People

Foto van Jelmer Alsma MD
Jelmer Alsma MD
Internist emergency medicine Erasmus MCEmergency medicine and internal medicine

Jelmer Alsma is an internis acute medicine interested in research in medical education. You can read his resume here

Foto van Prof. Dr. Els Berns
Prof. Dr. Els Berns
Professor Translational Gynaecological Oncology Erasmus MC

Els MJJ Berns, PhD, is Professor Translational Gynaecological Oncology with tenure at the Department of Medical Oncology at the Erasmus MC-Cancer Center in Rotterdam, the Netherlands. I am trained as a molecular cell biologist and obtained my PhD degree at the Erasmus University Rotterdam in 1986. After two years of postdoctoral training at the Scott Department of Urology at Baylor College of Medicine (Houston TX, USA) studying prostate cancer, I returned to Rotterdam in 1988. In 2011, I was visiting professor research in the Peter McCallum Cancer Center, Melbourne, Australia, to study ovarian cancer.

Currently I head the research group “Integrated genomics of treatment resistance” that is working on the prognostic and predictive role of genes, pathways and mRNAs and miRs in breast and ovarian cancer. The main goal of the research group is to generate drug response profiles to identify biomarkers and functionally analyse drugable targets in order to improve treatment response. I have (co-)authored (H-index: 37) on 150 reviewed papers on mainly breast and ovarian cancer, in amongst others Lancet, JCO and Cancer Research. I have given invited lectures at several (inter)national meetings.

I am a member of several scientific parties including the AACR, EUTROC, EORTC and chair the EORTC-GCG Translation Research group. As PI I serve(d) on multiple national and international projects/grants, including grants from Susan Komen Foundation, Dutch Cancer Society, Erasmus MC, EORTC, Vlaams Kankerfonds, EU-OVCAD-FP6, EU-OCTIPS-FP7, EU-RAIDS-FP7, TI Pharma T3-108 & 502 and NHMRC-Australia.

For the past 25 years I have lectured students and developed teaching programs for, amongst others, the Medical Curriculum. I have trained and guided JMS-BSc-MSc-PhD students and am a qualified BKO and SKO teacher.

Foto van Prof. Dr. Patrick Bindels
Prof. Dr. Patrick Bindels
Professor in General Practice and head of the department of General Practice Erasmus MCDepartment of General Practice

Prof. Dr. Patrick Bindels is Professor in General Practice and head of the department of General Practice. You can find his resume here

Foto van Prof. Dr. Marise Ph. Born
Prof. Dr. Marise Ph. Born
Full Professor of Personnel Psychology Erasmus University Rotterdam, and Extraordinary Professor of Work and Personnel Psychology at the Free University Amsterdam. EURInstitute of Psychology, Faculty of Social sciences, Erasmus University Rotterdam

Full Professor of Personnel Psychology Erasmus University Rotterdam, and (part-time) Extraordinary Professor of Work and Personnel Psychology at the Free University Amsterdam. Marise’s research interests are in the areas of personnel selection, psychological assessment and test development, personality and individual differences, cross-cultural research, ethnicity, job search and applicant reactions, entrepreneurship, gender issues, and the method of metaanalysis.

For many years she was active as Council Member of the International Test Commission (www.intestcom.org), for which she was President from 2008-2010. In 2006, she co-founded the Dutch-Flemish network for recruitment and selection research, in collaboration with Prof. Rob R. Meijer, Groningen University (www.recruitmentandselectionresearch.eu).

She was member of the task force of ISO 10667, a world-wide ISO Standard on assessment of people for work-related purposes launched in 2010. She is member of the board of the Dutch network of Female Professors (www.lnvh.nl). Together with her PhD students, she studies a diversity of topics as the psychometric qualities of the Video CV and the Webcam test, judgment accuracy of interviewers in personnel selection, and person-organization fit.

Foto van Miranda Broeders
Miranda Broeders
PA to scientific director iMERR and Erasmus MC, department of education

Personal assistant to the scientific director

m.broeders@erasmusmc.nl

Foto van Prof. Dr. Walter W. van den Broek
Prof. Dr. Walter W. van den Broek
Scientific Director iMERR

Walter van den Broek is the scientific director of iMERR. He is also the director of medical education at the Erasmus MC.

You can find his resumé here

Foto van Mary Dankbaar PhD
Mary Dankbaar PhD
program manager e-learning Erasmus University Medical Center

Dr. Mary Dankbaar, is program manager e-learning at the Erasmus University Medical Center. She has a background in educational psychology, with a specialization in technology based learning. Mary obtained her Ph.D. in Educational Sciences from the Erasmus University in 2015 on the effects of serious games and blended learning on performance and motivation in medical education. She has designed and implemented a large number of online and blended programs for medical and non-medical users in companies, hospitals and higher education. She has developed, in close cooperation with health care and game professionals, the award winning serious game ‘abcdeSIM’ for emergency care skills training.

 

From 2008-2013, she was the chairwomen of the national e-learning working group of the Dutch Association for Medical Education (NVMO) and since 2012 she is a member of the scientific board of the Dutch Society for Simulation in Healthcare. Mary has published several articles on online learning, assessment and simulation based learning,  and was co-writer of a book on knowledge management. She is a frequent speaker at national and international conferences on learning and teaching with technology.

 

Recent publications include:

  • An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation. MEW Dankbaar, J Alsma EH Jansen JJG van Merrienboer, JLCM van Saase, SCE Schuit. Advances in Health Sciences Education, October 2015
  • Assessing the assessment in emergency care training, MEW Dankbaar, K Stegers-Jager, F Baarveld, JJG van Merrienboer, GR Norman, FL Rutten, JLCM van Saase, SCE Schuit. Plos-One December 2014. 18, 2014 DOI: 10.1371.
  • Gaming as a training tool to train cognitive skills in emergency care: how effective is it? Chapter in ‘Games for Health 2014’, Conf. Proc., Springer Okt. ‘14
  • How to systematically assess serious games applied to health care. M Graafland, M Dankbaar, A Mert, J Lagro, L De Wit-Zuurendonk, S Schuit, A Schaafstal, M Schijven. JMIR serious games, 2014, Vol. 2, Issue 2.
  • Technology for learning: how it has changed education. Perspectives on Medical Education, Sept 2014, Vol. 3, Issue 4, Springer.
  • A blended design in acute care training: similar learning results, less training costs compared with a traditional format. MEW Dankbaar, DJ Storm, IC Teeuwen, SCE Schuit, Perspectives on Medical Education, Sept. 2014, Vol. 3, Issue 4, Springer.
  • Computerondersteund samenwerkend leren in het coschap Sociale Geneeskunde, RFM Turk, MEW Dankbaar, EF van Beeck, TMO, Dec. ’09, BSL.
  • De rol van e-learning bij het leren van klinische vaardigheden, M.Dankbaar en J.Lange. Opleiding& Ontwikkeling, ’08.

 

m.dankbaar@erasmusmc.nl

LinkedIn

Foto van Lokke Gennissen MD
Lokke Gennissen MD
PhD student iMERR

Lokke Gennissen is a PhD student at the Institute of Medical Education Research Rotterdam( iMERR). She is an MD (University of Maastricht). Her PhD focuses on the  recruitment and selection for a future diverse medical workforce. She is supervised by Karen Stegers-Jager, Lia Fluit, Jacqueline de Graaf and Matthijs de Hoog.

Foto van Prof. Dr. Matthijs de Hoog
Prof. Dr. Matthijs de Hoog
Erasmus MC-Sophia Children’s HospitalPediatric ICU

Prof. Dr. Matthijs de Hoog is a pediatric intensivist, director of pediatric residency training and Professor of Postgraduate Medical education.

He is chairman of the board of program directors for medical specialties in the Erasmus MC and chairman of Dutch pediatric program directors. He chaired the new competency based national pediatric training program. He is currently leader of a PhD project on a program to accelerate the connection between medschool and sepecialty training. Furthermore he is involved in research on the effect of patient feedback on resident training together with the Professional Performance Group.

You can find his resume here

Foto van Nicolette W. de Jong MD, PhD
Nicolette W. de Jong MD, PhD
Assistant Professor Erasmus MCDepartment of Internal medicine, section Allergology, ErasmusMC and Kinderhaven, Havenziekenhuis

Nicolette W. de Jong is assistant Professor at the department of Internal medicine, section Allergology, ErasmusMC and Kinderhaven, Havenziekenhuis. She has a background in Clinical Chemistry, with specialization in Immunology. She earned a PhD degree in 2004 with a thesis on Occupational – and Food Allergy. The past 15 years she initiated and coordinated many clinical trials, mainly focussed on the diagnosis and treatment of food Allergy. Currently, she is Principle Investigator of a multi-centre project with 2 PhD’s, granted 1M€ by NWO–STW.

Furthermore, she has broad experience and expertise in education. She has a 2ng degree Biology Education and has been teaching Biology and Chemistry (part time) for several years on a Bilingual High School (TTO). At the ErasmusMC she is member of several Task Forces e.g. Academic Training, Tutorials. She is chairing the Task Force “Didactics in Medicine”. This Task Force aims to integrate a longitudinal education program in the medicine study to learn students educational skills e.g. give and get feedback, reflect, give presentations and lead discussion groups. She gained her BKO certificate in 2012 and SKO in 2014.

She is coordinator and teacher of the Educational programs at the dept. of Allergology, on “Immunology and infection” and in MSc theme on clinical reasoning. She also coordinates the minor on Allergology. She has trained and guided BSc and MSc students in Medicine from the ErasmusMC and the UMCG, but also internship students from Wageningen University on Biology, Health and Nutrition and Immunology.

International, she is board member of the Allied Health Interest Group at the European Academy of Allergology and Immunology (EAACI), member of the Task Force “Competencies for Allied Health Nurses”, member of AAAAI, NvVA and Educational Officer and Webmaster in the Steering Committee of “the International Network on Diet and Nutrition in Allergy” (INDANA). Consequently, she is frequent speaker at international conferences focussed at Allergy and Immunology, but also initiating and organizing workshops, interactive sessions and advanced practical courses for Allied Health Professionals. International publications mainly focus on Allergy and Immunology: https://www.researchgate.net

Foto van Stephanie Klein Nagelvoort-Schuit MD, PhD
Stephanie Klein Nagelvoort-Schuit MD, PhD
Head of the sector acute medicine and medical coordinator for the emergency department Erasmus MCDepartments of emergency medicine and internal medicine

Dr Stephanie Klein Nagelvoort Schuit is an internist acute medicine-intensivist in the departments of emergency medicine and internal medicine of Erasmus Medical Center in Rotterdam.

She is head of the sector acute medicine and medical coordinator for the emergency department. She holds a PhD in genetic epidemiology (Genetics of the Estrogen Signaling Pathway), received a number of young investigator awards for her research and has MEDLINE-publications in the fields of genetic epidemiology, hemodynamics and medical education.

She currently has 2 ongoing PhD projects in the field of medical education and hemodynamics. She has a strong interest in programs dedicated to improving patient safety leading to the development of an award-winning serious gaming platform to teach medical professionals how to recognize and treat critically ill patients.

Foto van Mrs. Wendy de Leng MSc
Mrs. Wendy de Leng MSc
PhD student iMERR

Wendy de Leng is a PhD student at institute of Medical Education Research Rotterdam (iMERR). She holds a BSc in Psychology (Tilburg University) and an MSc in Methodology and Statistics in Psychology (Leiden University). Her PhD focuses on the use of a Situational Judgement Test (SJT) for the selection of medical students on integrity. She is supervised by Axel Themmen, Marise Born and Karen Stegers-Jager.

Foto van Dr. Silvia Mamede MD, PhD
Dr. Silvia Mamede MD, PhD
Associate Professor Erasmus MCiMERR

Sílvia Mamede, MD, PhD

Associate professor

s.mamede@erasmusmc.nl

Sílvia Mamede earned a PhD degree from the Erasmus University Rotterdam (2006) with a thesis on reflective practice in medicine developed under the supervision of Prof. Henk Schmidt. After her PhD, she continued to work with the research group on medical expertise from the Department of Psychology, Erasmus University. Before moving to the Netherlands, Sílvia Mamede worked in postgraduate and continuous medical education in Brazil and was the dean of the School of Public Health in Ceará, one of the first institutions to adopt problem-based learning for health professionals education in the country. Sílvia is one of the co-founders of iMERR and her research interests include medical expertise development, clinical reasoning and decision-making, clinical education, reflective practice and experiential learning.

Papers

  1. Mamede S, Van Gog T, Van den Berge K, Van Saase JLCM, Schmidt HG. Why do doctors make mistakes? A study on the role of salient distracting clinical features. Acad Med. 2014;89:00–00. doi: 10.1097/ACM.0000000000000077.
  2. Schmidt HG, Mamede S, Van den Berge K, Van Gog T, Van Saase JLCM, Rikers RMJP. Exposure to media information can cause doctors to misdiagnose similar-looking clinical cases. Acad Med. 2014;89:00–00. doi: 10.1097/ACM.0000000000000107
  3. Mamede S, Schmidt HG. The twin traps of overtreatment and therapeutic nihilism in clinical practice. Med Educ. 2014;48:34-43.
  4. Mamede S, Loyens S, Ezequiel O, Tibiriçá S, Penaforte J, Schmidt H. Effects of reviewing routine practices on learning outcomes in continuing education. Med Educ. 2013;47(7):701-10.
  1. Chamberlain M, Mamede S, St-Onge C, Rivard MA, Setrakian J, Lévesque A, Lanthier L, Schmidt HG, Rikers RM. Students’ self-explanations while solving unfamiliar cases: the role of biomedical knowledge. Med Educ. 2013;47(11):1109-16.
  2. Croskerry P, Singhal G, Mamede S. Cognitive debiasing 2: impediments to and strategies for change. BMJ Qual Saf. 2013;22 Suppl 2:ii65-ii72.
  3. Croskerry P, Singhal G, Mamede S. Cognitive debiasing 1: origins of bias and theory of debiasing. BMJ Qual Saf. 2013;22 Suppl 2:ii58-ii64.
  4. St-Onge C, Martineau B, Harvey A, Bergeron L, Mamede S, Rikers R. From see one do one, to see a good one do a better one: Learning physical examination skills through peer observation. Teach Learn Med. 2013;25(3):195-200.
  5. Martineau B, Mamede S, St-Onge C, Rikers RM, Schmidt HG. To observe or not to observe peers when learning physical examination skills: that is the question. BMC Med Educ. 2013;17;13-55.
  6. Van den Berge K, Mamede S. Cognitive diagnostic error in internal medicine. Eur J Intern Med. 2013;24(6):525-529.
  7. Mamede S, van Gog T, Moura AS, de Faria RMD, Peixoto JM, Rikers RMJP, Schmidt HG. Reflection as a strategy to foster medical students’ acquisition of diagnostic competence. Med Educ. 2012;46:464-72.
  8. van den Berge K, Mamede S, van Gog T, Romijn JA, van Guldener C, Van Saase JL, Rikers RM. Accepting diagnostic suggestions by residents: a potential cause of diagnostic error in medicine. Teach Learn Medicine. 2012;24(2):149-54.
  9. Mamede S, Splinter TAW, van Gog T, Rikers RMJP, Schmidt HG.  Exploring the role of salient irrelevant clinical features in the emergence of diagnostic errors and the mechanisms through which reflection counteracts mistakes. BMJ Qual Saf. 2012. doi:10.1136/bmjqs-2011-000518.
  10. Chamberland M, St-Onge C, Setrakian J, Lanthier L, Bergeron L, Bourget A, Mamede S, Schmidt HG, Rikers RMJP. The influence of medical students’ self explanations on diagnostic performance. Med Educ. 2011;45:688-95.
  11. Van den Berge K, van Gog T, Mamede S, Van Saase JLCM, Rikers RMJP. Acquisition of visual perceptual skills from worked examples: learning to interpret electrocardiograms (ECGs). Interact Learn Envir. 2011; doi:10.1080/10494820.2011.554422.
  12. Ciaschi A, Caprara A, Gillespie F, Furnari G, Mamede S. Changing doctors’ behaviours: an educational program to disseminate a new clinical pathway for the hospital management of hip fractures in elderly patients in the Lazio Region, Italy. J Eval Clin Pract. 2011;17:811-8.
  13. Mamede S, Van Gog T, Van den Berge K, Rikers RMJP, Van Saase JLCM, Van Guldener C, Schmidt HG. Effect of availability bias and reflective reasoning on diagnostic accuracy among internal medicine residents. JAMA.2010;304(11):1198-1203.
  14. Mamede S, Schmidt HG, Rikers RMJP, Custers EJFM, SplinterTAW, Van Saase JLCM. Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert. Psychol Res. 2010;74:586-592.
  15. Al-Moamary MS, Mamede S, Schmidt HG. Innovations in medical internship: benchmarking and application within the King Saud bin Abdulaziz University for Health Sciences. Educ Health. 2010;23(1):367. Epub 2010 Apr 17.
  16. Mamede S, Schmidt HG, Rikers R, Penaforte JC, Coelho-Filho JM. Influence of perceived difficulty of cases on physicians’ diagnostic reasoning. Acad Med. 2008;83:1210-1216.
  17. Mamede S, Schmidt HG, Penaforte JC. Effects of reflective practice on accuracy of medical diagnoses. Med Educ. 2008:42:468–475.
  18. De Luca A, Caprara A, Barbolini M, Francia C, Ferri M, Mamede S, Borgia P, Guasticchi G. Continuing medical education and evidence-based clinical pathways. Training emergency health workers in Latium, Italy. Educ Health. 2008 Mar; 21(1):119.
  19. Mamede S, Schmidt HG, Rikers R, Penaforte JC, Coelho-Filho JM. Breaking down automatically: Case ambiguity and shift to reflective approaches in clinical reasoning. Med Educ. 2007;41:1185–1192.
  20. Mamede S, Schmidt HG, Rikers R. Diagnostic errors and reflective practice in Medicine. J Eval Clin Pract. 2007;13(1):138-45.
  21. Mamede S, Schmidt HG, Norman GR. Innovations in Problem-based Learning: What we can Learn from recent Studies. Adv Health Sci Educ. 2006 Nov;11(4):403-22.
  22. Mamede S, Schmidt, HG. Correlates of Reflective Practice in Medicine. Adv Health Sci Educ. 2005; 10:327–337.
  23. Mamede S, Schmidt HG. The Structure of Reflective Practice in Medicine. Med Educ. 2004;38:1302-08.
  24. Wiers R, van de Wiel M, Sa H, Mamede S, Tomaz B and Schmidt H. Design of a problem-based curriculum: A general approach and a case study in the domain of public health. Med Teach. 2002;24(1):45-51.
  25. Ausse J, Omar MA, Mamede S, Macedo MC, Pinto A, Campos JS. Developing an information system to support the pursuit of descentralization: the perspective of Ceará State in Brazil. J Manag Med. 1995;9(4):35-43.
  26. Coelho-Filho JM, Soares SMS, Sá HL. Problem-based learning: application and possibilities in Brazil. São Paulo Med J. 1998;116(4):1784-1785.

 

Foto van Prof. Dr. Geoff Norman
Prof. Dr. Geoff Norman
Querido Chair from april 2012 until november 2014. Erasmus MC

Prof. Dr. Geoff Norman is the Querido Chair from april 2012 until november 2014. In november 2014 at the end of his chair a symposium was held in the Querido room of the Educational Center of the Erasmus MC, Rotterdam, The Netherlands.

Prof. Dr. Geoff Norman’s academic interests focus on the psychology of expertise particularly as applied to expert clinicians. His research is focused on the psychology of clinical reasoning, particularly in the relative contribution of rapid processing based on prior experience (so-called pattern recognition) and analytical rules, and educational strategies to improve reasoning. He is Professor of Clinical Epidemiology and Biostatistics at McMaster University in Canada. He is an expert in the field of clinical reasoning and the psychology of expertise of medical specialists. The point of this research main question is: How do physicians for their diagnosis? He has discovered that doctors two ways to reach a diagnosis. One way is through analytical thinking: weighing the symptoms and possible diseases and disease mechanisms play a role. The other way is based on pattern recognition by much experience in the treatment of patients. He is also a well-known researcher on the effectiveness and efficiency of modern materials such as e-learning, simulations and gaming in education.

The Querido Chair is the tribute to the founder and first dean of the Faculty of Medicine and Health Sciences at the Erasmus University Rotterdam. The Chair aims to build bridges between medical research, medical education and healthcare. Scientists who have shown in their work that they can develop such new visions occupy the Querido Chair at the EUR for two years.

 

Foto van Prof. Dr. Fred Paas
Prof. Dr. Fred Paas
Prof. Dr. Department of Psychology, Education & Child Studies at Erasmus University Rotterdam

Fred Paas is Professor of Educational Psychology at the Department of Psychology, Education & Child Studies at Erasmus University Rotterdam in the Netherlands, and Professorial Fellow at the University of Wollongong, Australia. Since 1990 he has been using the theoretical framework of cognitive load theory to investigate the instructional control of cognitive load in the training of complex cognitive tasks. A recent research focus is on the effects of in-class physical activities on children’s cognition and learning. More information on his research can be found on his Google Scholar page. He is editor-in-chief of the journal Educational Psychology Review, and on the editorial board of several other renowned journals, such as the Journal of Educational Psychology, and the International Journal of Environmental Research and Public Health. He is a fellow of the American Educational Research Association.

Foto van Dr. Janine van der Rijt
Dr. Janine van der Rijt
educational consultant Erasmus MCiMERR

Janine van der Rijt is educational consultant at Erasmus MC Desiderius School, and is affiliated to the Institute of Medical Education Research Rotterdam (iMERR), Erasmus MC, Erasmus University Rotterdam, the Netherlands.

Janine obtained her Ph.D. in Educational Sciences from Maastricht University (2014) on the topic of proactive feedback and help seeking in the workplace. In her dissertation she gained more insight into the social aspect of professional learning. She focused on the antecedents and outcomes of feedback and help seeking behaviour in various (inter)national organisations.
She has presented her work at national and international conferences (ORD, JURE, EARLI, EDiNEB, AERA, Academy of Management, Ottawa Conference), and has published in several international journals.

Since 2012, she has been appointed as educational consultant at Erasmus MC Desiderius School. In this position, she is concerned with the University Teaching Qualification program (in Dutch: BKO) and (the innovation of) the Master program.

Recent publications:
Van den Bossche, P., van Waes, S., & van der Rijt, J. (in press, 2015). Feedback, development and social networks. In K. Kraiger, J. Passmore, N. Rebelo dos Santos, & S. Malvezzi (Eds.), The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement. (pp. 503-520). Oxford, UK: John Wiley & Sons, Ltd.
Van der Rijt, J., Van den Bossche, P., van de Wiel, M.W.J., De Maeyer, S., Gijselaers, W.H., & Segers, M.S.R. (2013). Asking for help: A relational perspective on help seeking in the workplace. Vocations and Learning, 6(2), 259-279. doi:10.1007/ s12186-012-9095-8
Van der Rijt, J., van de Wiel, M.W.J., Van den Bossche, P., Segers, M.S.R., & Gijselaers, W.H. (2012). Contextual antecedents of informal feedback in the workplace. Human Resource Development Quarterly, 23(2), 233-257. doi:10.1002/ hrdq.21129
Van der Rijt, J., Van den Bossche, P., van de Wiel, M.W.J., Segers, M.S.R., & Gijselaers, W.H. (2012). The role of organizational and individual characteristics in feedback seeking behaviour in the initial career stage. Human Resource Development International, 15(3), 283-301. doi:10.1080/13678868.2012.689216

Foto van Dr Jerome Rotgans
Dr Jerome Rotgans
Associate Professor Lee Kong Chian School of Medicine (LKCMedicine)

Dr. Jerome Rotgans, is a medical education researcher at Lee Kong Chian School of Medicine (LKCMedicine). LKCMedicine is a partnership between Nanyang Technological University Singapore and Imperial College London. Dr. Rotgans holds an appointment as Assistant Professor of Medical Education Research and is Lead for Course Evaluation and Lead student counsellor. In addition, he is Principal Investigator for team-based learning research and Principal Investigator for diagnostic reasoning research at LKCMedicine.

He holds an appointment as adjunct Associate Professor at the Institute for Medical Education Research Rotterdam.

His research interests revolve around diagnostic reasoning in medicine, memory and learning, interest research, and neuroscience.

Foto van Prof. Dr. J.L.C.M. van Saase
Prof. Dr. J.L.C.M. van Saase
Head of the department of Internal Medicine Erasmus MCInternal Medicine

Jan van Saase is head of the department of internal medicine of Erasmus MC, internist for more than 25 years, registered in both the nefrology and acute medicine and he was the first medical specialist who organized a PHD investigation in cooperation with FSW about teaching, learning and diagnostic error in the internal medicine  This resulted in the PHD thesis of Kees van den Berge.  
He is involved in IMERR from the beginning and presently he is, together with Stephanie Klein Nagelvoort en Jeroen Merrienber one of the mentors/supervisors of the scientific work of Mary Dankbaar. 
 

Foto van Prof. Dr. Henk G. Schmidt
Prof. Dr. Henk G. Schmidt
Professor of psychology at Erasmus University’s faculty of social sciences EURErasmus University’s faculty of social sciences

Henk Schmidt (1947) is a professor of psychology at Erasmus University’s faculty of social sciences and founding dean of its problem-based psychology curriculum

schmidt@fsw.eur.nl

Previously, Schmidt held academic positions as professor of cognitive psychology, faculty of psychology, Maastricht University, and as professor of health professions education at the same university. His administrative positions include both the deanships of the faculty of social sciences at Erasmus University and the faculty of health sciences of Maastricht University. In addition, he has been the president of the Dutch Psychological Association (NIP), the chairman of the Dutch Society for Research into Higher Education (CRWO), and the associate secretary general of the Network of community-oriented educational institutions for health sciences, a World Health Organization-supported NGO.

He was R. Samuel McLaughlin Professor at McMaster University, Hamilton, Canada, and Prof. L. Verhaegen Professor at the Limburg University Centre, Diepenbeek, Belgium. Furthermore, he has been a visiting professor at McGill University, Montreal, Canada; the University of Bern, Switzerland; and the University of Cape Town, South Africa. He was a speaker at the Nobel Forum, upon invitation by the Nobel Prize Committee, Karolinska Institutet, Stockholm, Sweden, and a key-note speaker at numerous conferences all over the world.

His research areas of interest are learning and memory, and he has published on problem-based learning, long-term memory, and the development of expertise in medicine. He has published more than 250 articles in refereed journals, chapters in books, and books; alone or together with his 30+ PhD.-students. In addition, he is the founding editor of two journals. Schmidt is among the most cited Dutch psychologists; in 2005 the Royal Dutch Academy of Sciences (KNAW) selected him as one of the top 200 Dutch scientists.

Twice he received the ”Outstanding paper by an established investigator” Award of the American Educational Research Association. In 1996 the Université de Sherbrooke in Canada awarded him an honorary degree. In 2004, the Karolinska Institutet, Stockholm, Sweden, announced him to be the winner of its international medical education research prize for his work in medical expertise and problem-based learning. In 2006, he received the Distinguished Career Award of the American Educational Research Association, Division I.

Foto van Dr Karen Stegers-Jager
Dr Karen Stegers-Jager

Karen Stegers-Jager is an assistant professor at the Institute of Medical Education Research Rotterdam (iMERR). She holds an MSc in Educational Science and Technology (University of Twente, cum laude). She obtained her PhD in Medical Education from the Erasmus University Rotterdam in 2012.
k.stegers-jager@erasmusmc.nl

After her PhD, she worked as a senior educational researcher and consultant at the Erasmus MC Desiderius School. In January 2014 she became a fulltime researcher at iMERR, and in August 2014 she was appointed as assistant professor. In 1999-2000 she spent 11 months at the University of British Columbia in Vancouver, Canada as a post-doctoral student and visiting researcher with a grant from the Dutch Ministry of Education, Culture and Science (Talentenbeurs) and from the University of Twente (studiebeurs Stichting Universiteitfonds Twente 1999).
Her three main areas of research are: (1) predictors of medical school performance, with a special focus on ethnic minority and first-generation university students, (2) unraveling ethnic disparities in undergraduate clinical performance, and (3) selection and admission of medical students and residents.
Karen has published several articles in Medical Education, ranked number one in the domain ‘Education, Scientific Disciplines’, including an invited commentary. She has given over 20 presentations and workshops at national and international conferences, individually and in cooperation with national and international colleagues. She was selected for the Erasmus MC Female Career Development program in 2013.
5 recent publications (most recent first)
Stegers-Jager KM, Steyerberg EW, Lucieer SM, Themmen APN. Ethnic and social disparities in performance on medical school selection criteria. Med Educ 2014; in press. [IF: 3.61]
Stegers-Jager KM, Cohen-Schotanus J, Themmen APN. The effect of a short integrated study skills programme for first-year medical students at risk of failure: a randomised controlled trial. Med Teach 2013;35:120-126. [IF:2.045]
Stegers-Jager KM, Cohen-Schotanus J, Themmen APN. Motivation, learning strategies, participation and medical school performance. Med Educ 2012;46:678–688.
Stegers-Jager KM, Steyerberg EW, Cohen-Schotanus J, Themmen APN. 2012. Ethnic disparities in undergraduate pre-clinical and clinical performance. Med Educ 2012;46:575–585.
Stegers-Jager KM, Cohen-Schotanus J, Splinter TAW, Themmen APN. Academic dismissal policy for medical students: Effect on study progress and help-seeking. Med Educ 2011;45:987–994.

Foto van Prof. Dr. Ir. Axel P.N. Themmen Ph.D.
Prof. Dr. Ir. Axel P.N. Themmen Ph.D.
Professor Experimental Endocrinology and Medical Education Erasmus MCiMERR/Department of Internal Medicine

Axel Themmen has a MSc from Wageningen University (Molecular Life Sciences) and leads a research group in the Department of Internal Medicine at Erasmus MC.

Professor Experimental Endocrinology and Medical Education

a.themmen@erasmusmc.nl

He has a great interest in medical education. Besides teaching endocrinology, he has developed a pre-university course for excelling secondary school students (Junior Med School) and is the coordinator of the selection and admission of medical school students. He has served as the director of the Bachelor phase of the Erasmus MC medical school from 2007-2011. Axel Themmen is one of the co-founders of iMERR and his research interests include determinants of study success during medical school, the development and validation of selection instruments for medical school admission and residency programs.

Papers

  1. Urlings-Strop LC, Stijnen T, Themmen AP, Splinter TA. Selection of medical students: a controlled experiment. Med Educ. Feb 2009;43(2):175-183.
  2. Urlings-Strop LC, Themmen AP, Stijnen T, Splinter TA. Selected medical students achieve better than lottery-admitted students during clerkships. Med Educ. Oct 2011;45(10):1032-1040.
  3. Stegers-Jager KM, Cohen-Schotanus J, Splinter TA, Themmen AP. Academic dismissal policy for medical students: effect on study progress and help-seeking behaviour. Med Educ. Oct 2011;45(10):987-994.
  4. Stegers-Jager KM, Cohen-Schotanus J, Themmen AP. Motivation, learning strategies, participation and medical school performance. Med Educ. 2012;46(7):678-688.
  5. Stegers-Jager KM, Steyerberg EW, Cohen-Schotanus J, Themmen AP. Ethnic disparities in undergraduate pre-clinical and clinical performance. Med Educ. Jun 2012;46(6):575-585.
  6. Stegers-Jager KM, Cohen-Schotanus J, Themmen AP. The effect of a short integrated study skills programme for first-year medical students at risk of failure: A randomised controlled trial. Medical teacher. 2013;35(2):120-126.
  7. Stegers-Jager K, Themmen A. Dealing with diversity in medical education. Med Educ. Aug 2013;47(8):752-754.
  8. Urlings-Strop LC, Stegers-Jager KM, Stijnen T, Themmen AP. Academic and non-academic selection criteria in predicting medical school performance. Medical teacher. Jun 2013;35(6):497-502.
  9. Lucieer SM, Jonker L, Visscher C, Rikers RMJP, Themmen APN. Self-regulated learning and academic performance in medical education. Med. Teach. 2015. Available at: http://www.tandfonline.com/doi/full/10.3109/0142159X.2015.1073240#.VemZwBGeDRY
  10. Lucieer SM, Stegers-Jager KM, Rikers RMJP, Themmen APN. Non-cognitive selected students do not outperform lottery-admitted students in the pre-clinical stage of medical school. Adv. Health Sci. Educ. Theory Pract. 2015. doi:10.1007/s10459-015-9610-4.
  11. Stegers-Jager KM, Steyerberg EW, Lucieer SM, Themmen AP. Ethnic and social disparities in performance on medical school selection criteria. Med. Educ. 2015;49(1):124–133.
  12. Stegers-Jager KM, Themmen AP. Dealing with diversity: stepping backwards to see the whole picture. Med. Educ. 2015;49(2):233.
  13. Stegers-Jager KM, Themmen APN. Binding study advice: effect of raising the standards? Perspect. Med. Educ. 2015. doi:10.1007/s40037-015-0180-1.

 

Foto van Dr. Margot van Wermeskerken
Dr. Margot van Wermeskerken
PhD Erasmus MCiMERR

Margot van Wermeskerken is an educational consultant Digital Learning and Innovation at Education Policy and Advice at Erasmus MC and research fellow at iMERR.

Margot has a background in Human Movement Sciences where she obtained her Ph.D. on the development of eye-hand coordination in early infancy (VU University, 2012). She then worked as a PostDoc at Educational Psychology at Erasmus University (2013-2015) where she investigated the role between students’ attention allocation and learning from video modeling examples. She continued her research at Educational Sciences at Utrecht University (2015-2019) first as PostDoc and later as Assistant Professor. In her research, she used eye-tracking to investigate students’ attention allocation when learning from video, but also explored how learners’ eye movement patterns may inform teachers about their learning or learning process.

As educational consultant and research fellow, Margot plays an important role in innovating and improving education within Erasmus MC with a focus on blended learning and online learning. She organizes workshops on flipping the classroom and design of effective instructional videos (see https://coo.erasmusmc.nl/dli/agenda/). In line with this, Margot’s research focuses on developing evidence-based design guidelines on how to implement instructional video in educational settings.

Foto van Dr. Andrea Woltman
Dr. Andrea Woltman
Associate professor leading a research group focusing on immunology of viral hepatitis Erasmus MCDepartment of Gastroenterology and Hepatology

Andrea Woltman is associate professor leading a research group focusing on immunology of viral hepatitis at the Department of Gastroenterology and Hepatology of the Erasmus MC. Next to that, she is Course Director Bachelor Medicine in Erasmus MC.

She received several prestigious research grants, awards and honors rewarding her scientific research and her qualities as educator of young scientists. As a former chair and current member of Young Erasmus, she committed herself to strengthen interdisciplinary research within the EUR and advises the executive board of the EUR on matters related to academic policy including education and research.

She is especially interested in student selection, study behavior and study success. Recently, she initiated research on perceived and biological stress levels in medical students. Together with her co-workers she would like to investigate stress levels in relation to academic performance, study behavior and altered policy regarding binding study recommendation.

Foto van Dr. Laura Zwaan
Dr. Laura Zwaan
Assistant Professor Erasmus MCiMERR

Laura Zwaan is an assistant professor at the institute for Medical Education Research Rotterdam (iMERR).

She has a master degree in cognitive psychology (Vrije Universiteit, Amsterdam, 2005) and epidemiology (Vrije Universiteit, Amsterdam 2010) and a PhD in medicine on the topics of diagnostic reasoning and diagnostic error in medicine (VU University Medical Center, Amsterdam, 2012).

After obtaining her PhD, Laura worked as a postdoctoral researcher at the NIVEL and the VU University medical center. She was involved in research on patient safety, clinical reasoning and shared-decision making. Furthermore, she taught and coordinated several courses on patient safety and decision making for bachelor and master students (medicine and psychology), as well as for health care professionals.

In October 2014, Laura started working at iMERR where she conducts research on clinical reasoning with the goal to improve medical students’ and physicians’ clinical decision making. She recently obtained a prestigious grant from the Netherlands Organization for Scientific Research (NWO-VENI grant) to study the diagnostic process of radiologists.

Laura has published numerous articles on diagnostic reasoning and diagnostic error as well as patient safety. In addition to her work as a researcher, she chaired the first Diagnostic Error in Medicine conference in Europe (http://www.improvediagnosis.org/page/EuroDEM_2016) and is a member of the organizing committee of the annual international Diagnostic Error in Medicine conference. Laura is the chair of the research committee (http://www.improvediagnosis.org/?page=Committees) of the Society to Improve Diagnosis in medicine (SIDM) and on the editorial board of the journal ‘Diagnosis’.

Please find more information about Laura here: https://www.linkedin.com/in/laurazwaan

Articles can be found here: https://scholar.google.nl/citations?user=CoLnfzkAAAAJ&hl=en&oi=ao

Email: l.zwaan@erasmusmc.nl

 

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