Diana Dolmans

Full Professor

University of Maastricht

Netherlands

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About

Diana Dolmans is a Full Professor at Universiteit Maastricht in the Netherlands. Her research focuses on educational design, faculty development, and innovative teaching methodologies in health professions education. Recent publications highlight her contributions to active learning strategies, near-peer teaching, and programmatic assessment. Dolmans' work emphasizes the integration of emotional recognition in teaching practices and collaborative experiences in educational contexts.

Articles (19)

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2022

Collaborators (19)

Jan Willem Grijpma

University of Amsterdam

NETHERLANDS

Diana Dolmans

Research Interests

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About

Articles (19)

How to close the learning circle? Students’ perspectives on how programmatic assessment influences self-regulated learning in a global online programme

Preparing Medical Teachers for Small-Group Active Learning: A Design-based Research Study

Disentangling faculty development: A scoping review towards a rich description of the concept and its practice

Course directors’ reflections on educational design choices for incorporating near-peer teaching into clinical skills teaching

Comparison of Practical Skills Teaching by Near-Peers and Faculty

Team-based learning (TBL) in health professions education: A systematic review on its conceptual elements and outcomes

‘Dancing with emotions’: An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation

Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission

Opening the black box of team-based learning (TBL): A study of verbal interactions in online application sessions

Longitudinal exploration of students' identity formation during the transition from pre‐clinical to clinical training using research poetry

Targeting the school environment to enable participation: A scoping review

Task complexity and cognitive load in simulation‐based education: A randomised trial

Continuous enhancement of educational quality – fostering a quality culture: AMEE Guide No. 147

Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio

Experiences of Dutch and Swedish Occupational Therapists and Teachers of Their Context-Based Collaboration in Elementary Education

Describing Ultrasound Skills Teaching by Near-Peer and Faculty Tutors Using Cognitive Apprenticeship

Creativity: A viable and valuable competency in medicine? A qualitative exploratory study

Reaching consensus on GP interprofessional competencies: a nominal group study

Design and evaluation of a team-based interprofessional practice placement: A design-based research approach

Collaborators (19)

Jan Willem Grijpma

Marloes Amantia van Bokhoven

Wendy Hu

Megan Anakin

Karen Leslie

Helene Lidström

Gerry Gormley

Boukje Compen

Daniëlle Verstegen

Barbara Piskur

Jorrick Beckers

Jascha de Nooijer

Maryam Asoodar

Iman Hegazi

Lisa-Maria Van Klaveren

Sören Huwendiek

Jeroen van Merrienboer

Anne de la Croix

Renée Stalmeijer

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