about
Learning physical examination skills outside timetabled training sessions: what happens and why?A comparison of physician emigration from Africa to the United States of America between 2005 and 2015The role of deliberate practice in the acquisition of clinical skills.The joint issue of the Tijdschrift voor Medisch Onderwijs and the GMS Zeitschrift für Medizinische Ausbildung, Heft 02/2010.Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 Conference.Problem-based learning (PBL): getting the most out of your students - their roles and responsibilities: AMEE Guide No. 84.Overview of the world's medical schools: an update.Twelve tips for medical curriculum design from a cognitive load theory perspective.Does Appearance Matter? Current Issues and Formulation of a Research Agenda for Moulage in Simulation.Communication skills in the training of psychiatrists: A systematic review of current approaches.AMEE 2010 symposium: medical student education in the twenty-first century - a new Flexnerian era?Correction to: a comparison of physician emigration from Africa to the United States of America between 2005 and 2015.Human resources for universal health coverage: a call for papers.Universal health coverage and the post-2015 agenda.A 21st-century medical school.Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Health in Australian and New Zealand Medical Education.Is the long case dead? 'Uh, I don't think so': the Uh/Um Index.Advocacy training and social accountability of health professionals.Investigating the impact of moulage on simulation engagement - A systematic review.Selection and study performance.Teacher perceptions of desired qualities, competencies and strategies for clinical skills teachers.Medical education in global health: student initiatives in the Netherlands.Teaching Physicians to Teach: The Underappreciated Path to Improving Patient Outcomes.[Medical education in the former Netherlands Antilles countries Bonaire, St Eustatius and Saba].US policy on blood donation by men who have sex with men.2018 Consensus framework for good assessmentMultiple mini interviews: revealing similarities across institutionsApplicants to medical school: if at first they don’t succeed, who tries again and are they successful?The contribution of Chinese-educated physicians to health care in the United StatesSupply, distribution and characteristics of international medical graduates in family medicine in the United States: a cross-sectional studyInstructiveness of real patients and simulated patients in undergraduate medical education: a randomized experimentHealth professionals for the 21st century: a students' viewMigrants and the right to health: the students' perspectiveComparison of 3-dimensional with 2-dimensional saline infusion sonohysterograms for the evaluation of intrauterine abnormalitiesDoctors talk climate change--students take actionEmpowering students to become involved in medical educationShortening medical educationEducation of health professionals in ChinaWHO and the health of LGBT individualsImplications of a travel ban on US medical education and training
P50
Q28728247-7E5C7F21-93DF-4D41-B90A-F7635187DAC5Q33837002-1CD96AC6-2FA1-49E8-93EB-914937EA45DEQ34091654-C9A58841-06CD-4332-BCB2-19EDE822C8BEQ35117991-9125D412-6CB9-48FC-8E26-86CD19054B0DQ37846219-9345A923-2B09-435F-9253-6875408C4F85Q38167858-EC6015D6-AB15-41AE-9C36-F63ACD831AA4Q38238985-0F378207-4787-43C7-9D56-2B0AE932983AQ38560670-E0F69A8A-AFB9-4FF0-A90B-8DCE9DD4B703Q38778845-F93C69A9-EB39-4FE4-BF99-A0810AF53DDBQ39277577-C566B0F3-29FF-4E5A-B5BD-A9EC71DAAE10Q39736751-BC1140DC-9ADC-412F-8682-4D6043FC9ED0Q42634351-6DB41B5C-6A66-4F76-BDE3-D127C1990A2CQ43220802-77493FB2-15CD-4B8E-B1AD-F966440BA43FQ44119808-458DCE58-E02C-44A5-B8C4-824C7826A430Q46760833-D5C28CAC-CBC5-4606-AAB9-AAF3CB03503FQ47318212-9E1799DB-4996-4046-BD16-A3BA1357049FQ47617154-A61EDE7A-E6D3-49C7-98E4-0633AC7DE721Q48529668-24624177-9050-416B-91DE-8424042C4D8DQ49833976-2212FBE8-2A6C-404F-8652-2356CEFFE43DQ50585452-A0C4BA63-FBF0-4B89-B7B6-11829D782AA9Q51826013-B3BAC440-97A6-4139-AD56-8B7302E21EE8Q51912025-36DBB460-9D5D-4FE4-AF3B-AB37C251E982Q53395546-4633EFD8-F8DB-44B4-9ACD-F59B68469055Q53499680-B85B7BFB-19B8-47ED-8A26-A8E44302B6FFQ54490142-89C61BB7-41AE-43D8-9AF4-A227CC65A05AQ57291264-421E8DFD-065E-4584-8577-971A8193D849Q58799426-590B4BB3-302E-4819-B402-5FF1635BB348Q60618735-C436026D-8F49-4D52-9E85-B31CB1E7D7D7Q64096945-B4F198F9-FF36-48A4-811E-5199A149B6B1Q64099438-7217C5F4-882E-4AEA-AEBD-B430A5C58A61Q82371293-84CE4B86-E136-4481-82F5-95ED4615E178Q82641677-1BC30D6C-D75A-49B4-B2DF-1A783241C8EEQ82700499-8FAE1658-CCE6-4015-9477-AF1F962462F1Q83327047-85CA9A1F-D731-4F81-9757-8EEAC1EF2F29Q83656487-5D5BC7BA-CEF7-43B6-8D1D-D24A9675C6B0Q83930926-E8157BE9-45A9-44EE-B8B8-989F33B29F12Q84561688-184033D8-BB40-48EA-B76E-981B1A35AB03Q86251644-F5B63A8B-5C14-46ED-97A9-332527CA6E48Q86972249-70E10408-9B28-46BB-BD99-FFCD655BBD4DQ87790839-E8B4E3E6-7747-47E5-9539-FB7E1023629C
P50
description
investigador
@es
researcher
@en
wetenschapper
@nl
name
Robbert Duvivier
@en
Robbert Duvivier
@nl
type
label
Robbert Duvivier
@en
Robbert Duvivier
@nl
prefLabel
Robbert Duvivier
@en
Robbert Duvivier
@nl
P31
P496
0000-0001-8282-1715