Rashmi Kusurkar

Professor and Research Programme Leader

Amsterdam UMC Locatie VUmc

Netherlands

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Rashmi Kusurkar is a Professor and Research Programme Leader at Amsterdam UMC Location VUmc in the Netherlands. Her research focuses on autonomy support in health professions education, examining factors influencing motivation and the integration of educational practices. Recent articles include studies on maternity care, clinical pharmacy service implementation in South Africa, and the perceptions of dental teachers regarding geriatric dentistry. She is dedicated to fostering equitable admissions policies and understanding the psychological needs of health professions students.

Rashmi Kusurkar

Research Interests

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Articles (30)

Autonomy support in prenatal consultation: A quantitative observation study in maternity care

Country categorization of diversity in the pathway from medical student to specialist in the Netherlands

Learning from the Experts: Stimulating Student Engagement in Small-group Active Learning

Paper-based geriatric interprofessional education for enhancing students’ interest in treating older people

Medical Teacher’s equity diversity inclusion policy

Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students

When I say inclusion

How do ageism, death anxiety and ageing anxiety among medical students and residents affect their attitude towards medical care for older patients: a systematic review

Inclusive leadership in the health professions and health professions education.

Mapping the roots of specialist disparities—Authors’ reply

Students’ Motivation for Honors Programs in the Netherlands

Fostering university students’ autonomous motivation through a societal impact project: a qualitative study of students’ and teachers’ perspectives

Paths to Autonomous Motivation and Well-being: Understanding the Contribution of Basic Psychological Needs Satisfaction in Health Professions Students

Getting time and building trust: unveiling the systemic, relational, and personal factors influencing clinical pharmacy service implementation in South Africa, a qualitative study

Dental teachers' perceptions about the status of geriatric dentistry in the dental curriculum: A qualitative exploration in the Indian context

Investigating the support for equitable admissions policies in health professions education: the Formal Consensus method

What influences clinical educators’ motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90

Going beyond the comparison: toward experimental instructional design research with impact

Bridging School and Practice? Barriers to the Integration of &amp;lsquo;Boundary Objects&amp;rsquo; for Learning and Assessment in Clinical Nursing Education

Timeline Mapping as a Methodological Approach to Study Transitions in Health Professions Education

Basic psychological needs satisfaction as a mediator between clinical learning climate, self-regulated learning and perceived learning in the nursing education context.

Optimizing Health Professions Education through a Better Understanding of “School-Supported Clinical Learning”: A Conceptual Model

The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis

Understanding of healthcare professionals towards the roles and competencies of clinical pharmacists in South Africa

Reasoning like a doctor or like a nurse? A systematic integrative review

Mentoring Relationships: A Mentee’s Journey

Adaptation and validation of the encoding of observations using CONSUL-MCC: A self-determination theory-based tool to observe consultations in maternity care

Influence of social networks in healthcare on preparation for selection procedures of health professions education: a Dutch interview study

Motivational Design for Web-Based Instruction in Health Professions Education: Protocol for a Systematic Review and Directed Content Analysis

Autonomy-supportive decision-making in maternity care during prenatal consultations: a qualitative interaction analysis.

Collaborators (9)

Eleonore Köhler

Jan Willem Grijpma

Andries Koster

Keith Wilson

Jeff Crukley

Yuanyuan Zhu

Suzanne Fikrat-Wevers

Anne de la Croix

Anouk Wouters

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Bridging School and Practice? Barriers to the Integration of ‘Boundary Objects’ for Learning and Assessment in Clinical Nursing Education