Cornelia Fluit

professor

Netherlands

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About

Cornelia Fluit is a Professor at Radboudumc Nijmegen in the Netherlands. Her research areas include adaptive expertise development in higher education, workplace learning in clinical practice, and professional identity formation among undergraduate medical students. She has published extensively on topics such as peer-assisted learning and the evaluation of lifelong learning skills for healthcare professionals.

Articles (14)

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2025

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2025

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2025

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2025

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2025

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2024

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2021

Collaborators (7)

Miranda Laurant

Radboud University Medical Center

NETHERLANDS

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Peter Pype

University Hospital

BELGIUM

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Marjolein H.J. van de Pol

Radboud University Medical Center

NETHERLANDS

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Bart P.A. Thoonen

Radboud University Medical Center

NETHERLANDS

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Wietske Kuijer-Siebelink

Professor (lector)

HAN University of Applied Sciences

NETHERLANDS

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Renée Stalmeijer

University of Maastricht

NETHERLANDS

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Demi Krystallidou

University of Surrey

UNITED KINGDOM

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Cornelia Fluit

Research Interests

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About

Articles (14)

The power of peers: Design‐based research on stimulating peer‐assisted learning for enhancing the clinical‐reasoning learning process in the workplace

A mixed-methods study on the course of professional identity formation in undergraduate medical students

It takes a village: an ethnographic study on how undergraduate medical students use each other to learn clinical reasoning in the workplace

Adaptive Expertise Development during Work-Based Learning in Higher Education: A Realist Review

Facilitating workplace learning in clinical practice, an evaluation among medical specialists

Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83

The influence of a digital clinical reasoning test on medical student learning behavior during clinical clerkships

How Do Trainees Use EPAs to Regulate Their Learning in the Clinical Environment? A Grounded Theory Study

How to evaluate lifelong learning skills of healthcare professionals: a systematic review on content and quality of instruments for measuring lifelong learning

Interprofessional learning in a student-run dental clinic: The effect on attitudes of students in oral healthcare

A Qualitative Study on How Entrustable Professional Activities Support Medical Students in Their Transitions across Clerkships

Components and Outcomes in Under- and Postgraduate Medical Education to Prepare for the Delivery of Integrated Care for the Elderly: A Scoping Review

Self-efficacy and application of skills in the workplace after multidisciplinary trauma masterclass participation: a mixed methods survey and interview study

Lessons learned for intraprofessional learning between primary and secondary care trainees

Collaborators (7)

Miranda Laurant

Peter Pype

Marjolein H.J. van de Pol

Bart P.A. Thoonen

Wietske Kuijer-Siebelink

Renée Stalmeijer

Demi Krystallidou

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