Items where authors include "Leppink, Jimmie"

Article

Matsuyama, Yasushi, Nakaya, Motoyuki, Leppink, Jimmie orcid.org/0000-0002-8713-1374 et al. (9 more authors) (2021) Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan. BMC Medical Education. 30. ISSN 1472-6920

Leppink, Jimmie orcid.org/0000-0002-8713-1374 (2020) Statistics for N = 1 : A Non-Parametric Bayesian Approach. Scientia Medica. pp. 1-10. ISSN 1980-6108

Barber, Cassandra, Van der Vleuten, Cees, Leppink, Jimmie orcid.org/0000-0002-8713-1374 et al. (1 more author) (2020) Social Accountability Frameworks and Their Implications for Medical Education and Program Evaluation : A Narrative Review. Academic medicine : journal of the Association of American Medical Colleges. ISSN 1938-808X

Leppink, Jimmie orcid.org/0000-0002-8713-1374 (2020) Revisiting cognitive load theory : second thoughts and unaddressed questions. Scientia Medica. ISSN 1980-6108

Leppink, Jimmie orcid.org/0000-0002-8713-1374 (2020) Assessment programs and their components : a network approach. Scientia Medica. ISSN 1980-6108

Leppink, Jimmie orcid.org/0000-0002-8713-1374 (2020) In God We Trust, All Others Bring Data: A Bayesian Approach to Standard Setting. Health Professions Education. ISSN 2452-3011

Matsuyama, Yasushi, Nakaya, Motoyuki, Okazaki, Hitoaki et al. (3 more authors) (2019) Does changing from a teacher-centered to a learner-centered context promote self-regulated learning : A qualitative study in a Japanese undergraduate setting. BMC Medical Education. 152. ISSN 1472-6920

Son, Daisuke, Shimizu, Ikuo, Ishikawa, Hirono et al. (2 more authors) (2018) Communication skills training and the conceptual structure of empathy among medical students. Perspectives on Medical Education. pp. 264-271. ISSN 2212-2761

Cerdan, Raquel, Candel, Carmen and Leppink, Jimmie orcid.org/0000-0002-8713-1374 (2018) Cognitive Load and Learning in the Study of Multiple Documents. Frontiers in Psychology. ISSN 1664-1078

Leppink, Jimmie orcid.org/0000-0002-8713-1374, O’Sullivan, Patricia and Winston, Kal (2017) Are differences between groups different at different occasions? Perspectives on Medical Education. pp. 413-417. ISSN 2212-2761

Leppink, Jimmie orcid.org/0000-0002-8713-1374 (2017) Cognitive load theory : Practical implications and an important challenge. Journal of Taibah University Medical Sciences. pp. 385-391. ISSN 1658-3612

Leppink, Jimmie orcid.org/0000-0002-8713-1374 (2017) Evaluating the strength of evidence in research and education : The theory of anchored narratives. Journal of Taibah University Medical Sciences. pp. 284-290. ISSN 1658-3612

Leppink, Jimmie orcid.org/0000-0002-8713-1374, O’Sullivan, Patricia and Winston, Kal (2017) The bridge between design and analysis. Perspectives on Medical Education. pp. 265-269. ISSN 2212-2761

Leppink, Jimmie orcid.org/0000-0002-8713-1374 and Pérez-Fuster, Patricia (2017) We need more replication research – A case for test-retest reliability. Perspectives on Medical Education. pp. 158-164. ISSN 2212-2761

Leppink, Jimmie orcid.org/0000-0002-8713-1374, O’Sullivan, Patricia and Winston, Kal (2017) Evidence against vs. in favour of a null hypothesis. Perspectives on Medical Education. pp. 115-118. ISSN 2212-2761

Leppink, Jimmie orcid.org/0000-0002-8713-1374 (2017) Revisiting the quantitative–qualitative-mixed methods labels : Research questions, developments, and the need for replication. Journal of Taibah University Medical Sciences. pp. 97-101. ISSN 1658-3612

Ratcliffe, Temple, McBee, Elexis, Schuwirth, Lambert et al. (5 more authors) (2017) Exploring implications of context specificity and cognitive load in residents. AMEE MedEdPublish.

Leppink, Jimmie orcid.org/0000-0002-8713-1374, O’Sullivan, Patricia and Winston, Kal (2016) Effect size – large, medium, and small. Perspectives on Medical Education. pp. 347-349. ISSN 2212-2761

Leppink, Jimmie orcid.org/0000-0002-8713-1374, O’Sullivan, Patricia and Winston, Kal (2016) On variation and uncertainty. Perspectives on Medical Education. pp. 231-234. ISSN 2212-2761