Communication guidelines as a learning tool: an exploration of user preferences in general practice.

A response to: Veldhuijzen et al., Communication guidelines as a learning tool: an exploration of user preferences in general practice [Patient Educ Couns 2013; 90(2): 213]. Patient Educ Couns (2013) 1.38

Context factors in general practitioner-patient encounters and their impact on assessing communication skills--an exploratory study. BMC Fam Pract (2013) 0.81

Clarifying Definitions for the Massage Therapy Profession: the Results of the Best Practices Symposium. Int J Ther Massage Bodywork (2016) 0.75

Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis. BMJ Open (2017) 0.75

Problem-based learning: future challenges for educational practice and research. Med Educ (2005) 3.36

Assessing the quality of decision support technologies using the International Patient Decision Aid Standards instrument (IPDASi). PLoS One (2009) 2.97

Clarifying students' feedback-seeking behaviour in clinical clerkships. Med Educ (2013) 2.81

Tailoring quality improvement interventions to identified barriers: a multiple case analysis. J Eval Clin Pract (2007) 2.66

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning. Med Educ (2012) 2.59

Students' opinions about their preparation for clinical practice. Med Educ (2005) 2.58

Music lessons: revealing medicine's learning culture through a comparison with that of music. Med Educ (2013) 2.22

'I found myself to be a down to earth Dutch girl': a qualitative study into learning outcomes from international traineeships. Med Educ (2004) 2.21

Changing education, changing assessment, changing research? Med Educ (2004) 2.17

"Many miles to go …": a systematic review of the implementation of patient decision support interventions into routine clinical practice. BMC Med Inform Decis Mak (2013) 2.15

General overview of the theories used in assessment: AMEE Guide No. 57. Med Teach (2011) 2.15

Different written assessment methods: what can be said about their strengths and weaknesses? Med Educ (2004) 2.13

Perceived effects of innovations in postgraduate medical education: a Q study focusing on workplace-based assessment. Acad Med (2014) 2.07

Patient and public involvement in clinical practice guidelines: a knowledge synthesis of existing programs. Med Decis Making (2011) 1.97

Effect of a practice-based strategy on test ordering performance of primary care physicians: a randomized trial. JAMA (2003) 1.91

Arduous implementation: does the Normalisation Process Model explain why it's so difficult to embed decision support technologies for patients in routine clinical practice. Implement Sci (2008) 1.90

A plea for new psychometric models in educational assessment. Med Educ (2006) 1.89

Context and clinical reasoning: understanding the perspective of the expert's voice. Med Educ (2011) 1.82

Patient and public involvement in clinical guidelines: international experiences and future perspectives. Qual Saf Health Care (2010) 1.78

Script concordance testing: a review of published validity evidence. Med Educ (2011) 1.73

Electronic monitoring of adherence as a tool to improve blood pressure control. A randomized controlled trial. Am J Hypertens (2007) 1.66

Validity in work-based assessment: expanding our horizons. Med Educ (2013) 1.65

ABC of learning and teaching in medicine: Written assessment. BMJ (2003) 1.63

A systematic development process for patient decision aids. BMC Med Inform Decis Mak (2013) 1.62

Understanding responses to feedback: the potential and limitations of regulatory focus theory. Med Educ (2012) 1.60

'Rapid Learning health care in oncology' - an approach towards decision support systems enabling customised radiotherapy'. Radiother Oncol (2013) 1.60

Learning culture and feedback: an international study of medical athletes and musicians. Med Educ (2014) 1.60

The diagnostic role of gut feelings in general practice. A focus group study of the concept and its determinants. BMC Fam Pract (2009) 1.58

Understanding the transition from resident to attending physician: a transdisciplinary, qualitative study. Acad Med (2010) 1.56

The impact of programmatic assessment on student learning: theory versus practice. Med Educ (2015) 1.52

The development of a mobile monitoring and feedback tool to stimulate physical activity of people with a chronic disease in primary care: a user-centered design. JMIR Mhealth Uhealth (2013) 1.50

Design principles for virtual patients: a focus group study among students. Med Educ (2009) 1.48

Origin bias of test items compromises the validity and fairness of curriculum comparisons. Med Educ (2007) 1.48

General competencies of problem-based learning (PBL) and non-PBL graduates. Med Educ (2005) 1.47

A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71. Med Teach (2012) 1.47

Conditions for successful reflective use of portfolios in undergraduate medical education. Med Educ (2005) 1.43

Programmatic assessment and Kane's validity perspective. Med Educ (2012) 1.42

Features of assessment learners use to make informed self-assessments of clinical performance. Med Educ (2011) 1.42

Learning from clinical work: the roles of learning cues and credibility judgements. Med Educ (2012) 1.41

Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research. Med Teach (2002) 1.41

[Gut instinct among GPs] Ned Tijdschr Geneeskd (2009) 1.40

Policy and practice developments in the implementation of shared decision making: an international perspective. Z Evid Fortbild Qual Gesundhwes (2011) 1.40

Patients' ideas, fears and expectations of their coronary risk: barriers for primary prevention. Patient Educ Couns (2004) 1.39

Effects of conventional and problem-based learning on clinical and general competencies and career development. Med Educ (2008) 1.38

What are effective strategies to communicate cardiovascular risk information to patients? A systematic review. Patient Educ Couns (2010) 1.37

Do students have sufficient knowledge of clinical anatomy? Med Educ (2005) 1.36

Barriers to implementing cardiovascular risk tables in routine general practice. Scand J Prim Health Care (2004) 1.35

Broadening perspectives on clinical performance assessment: rethinking the nature of in-training assessment. Adv Health Sci Educ Theory Pract (2006) 1.32

The perceptions of attending doctors of the role of residents as teachers of undergraduate clinical students. Med Educ (2003) 1.32

No identifiable Hb1Ac or lifestyle change after a comprehensive diabetes programme including motivational interviewing: a cluster randomised trial. Scand J Prim Health Care (2013) 1.29

The concepts of professionalism and professional behaviour: conflicts in both definition and learning outcomes. Eur J Intern Med (2008) 1.28

Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Med Educ (2003) 1.28

Establishing a European research agenda on 'gut feelings' in general practice. A qualitative study using the nominal group technique. Eur J Gen Pract (2010) 1.27

Primary care nurses struggle with lifestyle counseling in diabetes care: a qualitative analysis. BMC Fam Pract (2010) 1.27

Assessment of clinical skills with standardized patients: state of the art revisited. Teach Learn Med (2013) 1.26

Improving cardiovascular risk management: a randomized, controlled trial on the effect of a decision support tool for patients and physicians. Eur J Cardiovasc Prev Rehabil (2007) 1.25

Organizational culture, team climate and diabetes care in small office-based practices. BMC Health Serv Res (2008) 1.24

Use of diagnostic self-tests on body materials among Internet users in the Netherlands: prevalence and correlates of use. BMC Public Health (2009) 1.24

Strengths and weaknesses of simulated and real patients in the teaching of skills to medical students: a review. Simul Healthc (2008) 1.23

The methodological quality of economic evaluations of guideline implementation into clinical practice: a systematic review of empiric studies. Value Health (2007) 1.23

Use of portfolios in early undergraduate medical training. Med Teach (2003) 1.22

The role of deliberate practice in the acquisition of clinical skills. BMC Med Educ (2011) 1.21

Variation in test ordering behaviour of GPs: professional or context-related factors? Fam Pract (2004) 1.20

A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ Theory Pract (2011) 1.20

Programmatic assessment of competency-based workplace learning: when theory meets practice. BMC Med Educ (2013) 1.20

Beyond individualism: professional culture and its influence on feedback. Med Educ (2013) 1.19

Involving patients in cardiovascular risk management with nurse-led clinics: a cluster randomized controlled trial. CMAJ (2009) 1.16

Analysis of verbal interactions in tutorial groups: a process study. Med Educ (2006) 1.15

The process of feedback in workplace-based assessment: organisation, delivery, continuity. Med Educ (2012) 1.14

Challenges for educationalists. BMJ (2006) 1.13

Why do patients want to have their blood tested? A qualitative study of patient expectations in general practice. BMC Fam Pract (2006) 1.13

Exploring lifestyle counselling in routine primary care consultations: the professionals' role. Fam Pract (2012) 1.12

Learning physical examination skills outside timetabled training sessions: what happens and why? Adv Health Sci Educ Theory Pract (2011) 1.12

How undergraduate clinical learning climates differ: a multi-method case study. Med Educ (2008) 1.11

Nominal group technique to select attributes for discrete choice experiments: an example for drug treatment choice in osteoporosis. Patient Prefer Adherence (2013) 1.11

Patients' preferences for osteoporosis drug treatment: a discrete-choice experiment. Arthritis Res Ther (2014) 1.11

Clinical practice guidelines and patient decision aids. An inevitable relationship. J Clin Epidemiol (2012) 1.10

Improving lifestyle and risk perception through patient involvement in nurse-led cardiovascular risk management: a cluster-randomized controlled trial in primary care. Prev Med (2009) 1.08

Residents' perceptions of the ideal clinical teacher--a qualitative study. Eur J Obstet Gynecol Reprod Biol (2008) 1.08

How much anatomy is enough? Anat Sci Educ (2009) 1.08

Does a joint development and dissemination of multidisciplinary guidelines improve prescribing behaviour: a pre/post study with concurrent control group and a randomised trial. BMC Health Serv Res (2006) 1.06

Translating shared decision-making into health care clinical practices: proof of concepts. Implement Sci (2008) 1.06

The threat of the dyscompetent resident: A plea to make the implicit more explicit! Adv Health Sci Educ Theory Pract (2014) 1.06

Why don't they know enough about anatomy? A narrative review. Med Teach (2011) 1.05

Prediction and prevention of failure: an early intervention to assist at-risk medical students. Med Teach (2013) 1.05

Current treatment of chronic heart failure in primary care; still room for improvement. J Eval Clin Pract (2010) 1.05

Benchmarking by cross-institutional comparison of student achievement in a progress test. Med Educ (2008) 1.04

The role of the specialist physician in nursing homes: the Netherlands' experience. Int J Geriatr Psychiatry (2003) 1.04

Usability evaluation of an online, tailored self-management intervention for chronic obstructive pulmonary disease patients incorporating behavior change techniques. JMIR Res Protoc (2013) 1.04

Evidence for validity within workplace assessment: the Longitudinal Evaluation of Performance (LEP). Med Educ (2008) 1.04

Approaches to professional behaviour assessment: tools in the professionalism toolbox. Eur J Intern Med (2009) 1.02

Influence of watchful waiting on satisfaction and anxiety among patients seeking care for unexplained complaints. Ann Fam Med (2009) 1.01

The impacts of supervision, patient mix, and numbers of students on the effectiveness of clinical rotations. Acad Med (2002) 1.01

Nurse-led motivational interviewing to change the lifestyle of patients with type 2 diabetes (MILD-project): protocol for a cluster, randomized, controlled trial on implementing lifestyle recommendations. BMC Health Serv Res (2009) 1.00

To test or not to test: a cross-sectional survey of the psychosocial determinants of self-testing for cholesterol, glucose, and HIV. BMC Public Health (2011) 1.00

Improving test ordering in primary care: the added value of a small-group quality improvement strategy compared with classic feedback only. Ann Fam Med (2004) 1.00

Effects of video-feedback on the communication, clinical competence and motivational interviewing skills of practice nurses: a pre-test posttest control group study. J Adv Nurs (2014) 0.99

A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ (2012) 0.99

The use of progress testing. Perspect Med Educ (2012) 0.98

Development and validation of a novel method for assessing competency in polypectomy: direct observation of polypectomy skills. Gastrointest Endosc (2011) 0.98