Stichting voor Onderzoek van het Onderwijs.
De
Graaff, E., Moust, J. H. C., Ronteltap, C. F. M., & Schmidt,
H. G. (1982). Studiebeleving van Maastrichtse medische studenten
(Study experiences of Maastricht medical students). In H. G.
Schmidt (Red.), Probleemgestuurd onderwijs. Harlingen:
Stichting voor Onderzoek van het Onderwijs.
1980
Bouhuijs,
P. A. J., Schmidt, H. G., Snow, R. E. et Wijnen, W. H. F. W.
(1980). La Rijksuniversiteit du Limbourg, Maastricht: développement
de la formation medicale (The Rijksuniversiteit Limburg, Maastricht,
the Netherlands: development of medical education). In F. M.
Katz et T. Fülöp (Eds.), Personnels de santé: quelques exemples
de programmes de formation (Personnel for health care, case
studies of educational programmes). Genève: Organisation Mondiale
de la Santé.
1979
Schmidt,
H. G. (1979). Leren van problemen, een inleiding in probleemgestuurd
onderwijs (Instruction by means of problems, an introduction to
problem-based learning). In A. Vroon (Red.), Handboek voor
de Onderwijspraktijk. Deventer: Van Loghum Slaterus.
Bouhuijs,
P. A. J., & Schmidt, H. G. (1979). De invloed van praktisch
medisch onderwijs in de huisartsenpraktijk op de attitudes van
medische studenten (Influence of clinical clerkships in primary
care on the attitudes of medical students). In Congresboek
Onderwijsresearchdagen. Amsterdam: Universiteit van Amsterdam.
1978
Bouhuijs,
P. A. J., Schmidt, H. G., Snow, R. E., & Wijnen, W. H. F.
W. (1978). The Rijksuniversiteit Limburg, Maastricht, the Netherlands:
development of medical education. In F. M. Katz & T. Fülöp
(Eds.), Personnel for health care, case studies of educational
programmes. Geneva: World Health Organization.
1977
Schmidt,
H. G., & Bouhuijs, P. A. J. (1977). Effecten van structurering
van patiëntenproblemen op leerresultaat en satisfactie van studenten
(Effects of structuring of case histories on achievement and satisfaction
of students). In Congresboek Onderwijsresearchdagen.
Amsterdam: Vrije Universiteit.
1976
Lodewick,
L., Lulofs, R., & Schmidt, H. G. (1976). An individualised
learning system for interviewing techniques. In J. Clarke &
J. Leedham (Eds.), Individualised learning. London: Kogan
Page.
1975
Schmidt,
H. G., & Wijnen, W. H. F. W. (1975). Scoringsproblemen bij
'Ik-weet- het-niet'antwoorden (Scoring problems with 'don't know'
answers). In Congresboek Onderwijsresearchdagen. Twente:
Technische Hogeschool.
Schmidt,
H. G., & Wijnen, W. H. F. W. (1975). Aantal alternatieven
en testlengte bij meerkeuzevragen (Number of alternatives and
test length for multiple-choice questions). In Congresboek
Onderwijsresearchdagen. Twente: Technische Hogeschool.
Books
Moust,
J. H. C., Bouhuijs, P. A. J., & Schmidt, H. G. (1999). Problem-based
learning: A student guide. Groningen, the Netherlands: Wolters-Noordhoff.
Schmidt,
H. G. & Moust, J. H. C. (in press). Essentials of Problem-based
learning: Theory and practice. Hillsdale, N.J.: Lawrence Erlbaum,
Inc.
Schmidt,
H. G., Magzoub, M., Feletti, G., Nooman, Z., & Vluggen, P.
(Eds.). (2000). Handbook of community-based education: Theory
and practices. Maastricht, the Netherlands: Network Publications.
Schmidt,
H. G., & Moust, J. H. C. (1998; 1999). Probleemgestuurd
onderwijs: Praktijk en theorie. Groningen, the Netherlands:
Wolters-Noordhoff.
Moust,
J. H. C., Bouhuijs, P. A. J., & Schmidt, H. G. (1999). Problemorientiertes
Lernen. Wiesbaden, Germany: Ullstein Medical.
Bouhuijs,
P.A.J., Schmidt, H.G., & Van Berkel, H.J.M. (Eds.). (1994).
Problem-based learning as an educational strategy. Maastricht,
the Netherlands: Network Publications.
Nooman,
Z., Schmidt, H. G., & Ezzat, E. (Eds.). (1990). Innovation
in medical education, an evaluation of its present status.
New York, NY: Springer Publishing.
Schmidt,
H. G., Lipkin, M., De Vries, M., & Greep. J. (Eds.). (1989).
New directions for medical education. New York, NY: Springer
Verlag.
Moust,
J. H. C., Bouhuijs, P. A. J., & Schmidt, H. G. (1989, 1992,
1995, 1998). Probleemgestuurd leren (Problem-based learning).
Groningen, the Netherlands: Wolters-Noordhoff.
De
Grave, W. S., Moust, J. H. C., & Schmidt, H. G. (Eds.).
(1985). Tutorials in Problem-based learning, vol 2. Maastricht:
Network of Community-oriented Institutions for the Health Sciences.
Schmidt,
H. G., & De Volder, M. L. (Eds.). (1984). Tutorials
in problem-based learning. Assen: Van Gorcum.
Schmidt,
H. G., Geerligs, C. T., Boshuizen, H. P. A., De Graaff, E., De
Grave, W. S., Meijers, F. J. M., Wesselingh, A. A., Claessen,
H. F. A. Van der Kley, P., De Raad, K. B., Van den Boom, W. J.
G., Lowyck, A. H. J. C., & Van Meel, R. M. (1984). Voortijdig
van school, een thematische introductie in de sociale wetenschappen
(School drop-out: a thematic introduction to the social sciences).
Heerlen: Open Universiteit.
Schmidt,
H. G. (Red.). (1982). Probleemgestuurd onderwijs (Problem-based
learning). Harlingen: Stichting voor Onderzoek van het Onderwijs.
Schmidt,
H. G. (1982). Activatie van voorkennis, intrinsieke motivatie
en de verwerking van tekst (Activation of prior knowledge,
intrinsic motivation and text processing). Doctoral Dissertation.
Apeldoorn: Van Walraven.
Schmidt,
H. G., & Van der Ploeg, H. M. (1981). De opzet van onderzoek:
een inleiding (The design of research: an introduction).
Rotterdam: Stafleu.
Schmidt,
H. G., & Bouhuijs, P. A. J. (1980, 1983, 1985). Onderwijs
in taakgerichte groepen (Small-group education). Utrecht:
Het Spectrum.
Conference
Papers and Invitational Lectures (since 1982)
2005
Schmidt, H. G. (2005). Influence
of research on practices in medical education: The case of
problem-based learning. Key-note lecture presented at the Annual Meeting of the Association for Medical Education in Europe. Amsterdam, the Netherlands, September 1.
Schmidt,
H. G., Loyens, S., & Rikers, R. M. J. P. (2005, April). Generality
of a Causal Model of Problem based Learning: Further Evidence. Paper
presented at the Annual Meeting of the American Educational Research
Association, Montréal, Quebec, April 11-15.
2004
Schmidt, H. G. (2004). Future
directions for research into problem-based learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CAL, April 12-16
2001
Schmidt,
H. G. (2001). Kleine psychologie van de stad. Rede uitgesproken
ter gelegenheid van de 88e Dies Natalis van de Erasmus Universiteit,
Rotterdam.
Schmidt,
H. G. (2001). Vijfentwintig jaar UM: Wat heeft PGO teweeg
gebracht? Lezing ter gelegenheid van het vijfentwintig jarig
jubileum
van de Universiteit Maastricht.
Schmidt,
H. G. (2001, April). Long-term effects of problem-based learning.
Paper presented at the Annual Meeting of the American Educational
Research Association, Seattle, WA.
Schmidt,
H. G. (2001, April). Encapsulation explains recall and priming
phenomena in medical expertise research. Paper presented at
the Annual Meeting of the American Educational Research Association,
Seattle, WA.
Verkoeijen,
P. P. J. L., Van de Wiel, M. W. J., Kooman, J. P., & Schmidt,
H.G. (April, 2001). Case representation by medical experts,
intermediates and novices for laboratory data presented with
or
without a clinical context. Paper presented at the Annual
Meeting of the American Educational Research Association, Seattle,
WA.
De Bruin,
A.B.H., Van de Wiel, M.J.W., Rikers, R.M.J.P., & Schmidt, H.G.
(April, 2001). Explaining the intermediate effect in clinical
case recall: An attempt at experimental manipulation. Paper
presented at the Annual Meeting of the American Educational Research
Association, Seattle, WA.
Van Gerven, P.W.M., Paas, F., Van Merriënboer, J.J.G., Hendriks, M., & Schmidt, H.G. (2001, April). A
multimedia strategy for efficient complex skill training
into old age. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
2000
Schmidt,
H. G. (2000). Hoe goed is ons geheugen? Rede uitgesproken
ter gelegenheid van de 24e Dies Natalis van de Universiteit Maastricht.
1999
Schmidt,
H. G. (1999). Testing a Causal Model of Problem-based Learning.
Paper presented at the Annual Meeting of the American Educational
Research Association, Montréal, CA, April 19-23, 1999.
Schmidt,
H. G., & Rikers, R. (1999). Does problem-based learning
prepare medical students to become better doctors? A review of
research. Paper presented at the Annual Meeting of the American
Educational Research Association, Montréal, CA, April 19-23, 1999.
Van
Berkel, H., & Schmidt, H. G. (1999). Motivation to commit
oneself as a determinant of achievement in problem-based learning.
Paper presented at the Annual Meeting of the American Educational
Research Association, Montréal, CA, April 19-23, 1999.
1998
Schmidt,
H. G. (1998).The paradigm shift in medical expertise research.
Discussion contribution to session 33.10: "Determinants of cognitive
performance in medical and veterinary students." Paper presented
at the Annual Meeting of the American Educational Research Association,
San Diego, CA, April 13-17, 1998.
Schmidt,
H. G., & Moust, J. H. C. (1998). Processes that Shape
Small-Group
Tutorial Learning: A Review of Research. Paper presented
at the Annual Meeting of the American Educational Research Association,
San Diego, CA, April 13-17, 1998.
Machiels-Bongaerts,
M., Schmidt, H. G., & Boshuizen, H. P. A. (1998).The effect
of children's domain knowledge on study time allocation and recall
of text. Paper presented at the Annual Meeting of the American
Educational Research Association, San Diego, CA, April 13-17,
1998.
Schmidt,
H. G. (1998). Het raadsel van de kennisverwerving. (The
mystery of knowledge acquisition) Keynote address presented at
the Onderwijsresearch Dagen, Enschede, the Netherlands, May 13-15.
1996
Schmidt,
H. G. (1996). Hoe ziet de buitenwacht C 2000? (How does
an outsider perceive the new Groningen medical curriculum?) Invitational
address delivered at the Symposium C 2000 Halfweg, Groningen,
6th December 1996.
1995
Schmidt,
H. G., & Moust, J. H. C. (1995). What makes a tutor effective?
A structural equations modelling approach to learning in problem-based
curricula. Paper presented at the Annual Meeting of the American
Educational Research Association, San Francisco, CA, April, 18-22.
ERIC Clearinghouse on Higher Education, Nr. ED 385 189.
Schmidt,
H. G., Machiels-Bongaerts, M., Hermans, H., ten Cate, O., Venekamp,
R., & Boshuizen, H. P. A. (1995). The development of diagnostic
competence: A comparison between a problem-based, an integrated,
and a conventional medical curriculum. Paper presented at
the Annual Meeting of the American Educational Research Association,
, San Francisco, CA, April, 18-22. ERIC Clearinghouse on Higher
Education, Nr. ED 385 190.
Machiels-Bongaerts,
M., & Schmidt, H. G. (1995). The relation between the
nature
of prior knowledge activated and information processing: To elaborate
or to infer? Paper presented at the Annual Meeting of the
American Educational Research Association. San Francisco, CA,
April, 18-22.
1994
Schmidt,
H. G. (1994). Research into problem-based learning. Invitational
paper delivered at the McMaster Tricentennial Conference, Hamilton,
Canada, June 28 - July 1.
Schmidt,
H. G. (1994). How I was forced to believe in problem-based
learning. Invitational lecture presented at Higher Education
Meeting, Lund University, Lund, Sweden, October 14-16.
Schmidt,
H. G. (1994). The development of expertise. Paper presented
at the Higher Education Meeting, Lund University, Lund, Sweden,
October 14-16.
Schmidt,
H. G. (1994). Assessment in community settings. Paper
presented at the Kellogg Conference on Community-University Partnerships.
Monterrey, Mexico, September, 26-30.
Schmidt,
H. G. (1994). Causal modelling of problem-based learning.
Paper presented at the Higher Education Meeting, Lund University,
Lund, Sweden, October 14-16.
Schmidt,
H. G. (1994). The role of tutors' subject-matter expertise.
Paper presented at the Higher Education Meeting, Lund University,
Lund, Sweden, October 14-16.
Custers,
E. J. F. M., Boshuizen, H. P. A., & Schmidt, H. G. (1994).
A recognition study in support of the psychological validity
of illness scripts. Paper presented at the Annual Meeting
of the American Educational Research Association. New Orleans,
LA: April 1994.
1993
Schmidt,
H. G., & Machiels-Bongaerts, M. (1993). Cognitive set-points
in text processing: Studies of free recall and allocation
of study time. Paper presented at the Construction-Integration
Symposium to the Memory of Guy Groen, Annual Meeting of the American
Educational Research Association, Atlanta, GA, April 12-
16.
Schmidt,
H. G., Boshuizen, H. P. A., Custers, E. J. F. M., Van de Wiel,
M. W. J. (1993). On acquiring expertise in medicine. Paper
presented at the European Association on Learning and Instruction
Conference. Aix-en-Provence, August 31-September 3.
Schmidt,
H. G., Van der Arend, A., Kokx, I. and Boon, L. (1993). Peer
Versus Staff Tutoring in Problem-Based Learning. Paper presented
to the Annual Meeting of the American Educational Research Association,
Atlanta, GA, April, 12 - 16.
Boshuizen,
H. P. A., Schmidt, H. G. (1993). The intermediate effect and
knowledge encapsulation.Paper presented at the Construction-Integration
Symposium to the Memory of Guy Groen, Annual Meeting of the American
Educational Research Association, Atlanta, GA, April 12-
16.
van
de Wiel, M. W. J., Boshuizen, H. P. A., Schmidt, H. G. (1993).
A failure to reproduce the intermediate effect in clinical case
recall. Paper presented at the Annual Meeting of the American
Educational Research Association, Atlanta, GA, April 12-
16.
Custers,
E. J. F. M ., Boshuizen, H. P. A., & Schmidt, H. G. (1993).The
influence of typicality of case descriptions on subjective disease
probability estimations. Paper presented at the Annual Conference
of the American Educational Research Association. Atlanta, GA,
April, 12 - 16.
Dolmans,
D. H. J. M., Wolfhagen, H. A. P., & Schmidt, H. G. (1993).
Validation of a rating scale for tutor evaluation in a problem-based
medical curriculum. Paper presented at the Annual Conference
of the American Educational Research Association. Atlanta, GA,
April, 12 - 16. ERIC Document Reproduction Service No.
TM020241.
Wolfhagen,
H. A. P., Dolmans, D, Schmidt, H. G., & Balendong, H. (1993).
Adequate feedback to tutors. From diagnosis to treatment...!
Paper presented at Symposium on Self-directed Learning. Sherbrooke,
QUE, August, 21-25.
De
Grave, W. S., Boshuizen, H. P. A., Schmidt, H. G. (1993).
Problem-based learning: Cognitive processes during problem
analysis. Paper presented at Symposium on Self-directed Learning.
Sherbrooke, QUE, August, 21-25.
Vaatstra,
R. F., Boshuizen, H. P. A., Schmidt, H. G. (1993). Differences
in the organization and application of knowledge between novice,
intermediate and experienced auditors. Paper presented at
EDINEB conference, Maastricht, December, 11-14.
Vaatstra,
R. F., Boshuizen, H. P. A., Schmidt, H. G. (1993) Expertise
in auditing: case-representation differences between economy
students, novice, intermediate and expert auditors. Paper
presented at the Annual Meeting of the American Educational Research
Association. Atlanta, GA, April, 12 - 16.
Van
de Wiel, M. W. J., Boshuizen, H. P. A., Schmidt, H. G. (1993 ).
A failure to reproduce the intermediate effect in clinical
case recall. Paper presented at the Annual Meeting of the
American Educational Research Association. Atlanta, GA, April,
12 - 16.
Geerligs,
T., Schmidt, Henk G., and van der Arend, A. (1993). Test format
and test-directed study behavior in problem-based learning.
Paper presented at the Annual Meeting of the American Educational
Research Association. Atlanta, GA, April, 12 - 16.
1992
Schmidt,
H. G. (1992). Models of cognition for medical training and
practice. Paper presented at the Annual Meeting of the American
Educational Research Association, San Francisco, April 20-24.
Gijselaers,
W. H., & Schmidt, H. G. (1992). Exploring a model of study
time allocation in a problem-based medical curriculum. Paper
presented at the Annual Meeting of the American Educational Research
Association, San Francisco, April 20-24.
Dolmans,
D. H. J. M., Gijselaers, W. H., & Schmidt, H. G. (1992).
Do students learn what their teachers intend they learn? Guiding
processes in problem-based learning. Paper presented at the
Annual Meeting of the American Educational Research Association,
San Francisco, April 20-24.
Dolmans,
D. H. J. M., Gijselaers, W. H., & Schmidt, H. G. (1992).
Assessing test validity through the use of teachers' judgement.
Paper presented at the Annual Meeting of the American Educational
Research Association, San Francisco, April 20-24.
Moust,
J. H. C., & Schmidt, H. G. (1992). Undergraduate students
as tutors: Are they as effective as faculty in conducting small-group
tutorials? Paper presented at the Annual Meeting of the American
Educational Research Association, San Francisco, CA: April 20-24.
Custers,
E. J. F. M., Boshuizen, H. P. A., & Schmidt, H. G. (1992).
The relationship between medical expertise and the development
of illness scripts. Paper presented at the Annual Meeting
of the American Educational Research Association. San Francisco,
CA: April 20-24.
1991
Schmidt,
H. G. (1991). Developmental issues in learning medicine.
Paper presented at the NATO Workshop Advanced Models of Cognition
for Medical Training and Practice, Castelvecchio Pascoli, Italy,
June 19th-22nd.
Schmidt,
H. G., Boshuizen, H. P. A., & De Vries, M. (1991). Comparing
problem-based with conventional education: A review of the University
of Limburg medical school experiment.Paper presented at
the Annual Meeting of the American Educational Research Association,
Chicago, April 3-7.
Schmidt,
H. G., & Boshuizen, H. P. A. (1991). Effects of Activation
of prior knowledge on the recall of a clinical case. Paper
presented at the Annual Meeting of the American Educational Research
Association, Chicago, April 3-7.
Hobus,
P. P. M., Boshuizen, H. P. A., Schmidt, H. G. (1991). Expert-novice
differences in the role of contextual factors in early medical
diagnosis. Contribution to the Annual Meeting of the American
Educational Research Association, Chicago, April 3-7.
Machiels-Bongaerts,
M. & Schmidt, H. G. (1991). The effects of prior knowledge
activation on free recall and study time allocation.Paper
presented at the Annual Meeting of the American Educational Research
Association, Chicago, April 3-7. Educational Resources Information
Center (ERIC), TM019127.
Gijselaers,
W. H., & Schmidt, H. G. (1991) Using student's ratings
as a measure for educational quality: The case of problem-based
medical education. Paper presented at the Annual Meeting
of the American Educational Research Association, Chicago, April
3-7.
Hobus,
P. P. M., Boshuizen, H. P. A., Schmidt, H. G. (1991). Expert-novice
differences in the role of contextual factors in early medical
diagnosis. Paper presented at the Annual Meeting of the American
Educational Research Association, Chicago, April 3-7.
Boshuizen,
H. P. A., & Schmidt, H. G. (1991). Integration of biomedical
and clinical knowledge in medical students.Paper presented
at the Annual Meeting of the American Educational Research Association,
Chicago, April 3-7.
Dolmans,
D. H. J. M., Schmidt, H. G., & Gijselaers, W. H. (1991).
Course improvement based on course content data: An explorative
study conducted in a problem-based curriculum. Paper presented
at the Annual Meeting of the American Educational Research Association,
Chicago, April 3-7.
1990
Schmidt,
H. G., & Boshuizen, H. P. A. (1990). Effects of Activation
of Prior Knowledge on the Recall of a Clinical Case. Paper
presented at the Annual Meeting of the American Educational Research
Association, Boston, MA, April 16-22. Educational Resources Information
Center (ERIC), ED321713.
Schmidt,
H. G., & Norman, G. R. (1990).Transitory Stages in the
Development of Expertise in Medicine: Review of the Evidence.
Invited address at the Annual Meeting of the American Educational
Research Association, Boston, MA, April 16-22. Educational Resources
Information Center (ERIC), ED321711.
Schmidt,
H. G., Boshuizen, H. P. A., & Norman, G. R. (1990).Adverse
Effects of Priming on the Recall of a Clinical Case: Differences
Between Intermediates With and Without Clinical Practice.
Paper presented at the Annual Meeting of the American Educational
Research Association, Boston, MA, April 16-22.
Schmidt,
H. G., & Gijselaers, W. H. (1990). Causal Modelling
of Problem-based Learning. Paper presented at the Annual
Meeting of the American Educational Research Association, Boston,
MA, April 16-22.
Schmidt,
H. G., Des Marchais, J. E., & Black, R. (1990). Use of
student ratings for program improvement: Examples from a problem-based
medical curriculum.Paper presented at the Annual Meeting
of the American Educational Research Association, Boston, MA,
April 16-22. Educational Resources Information Center (ERIC),
TM015215
Schmidt,
H. G., Van Berkel, H., & Bouhuijs, P. A. J. (1990). Research
in Medical education. Invited address to the Association for
Medical Education in Europe. Budapest, Hungary, September 5-7
Schmidt,
H. G. (1990). Onderwijskundige aspecten van probleemgestuurd
onderwijs. Symposium 'Aktiverend onderwijs', Technische Universiteit
Delft.
Schmidt,
H. G., & Bouhuijs, P. A. J. (1990). Research in medical
education: What do we know about problem-based learning?
Invited address at the IV Congresso Nazionale of the Italian Society
for Medical Education, Bari, Italy. February 21.
Boshuizen,
H. P. A., Schmidt, H. G., & Wassmer L. (1990). Curriculum
style and the integration of biomedical and clinical knowledge.
Paper presented at the Second International Symposium on Problem-based
Learning. Yogyakarta, Indonesia, October 7-12.
Boshuizen,
H. P. A., & Schmidt, H. G. (1990). Case typicality and
clinical reasoning in experts and novices.Paper presented
at the Second International Symposium on Problem-based Learning.
Yogyakarta, Indonesia, October 7-12.
Kokx,
I. P. A., & Schmidt, H. G. (1990). The quality of problems
in problem-based learning: Expert judgements. Paper presented
at the Second International Symposium on Problem-based Learning.
Yogyakarta, Indonesia, October 7-12.
Ronteltap,
C. F. M., & Schmidt, H. G. (1990). Differences in knowledge
between good and poor problem-solvers. Paper presented at
the Second International Symposium on Problem-based Learning.
Yogyakarta, Indonesia, October 7-12.
Moust,
J. H. C.,& Schmidt, H. G. (1990). Undergrate teaching
assistants as tutors: Are they as effective as are faculty members
in problem-based learning? Paper presented at the Second
International Symposium on Problem-based Learning. Yogyakarta,
Indonesia, October 7-12.
Boshuizen,
H. P. A., & Schmidt, H. G. (1990). Biomedical knowledge
and clinical expertise. Paper presented at the Annual Meeting
of the American Educational Research Association, Boston, MA,
April 16-22. Educational Resources Information Center (ERIC),
ED321710.
Machiels-Bongaerts,
M., Schmidt, H. G., & Boshuizen, H. P. A. (1990). The
effect of knowledge activation on text recall: An investigation
of two conflicting hypotheses. Paper presented at the Annual
Meeting of the American Educational Research Association, Boston,
MA, April 16-22.
1989
Schmidt,
H. G., & Boshuizen, H. P. A. (1989). The nature of expertise
development in medicine. Invited address at the Annual Meeting
of the British Psychological Association, Aberdeen, UK.
Schmidt,
H. G., Boshuizen, H. P. A., Hobus, P. P. M., & Coughlin, L.
D. (1989). Developmental stages inmedical expertise: Evidence
from "intermediate effect" studies. Paper presented
at the Annual Meeting of the American Educational Research Association,
San Francisco, CAL.
Schmidt,
H. G. (1989). Leren en programmeren (Learning and programming).
Lezing ten behoeve van de Herstructuringscommissie Bouwkunde,
Technische Universiteit Delft. Thorn, juni.
Schmidt,
H. G., & Boshuizen, H. P. A. (1989). The intermediate
effect in clinical case representation studies as evidence for
a stage theory on the development of expertise in medicine.
Paper presented at the First International Congress of Psychology,
Amsterdam.
Schmidt,
H. G. (1989). Voor- en nadelen van probleemgestuurd onderwijs
in blokken (Advantages and disadvantages of education in blocks).
Lezing op uitnodiging van de Faculteit Bouwkunde, Technische
Universiteit Delft.
Des
Marchais, J. E., Schmidt, H. G., & Black, R. (1989). Theory-guided
design of a rating scale for program evaluation in problem-based
medical curricula. Paper presented at the Annual Meeting
of the American Educational Research Association, San Francisco,
CAL. Educational Resources Information Center (ERIC), TM015216
Des
Marchais, J. E., Black, R., Michaud, S., & Schmidt, H. G.
(1989). Assessing factors influencing student learning in
implementing problem-based learning in Sherbrooke. Paper
presented at the Third International Conference on Teaching and
Assessing Clinical Competence, Groningen, the Netherlands.
Boshuizen,
H. P. A., Schmidt, H. G., Stalenhoef, B. F., & Essed, G. G.
M. (1989). Application of basic-science knowledge in clinical
reasoning; Some implications for teaching clinical competence.
Paper presented at the meeting of the European Association for
Research in Learning and Instruction, Madrid.
Boshuizen,
H. P. A., & Schmidt, H. G. (1989). Medische expertise:
nieuwe ontwikkelingen. (Medical expertise: New developments)
Maastricht: Medigon Congres.
1988
Schmidt,
H. G., Boshuizen, H. P. A., Hobus, P. P. M., & Coughlin, L.
D. (1988). An explanation for the "intermediate effect'
in clinical reasoning studies. Paper presented at the Annual
Meeting of the Canadian Psychological Association, Montréal, Québec,
Canada, June, 1988
Schmidt,
H. G. (1988). On the development of expertise in medicine:
Evidence from case representation studies. Laboratory for
Applied Cognitive Science. McGill University, Montréal, Qué.,
Canada.
Schmidt,
H. G. (1988). Leren: Interactie van het cognitieve systeem
met zijn omgeving. Technische Universiteit Twente, 7 maart
1988.
Schmidt,
H. G. (1988). Besluitvorming door mensen en machines: two
worlds apart? NedLloyd Seminar over besluitvormingondersteunende
systemen. Rotterdam, 4 oktober.
Schmidt,
H. G., & Feltovich, P. (1988). Studies in medical expertise:
Discussion. Paper presented at the Annual Meeting of the
American Educational Research Association, New Orleans, LA.
1987
Schmidt,
H. G., Hobus, P. P. M., Patel, V. L., & Boshuizen, H. P. A.
(1987). Contextual factors in the activation of first hypotheses:
expert-novice differences. Paper presented at the meeting
of the American Educational Research Association, Washington,
DC.
Schmidt,
H. G., & Patel, V. L. (1987). Effects of knowledge activation
through small-group discussion on the processing of science text.
Paper presented at the meeting of the American Educational Research
Association, Washington, DC.
Boshuizen,
H. P. A., & Schmidt, H. G. (1987). Comparing on-line
and post-hoc problem representation in clinical reasoning.
Paper presented at the Deutschen Gesellschaft füür Psychologie,
Aachen, Germany.
Boshuizen,
H. P. A., Schmidt, H. G., & Coughlin, L. D. (1987). On-line
representation of a clinical case and the development of expertise.
Paper presented at the meeting of the American Educational Research
Association, Washington, DC.
De
Grave, W. S., Schmidt, H. G., De Volder, M. L., & Moust,
J.
H. C. (1987). Can previously acquired knowledge be activated
through small-group discussion? Paper presented at the meeting
of the American Educational Research Association, Washington,
DC, April. Educational Resources Information Center (ERIC), ED321712.
1986
Schmidt,
H. G. (1987, 1988,1989). Waarop is menselijke expertise gebaseerd?
Bijdrage aan de PAOI (Informatica)-cursus Expertsystemen, Maastricht.
Schmidt,
H. G. (1986). Probleemgestuurd onderwijs en projectonderwijs:
overeenkomsten, verschillen, effecten (Problem-based education
and the case-study method: similarities, differences, effects).
Invited paper, presented at the HBO-Seminar Vormgeven aan Onderwijskundige
Meerwaarde, Zwolle en Utrecht.
Schmidt,
H. G. (1986). Studievaardigheden bestaan waarschijnlijk niet
(Study skills probably do not exist). Invited paper, presented
at the Landelijke Studiedag Studievaardigheden, Nijmegen.
Schmidt,
H. G., & Boshuizen, H. P.A. (1986). Probleemoplossen
door mensen en machines (Problem solving by man and machine).
Paper presented at the Symposium Expertsystemen, Maastricht.
Schmidt,
H. G. (1986). Why is memory for non-activated information
better? Paper presented at the Centre for Cognitive Science,
McGill University, Montréal, Qu.
Schmidt,
H. G. (1986). Research in problem-based learning: some results.
Invitational lecture at Rush Medical School, Chicago, IL.
Schmidt,
H. G. (1986). The role of the tutor in small-group learning.
Invitational lecture at the Faculté de Médicine, Université de
Sherbrooke, Sherbrooke, Qu.
Schmidt,
H. G. (1986). What happens to the learner in problem-based
learning? Invitational lecture at Harvard Medical School,
Harvard University, Cambridge, MA.
Schmidt,
H. G. (1986). Comparisons between innovative and conventional
medical education: a review of outcome studies. R. S. McLaughlin
lecture given at McMaster University Faculty of Health Sciences,
Hamilton, Ont.
Schmidt,
H. G. (1986). Student assessment methods adapted to problem-based
learning. Educational Round at McMaster University Faculty
of Health Sciences, Hamilton, Ont.
Schmidt,
H. G. (1986). Progress in cognitive science: Implications
for medical education. Invited session at the 97th Annual
Meeting of the Association of American Medical Colleges, October
26, New Orleans, LA.
Boshuizen,
H. P. A., & Schmidt, H. G. (1986). Kennisgebruik en
aanpakgedrag bij een medisch probleem (Use of knowledge and
problem solving in medicine). Paper presented at the Conference
of the Nederlands Instituut voor Psychologen, Groningen.
1985
Schmidt,
H. G. (1985). Artificial intelligence and cognitive psychology:
implications for medicine. Paper presented at the Annual
Meeting of the American Educational Research Association, Chicago,
IL.
Schmidt,
H. G., De Grave, W. S., Moust, J. H. C., De Volder, M. L., &
Kerkhofs, L. M. M. (1985). Explanatory models in the processing
of science text: novice-expert differences. Paper presented
at the Conference on Cognitive Processes in Student Learning,
Lancaster, U.K.
Boshuizen,
H. P. A., & Schmidt, H. G. (1985). The developing structure
of medical knowledge. Paper presented at the Symposium on
the Evaluation of Health Sciences Curricula, Ismailia, Egypt.
Gijselaers,
W. H., & Schmidt, H. G. (1985). Towards a causal model
of student learning within the context of a problem-based curriculum.
Paper presented at the Symposium on the Evaluation of Health Sciences
Curricula, Ismailia, Egypt.
Snellen,
H., & Schmidt, H. G. (1985). Perceived workload as an
indicator for the quality of instruction, the case of Maastricht.
Paper presented at the Symposium on the Evaluation of Health Sciences
Curricula, Ismailia, Egypt.
Majoor,
G. D., Schmidt, H. G., Moust, J. H. C., Snellen, H. A. M., &
Stalenhoef, B. (1985). Construction of problems for problem-based
learning. Paper presented at the Symposium on the Evaluation
of Health Sciences Curricula, Ismailia, Egypt.
Moust,
J. H. C., Schmidt, H. G., De Volder, M. L., Beliën, J. J. J.,
& De Grave, W. S. (1985). Effects of verbal participation
in small-group discussion on learning. Paper presented at
the Conference on Cognitive Processes in Student Learning, Lancaster,
U.K.
1984
Schmidt,
H. G. (1984). Medical problem-solving and the role of knowledge.
Paper presented at the Annual Meeting of the American Educational
Research Association, New Orleans, LA.
Schmidt,H.
G. (1984). What happens to the learner in problem-based learning?
Invited address at the Research in Medical Education Conference,
Chicago, IL.
De
Grave, W. S., Schmidt, H. G., Beliën, J. J., Moust, J. H. C.,
De Volder, M. L., & Kerkhofs, L. M. M. (1984). Effecten
van verschillende typen van activatie van voorkennis op recall,
gemeten met een aanvultoets (Effects of different types of
activation of prior knowledge on recall, measured with a completion
procedure). Paper presented at the Onderwijs Research Dagen,
Tilburg.
1983
Schmidt,
H. G. (1983). Clinical reasoning and memory. Paper
presented at the Symposium on New Developments in Research on
Clinical Reasoning, Québec City, Qu.
Schmidt,
H. G. (1983). Cognitive and motivational effects of problem-based
learning. Paper presented at the International Symposium
on Problem-based Learning, Maastricht.
1982
Schmidt,
H. G. (1982). Empirical data on problem-based learning.
Invited paper, presented at the Research in Medical Education
Conference, Washington, DC.
External
Reports
Schmidt
H. G., Stultiens, L. G. H., & Boelen, C. (1991). Performance
indicators for medical education: A review of the literature.
Maastricht, the Netherlands: Network of Community-Oriented Educational
Institutions for the Health Sciences.
Boshuizen,
H. P. A., & Schmidt, H. G. (1990). The role of biomedical
knowledge in clinical reasoning by experts, intermediates and
novices. Onderzoek van Onderwijs, 41. Maastricht:
University of Limburg
Schmidt,
H. G. (1988). Een stoomcursus cognitieve psychologie: Recente
ontwikkelingen op het terrein van de psychologie van het leren.
Vakgroep Onderwijsontwikkeling en Onderwijsresearch, Rijksuniversiteit
Limburg. Maastricht.
Boshuizen,
H. P. A., & Schmidt, H. G. (1986). The developing structure
of medical knowledge. Onderzoek van Onderwijs 32.
Maastricht: University of Limburg.
Boshuizen,
H. P. A., Kempen, G. A. M., & Schmidt, H. G. (1985). Cognitieve
informatica; een voorstel tot het inrichten van een nieuwe studierichting
aan de Rijksuniversiteit Limburg (Artificial Intelligence;
proposal for a new curriculum at the University of Limburg).
Maastricht: University of Limburg.
Boshuizen,
H. P. A., Schmidt, H. G., Bouhuijs, P. A. J., & Wijnen, W.
H. F. W. (1984). Nascholing van onderwijsonderzoekers; een marktverkenning
ten behoeve van de Vereniging voor Onderwijsresearch (Postdoctoral
education; market research for the Dutch Educational Research
Association). Onderzoek van Onderwijs 25. Maastricht:
University of Limburg.
De
Volder, M. L., & Schmidt, H. G. (1980). Onderlinge beoordeling
en zelfbeoordeling van intellectueel functioneren in onderwijsgroepen
(Peer and self evaluation in small-group tutorials). Onderzoek
van Onderwijs 2. Maastricht: University of Limburg.
Schmidt,
H. G. (1977). Scoring, interpretatie en gebruik van de Maastrichtse
Huisartsenvragenlijst (Scoring, interpretation and use of
the Maastricht Attitude scale for General Practitioners). Maastricht:
University of Limburg.
Schmidt,
H. G. (1977). Het Tutorensysteem (The tutorial system).
Maastricht: University of Limburg.
Schmidt,
H. G. (1977). Probleemgeoriënteerd onderwijs (Problem-oriented
education). Maastricht: University of Limburg.
Schmidt,
H. G. (1977). Vijf en twintig problemen (Twenty-five
problems). Maastricht: University of Limburg.
Bouhuijs,
P. A. J., & Schmidt, H. G. (1977). Effecten van taakverdeling
binnen onderwijsgroepen op leerresultaat en satisfactie bij studenten
(Effects of division of labor in educational groups on achievement
and satisfaction of students). Maastricht: University of Limburg.
Schmidt,
H. G. (1976). Samenwerken (Co-operation). Maastricht:
University of Limburg.
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