Current facets (Pre-Master)

prof.dr. H.G. Schmidt

Full Professor Erasmus School of Social and Behavioural Sciences Department of Psychology
Location
Erasmus University Rotterdam
Room
-
Telephone
Email
schmidt@essb.eur.nl

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Henk Schmidt (1947) is a professor of Psychology at Erasmus University’s Faculty of Social Sciences and founding dean of its problem-based psychology curriculum. From September 2009…

Henk Schmidt (1947) is a professor of Psychology at Erasmus University’s Faculty of Social Sciences and founding dean of its problem-based psychology curriculum. From September 2009 until November 2013, he was the Rector Magnificus of Erasmus University Rotterdam, the Netherlands.

Previously, Schmidt held academic positions as professor of cognitive psychology, faculty of psychology, Maastricht University, and as professor of health professions education at the same university. His administrative positions include both the deanships of the faculty of social sciences at Erasmus University and the faculty of health sciences of Maastricht University. In addition, he has been the president of the Dutch Psychological Association (NIP), the chairman of the Dutch Society for Research into Higher Education (CRWO), and the associate secretary general of the Network of community-oriented educational institutions for health sciences, a World Health Organization-supported NGO.

He was R. Samuel McLaughlin Professor at McMaster University, Hamilton, Canada, and Prof. L. Verhaegen Professor at the Limburg University Centre, Diepenbeek, Belgium. Furthermore, he has been a visiting professor at McGill University, Montreal, Canada; the University of Bern, Switzerland; and the University of Cape Town, South Africa. He was a speaker at the Nobel Forum, upon invitation by the Nobel Prize Committee, Karolinska Institutet, Stockholm, Sweden, and a key-note speaker at numerous conferences all over the world.

His research areas of interest are learning and memory, and he has published on problem-based learning, long-term memory, and the development of expertise in medicine. He has published more than 250 articles in refereed journals, chapters in books, and books; alone or together with his 30+ PhD.-students. In addition, he is the founding editor of two journals. Schmidt is among the most cited Dutch psychologists; in 2005 the Royal Dutch Academy of Sciences (KNAW) selected him as one of the top 200 Dutch scientists.

Twice he received the ”Outstanding paper by an established investigator” Award of the American Educational Research Association. In 1996 the Université de Sherbrooke in Canada awarded him an honorary degree. In 2004, the Karolinska Institutet, Stockholm, Sweden, announced him to be the winner of its international medical education research prize for his work in medical expertise and problem-based learning. In 2006, he received the Distinguished Career Award of the American Educational Research Association, Division I.

        • A. Al Rumayyan, N. Ahmed, R. Al Subait, G. Al Ghamdi, M.M. Mahzari, T.A. Mohamed, J. Rotgans, M. Donmez, S. Mamede Studart Soares & H.G. Schmidt (2018). Teaching clinical reasoning through hypothetico-deduction is (slightly) better than self-explanation in tutorial groups: An experimental study. Perspectives on Medical Education, 7 (2), 93-99. doi: 10.1007/s40037-018-0409-x
        • V.F.C. Servant & H.G. Schmidt (2018). Revisiting ‘Foundations of problem‐based learning: some explanatory notes’. Medical Education, 50 (7), 698-701.
        • L.M.C. Ribeiro, S. Mamede Studart Soares, A.S. Moura, E.M. de Brito, R. de Faria & H.G. Schmidt (2018). Effect of reflection on medical students' situational interest: an experimental study. Medical Education, 52 (5), 488-496. doi: 10.1111/medu.13491
        • H.G. Schmidt, T.A.J.M. van Gog, S.C.E. Klein Nagelvoort - Schuit, K. van den Berge, P.L.A. van Daele, H.J. Bueving, T. van der Zee, W.W. van den Broek, J.L.C.M. van Saase & S. Mamede Studart Soares (2017). Do patients' disruptive behaviours influence the accuracy of a doctor's diagnosis? A randomised experiment. BMJ Quality & Safety, 26 (1), 19-23. doi: 10.1136/bmjqs-2015-004109
        • J.M. Peixoto, S. Mamede Studart Soares, R. de Faria, A.S. Moura, S.M.E. Santos & H.G. Schmidt (2017). The effect of self-explanation of pathophysiological mechanisms of diseases on medical students' diagnostic performance. Advances in Health Sciences Education, 22 (5), 1183-1197. doi: 10.1007/s10459-017-9757-2
        • S. Mamede Studart Soares, T.A.J.M. van Gog, S.C.E. Klein Nagelvoort - Schuit, K. van den Berge, P.L.A. van Daele, H.J. Bueving, T. van der Zee, W.W. van den Broek, J.L.C.M. van Saase & H.G. Schmidt (2017). Why patients' disruptive behaviours impair diagnostic reasoning: a randomised experiment. BMJ Quality & Safety, 26 (1), 13-18. doi: 10.1136/bmjqs-2015-005065
        • E. Badenhorst, S. Mamede, A. Abrahams, K. Bugarith, J. Friedling, G. Gunston, R. Kelly-Laubscher & H.G. Schmidt (2016). First-year medical students' naive beliefs about respiratory physiology. Advances in Physiology Education, 40 (3), 342-348. doi: 10.1152/advan.00193.2015
        • D.A. Alqahtani, J. Rotgans, S. Mamede Studart Soares, I. Alalwan, M.E.M. Magzoub, F.M. Altayeb, M.A. Mohamedani & H.G. Schmidt (2016). Does Time Pressure Have a Negative Effect on Diagnostic Accuracy? Academic Medicine, 91 (5), 710-716. doi: 10.1097/acm.0000000000001098
        • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2016). University teacher judgments in problem-based learning: Their accuracy and reasoning. Teaching and Teacher Education : an International Journal of Research and Studies, 59, 203-212. doi: 10.1016/j.tate.2016.06.005
        • C. St-Onge, M. Landry, M. Xhignesse, G. Voyer, S. Tremblay-Lavoie, S. Mamede & H.G. Schmidt (2016). Age-Related Decline and Diagnostic Performance of More and Less Prevalent Clinical Cases. Advances in Health Sciences Education, 21 (3), 561-570.
        • H.G. Schmidt, S.L. Wagener, A.A.C.M. Smeets, L.M. Keemink & H.T. van der Molen (2015). On the Use and Misuse of Lectures in Higher Education. Health Professions Education, 1, 18. doi: https://doi.org/10.1016/j.hpe.2015.11.010
        • E. Chng, E.H.J. Yew & H.G. Schmidt (2015). To what extent do tutor-related behaviours influence student learning in PBL? Advances in Health Sciences Education, 20 (1), 5-21. doi: http://dx.doi.org/10.1007/s10459-014-9503-y
        • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2015). How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning? Instructional Science, 43, 39-58. doi: http://dx.doi.org/10.1007/s11251-014-9325-6[go to publisher's site]
        • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2015). How important are student-selected versus instructor-selected literature resources for students' learning and motivation in problem-based learning? Instructional Science, 43 (1), 39-58. doi: 10.1007/s11251-014-9325-6
        • H.G. Schmidt & S. Mamede (2015). How to improve the teaching of clinical reasoning: a narrative review and a proposal. Medical Education, 49 (10), 961-973. doi: http://dx.doi.org/10.1111/medu.12775
        • M. Chamberland, S. Mamede, C. St-Onge, J. Setrakian & H.G. Schmidt (2015). Does medical students' diagnostic performance improve by observing examples of self-explanation provided by peers or experts? Advances in Health Sciences Education, 20 (4), 981-993. doi: http://dx.doi.org/10.1007/s10459-014-9576-7
        • E. Badenhorst, S. Mamede, N. Hartman & H.G. Schmidt (2015). Exploring lecturers' views of first-year health science students' misconceptions in biomedical domains. Advances in Health Sciences Education, 20 (2), 403-420. doi: 10.1007/s10459-014-9535-3
        • S. Mamede, T. van Gog, C.K.A. van den Berge, J.L.C.M. van Saase & H.G. Schmidt (2014). Why Do Doctors Make Mistakes? A Study of the Role of Salient Distracting Clinical Features. Academic Medicine, 89 (1), 114-120. doi: 10.1097/ACM.0000000000000077
        • B. Bonke, R. Zietse, G.R. Norman, H.G. Schmidt, R.J.M. Bindels, S. Mamede & R.M.J.P. Rikers (2014). Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined. Perspectives on Medical Education, 3, 179-189.
        • L. Schaap, P. Verkoeijen & H.G. Schmidt (2014). Effects of different types of true-false questions on memory awareness and long-term retention. Assessment and Evaluation in Higher Education : an international journal, 39 (5), 625-640. doi: 10.1080/02602938.2013.860422
        • S. Mamede Studart Soares, T. van Gog, K. van den Berge, J.L.C.M. van Saase & H.G. Schmidt (2014). Why do doctors make mistakes? The role of salient distracting clinical features. Academic Medicine, 89, 114-120. doi: http://dx.doi.org/10.1097/ACM.0000000000000077
        • H.G. Schmidt, S. Mamede, C.K.A. van den Berge, T. van Gog, J.L.C.M. van Saase & R.M.J.P. Rikers (2014). Exposure to Media Information About a Disease Can Cause Doctors to Misdiagnose Similar-Looking Clinical Cases. Academic Medicine, 89 (2), 285-291. doi: http://dx.doi.org/10.1097/ACM.0000000000000107
        • J. Rotgans & H.G. Schmidt (2014). Situational interest and learning: Thirst for knowledge. Learning and Instruction, 32, 37-50. doi: 10.1016/j.learninstruc.2014.01.002
        • S. Mamede & H.G. Schmidt (2014). The twin traps of overtreatment and therapeutic nihilism in clinical practice. Medical Education, 48 (1), 34-43. doi: http://dx.doi.org/10.1111/medu.12264
        • S. Mamede, T. van Gog, A. Sampaio, R. de Faria, J. Maria & H.G. Schmidt (2014). How Can Students' Diagnostic Competence Benefit Most From Practice With Clinical Cases? The Effects of Structured Reflection on Future Diagnosis of the Same and Novel Diseases. Academic Medicine, 89 (1), 121-127. doi: 10.1097/ACM.0000000000000076
        • L. Wijnia, S.M.M. Loyens, T. van Gog, E. Derous & H.G. Schmidt (2014). Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers. Learning and Instruction, 34, 22-31. doi: http://dx.doi.org/10.1016/j.learninstruc.2014.07.006[go to publisher's site]
        • S. Mamede & H.G. Schmidt (2014). Reflection in Diagnostic Reasoning: What Really Matters? Academic Medicine, 89 (7), 959-960.
        • L. Wijnia, S.M.M. Loyens, E. Derous, N.S. Koendjie & H.G. Schmidt (2014). Predicting educational success and attrition in problem-based learning: Do first impressions count? Studies in Higher Education, 39, 967-982. doi: http://dx.doi.org/10.1080/03075079.2012.754856[go to publisher's site]
        • H.G. Schmidt, S. Mamede Studart Soares, K. van den Berge, T. van Gog, J.L.C.M. van Saase & R.M.J.P. Rikers (2014). Exposure to media information causes availability bias in medical diagnosis. Academic Medicine, 89, 285-291.
        • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2014). Do students’ topic Interest and tutors’ instructional style matter in problem-based learning? Journal of Educational Psychology, 106, 919-933. doi: 10.1037/a0037119
        • R.J.A. Kamp, H.J.M. van Berkel, H. Popeijus, J. Leppink, H.G. Schmidt & D.H.J.M. Dolmans (2014). Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement. Advances in Health Sciences Education, 19 (1), 53-69. doi: 10.1007/s10459-013-9460-x
        • S. Mamede Studart Soares, S.M.M. Loyens, O.S. Ezequiel, S.H.C. Tibiriçá, J.C. Penaforte & H.G. Schmidt (2013). Effects of reviewing routine practices on learning outcomes in continuing medical education. Medical Education, 47 (7), 701-710. doi: http://dx.doi.org/10.1111/medu.12153
        • B. Martineau, S. Mamede Studart Soares, C. St-Onge, R.M.J.P. Rikers & H.G. Schmidt (2013). To observe or not to observe peers when learning physical examination skills; that is the question. BMC Medical Education, 13, 1-6. doi: http://dx.doi.org/10.1186/1472-6920-13-55[go to publisher's site]
        • K. van den Berge, T. van Gog, S. Mamede Studart Soares, H.G. Schmidt, J. van Saase & R.M.J.P. Rikers (2013). Acquisition of visual perceptual skills from worked examples: Learning to interpret electrocardiograms (ECGs). Interactive learning environments, 21, 263-271.
        • M. Chamberlain, S. Mamede Studart Soares, C. St-Onge, M.A. Rivard, J. Setrakian, A. Lévesque, L. Lanthier, H.G. Schmidt & R.M.J.P. Rikers (2013). Students' self-explanations while solving unfamiliar cases: the role of biomedical knowledge. Medical Education, 47 (11), 1109-1116. doi: http://dx.doi.org/10.1111/medu.12253[go to publisher's site]
        • R.J.A. Kamp, D.H.J.M. Dolmans, H.J.M. van Berkel & H.G. Schmidt (2012). The relationship between students' small group activities, time spent on self-study, and achievement. Higher Education, 64 (3), 385-397. doi: http://dx.doi.org/10.1007/s10734-011-9500-5
        • S. Mamede Studart Soares, T. van Gog, A.S. Moura, R.M.D. De Farias, J.M. Peixoto, R.M.J.P. Rikers & H.G. Schmidt (2012). Reflection as a strategy to foster medical students' acquisition of diagnostic competence. Medical Education, 46, 464-472. doi: http://dx.doi.org/10.1111/j.1365-2923.2012.04217.x[go to publisher's site]
        • S. Mamede Studart Soares, T.A.W. Splinter, T. van Gog, R.M.J.P. Rikers & H.G. Schmidt (2012). Exploring the role of salient distracting clinical features in the emergence of diagnostic errors and the mechanisms through which reflection counteracts mistakes. BMJ Quality & Safety, 21, 295-300. doi: http://dx.doi.org/10.1136/bmjqs-2011-000518
        • H.G. Schmidt, A.M.M. Muijtjens, C.P.M. van der Vleuten & G.R. Norman (2012). Differential Student Attrition and Differential Exposure Mask Effects of Problem-Based Learning in Curriculum Comparison Studies. Academic Medicine, 87 (4), 463-475. doi: http://dx.doi.org/10.1097/ACM.0b013e318249591a
        • A. Monajemi, H.G. Schmidt & R.M.J.P. Rikers (2012). Assessing Patient Management Plans of Doctors and Medical Students: An Illness Script Perspective. JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS , 32 (1), 4-9. doi: http://dx.doi.org/10.1002/chp.21118
        • E.H.J. Yew & H.G. Schmidt (2012). What students learn in problem-based learning: a process analysis. Instructional Science, 40 (2), 371-395. doi: http://dx.doi.org/10.1007/s11251-011-9181-6
        • L. Schaap, H.G. Schmidt & P.P.J.L. Verkoeijen (2012). Assessing knowledge growth in a psychology curriculum: Which students improve most? Assessment and Evaluation in Higher Education : an international journal, 37 (7), 875-887. doi: http://dx.doi.org/10.1080/02602938.2011.581747
        • H.P.A. Boshuizen, M.W.J. van de Wiel & H.G. Schmidt (2012). What and how advanced medical students learn from reasoning through multiple cases. Instructional Science, 40 (5), 755-768. doi: http://dx.doi.org/10.1007/s11251-012-9211-z
        • J. Henrichs, J.J.A.M. Schenk, R. Kok, B. Ftitache, H.G. Schmidt, A. Hofman, V.W.V.K. Jaddoe, F.C. Verhulst & H. Tiemeier (2011). Parental Family Stress during Pregnancy and Cognitive development in Toddlers: The Generation R study. Early Childhood Research Quarterly, 26 (3), 332-343.
        • M. Chamberland, C. St-Onge, J. Setrakian, L. Lanthier, L. Bergeron, A. Bourget, S. Mamede Studart Soares, H.G. Schmidt & R.M.J.P. Rikers (2011). The influence of medical students¿ self explanations on diagnostic performance. Medical Education, 45, 688-695. doi: http://dx.doi.org/10.1111/j.1365-2923.2011.03933.x
        • J. Henrichs, L. Rescorla, J. Schenk, H.G. Schmidt, V.W.V.K. Jaddoe, A. Hofman, H. Raat, F.C. Verhulst & H.W. Tiemeier (2011). Examining Continuity of Early Expressive Vocabulary Development: The Generation R Study. Journal of Speech Language and Hearing Research, 54 (3), 854-869. doi: http://dx.doi.org/10.1044/1092-4388(2010/09-0255)
        • J. Henrichs, J. Schenk, R. Kok, B. Ftitache, H.G. Schmidt, A. Hofman, V.W.V. Jaddoe, F.C. Verhulst & H. Tiemeier (2011). Parental family stress during pregnancy and cognitive functioning in early childhood. Early Childhood Research Quarterly, 26, 332-343.
        • K. McLaughlin, R.M.J.P. Rikers & H.G. Schmidt (2010). Does Applying Biomedical Knowledge Improve Diagnostic Performance When Solving Electrolyte Problems? Canadian Medical Education Journal, 1 (1), 4-9.
        • A.I. Al Haqwi, H.T. van der Molen, H.G. Schmidt & M.E. Magzoub (2010). Determinants of Effective Clinical Learning: A Student and Teacher Perspective in Saudi Arabia. Education for Health, 23, 1-14.
        • J. Henrichs, J.J.A.M. Schenk, C.S. Barendregt, H.G. Schmidt, E.A.P. Steegers, A. Hofman, V.W.V.K. Jaddoe, H.A. Moll, F.C. Verhulst & H. Tiemeier (2010). Fetal growth from mid-to late pregnancy is associated with infant development. The Generation R Study. Developmental Medicine & Child Neurology, 52 (7), 644-51.
        • M.S. Al-Moamary, S. Mamede Studart Soares & H.G. Schmidt (2010). Innovations in Medical Internship: Benchmarking and Application within the King Saud bin Abdulaziz University for Health Sciences. Education for Health, 23 (1), 1-12.
        • S. Mamede Studart Soares, T. van Gog, K. van den Berge, R.M.J.P. Rikers, J.L.C.M. van Saase, C. van Guldener & H.G. Schmidt (2010). Effect of Availability Bias and Reflective Reasoning on Diagnostic Accuracy Among Internal Medicine Resident. Jama - Journal of the American Medical Association, 304 (11), 1198-1203. doi: http://dx.doi.org/10.1001/jama.2010.1276
        • H.G. Schmidt, J. Cohen-Schotanus, H.T. van der Molen, T.A.W. Splinter, J. Bulte, R. Holdrinet & H.J.M. van Rossum (2010). Learning more by being taught less: A "time-for-self-study¿ theory explaining curricular effects on graduation rate and study duration. Research in Higher Education, 60, 287-300.
        • N.A. Qureshi, H.T. van der Molen, H.G. Schmidt, T.A. Al-Habeeb & M.E.M. Magzoub (2010). Criteria for a good referral system for psychiatric patients: A View from Saudi Arabia. Eastern Mediterranean Health Journal, 15, 1580-1595.
        • J. Henrichs, J.J. Bongers-Schokking, J.J.A.M. Schenk, A. Ghassabian, H.G. Schmidt, T.J. Visser, H. Hooijkaas, S.M.P.F. de Muinck Keizer-Schrama, W. Visser, A. Hofman, V.W.V.K. Jaddoe, E.A.P. Steegers, F.C. Verhulst, Y.B. de Rijke & H. Tiemeier (2010). Maternal thyroid function during early pregnancy and cognitive developement in early childhood. The Generation R Study. Journal of Clinical Endocrinology and Metabolism, 95 (9), 4227-34.
        • S. Mamede Studart Soares, H.G. Schmidt, R.M.J.P. Rikers, E.J.F.M. Custers, T.A.W. Splinter & J.L.C.M. van Saase (2010). Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert. Psychological Research-Psychologische Forschung, 74, 586-592. doi: http://dx.doi.org/10.1007/s00426-010-0281-8
        • J. Henrichs, J.J.A.M. Schenk, S.J. Roza, M.P. van den Berg, H.G. Schmidt, E.A.P. Steegers, A. Hofman, V.W.V.K. Jaddoe, F.C. Verhulst & H.W. Tiemeier (2010). Maternal psychological distress and fetal growth trajectories: The Generation R Study. Psychological Medicine, 40 (4), 633-643. doi: http://dx.doi.org/10.1017/S0033291709990894
        • J. Henrichs, J.J. Schokking, J. Schenk, A. Ghassabian, H.G. Schmidt, T.J. Visser, H. Hooijkaas, S.M.P.F. de Muinck Keizer-Schrama, A. Hofman, V.W.V.K. Jaddoe, W. Visser, E.A.P. Steegers, F.C. Verhulst, Y.B. de Rijke & H.W. Tiemeier (2010). Maternal Thyroid Function during Early Pregnancy and Cognitive Functioning in Early Childhood: The Generation R Study. Journal of Clinical Endocrinology and Metabolism, 95 (9), 4227-4234. doi: http://dx.doi.org/10.1210/jc.2010-0415
        • J. Henrichs, J. Schenk, C.S. Barendregt, H.G. Schmidt, E.A.P. Steegers, A. Hofman, V.W.V.K. Jaddoe, H.A. Moll, F.C. Verhulst & H.W. Tiemeier (2010). Fetal growth from mid- to late pregnancy is associated with infant development: the Generation R Study. Developmental Medicine & Child Neurology, 52 (7), 644-651. doi: http://dx.doi.org/10.1111/j.1469-8749.2009.03513.x
        • J. Henrichs, J.J.A.M. Schenk, H.G. Schmidt, L.R. Arends, E.A.P. Steegers, A. Hofman, V.W.V. Jaddoe, F.C. Verhulst & H. Tiemeier (2009). Fetal Size in Mid- and Late Pregnancy Is Related to Infant Alertness: The Generation R Study. Developmental Psychobiology, 51 (2), 119-130. doi: http://dx.doi.org/10.1002/dev.20351[go to publisher's site]
        • N.A. Qureshi, H.T. van der Molen, H.G. Schmidt, T.A. Al-Habeeb & M.M. Magzoub (2009). Criteria for a good referral system for psychiatric patients: the view from Saudi Arabia. Eastern Mediterranean Health Journal, 15, 1580-1595.
        • H.G. Schmidt, J. Cohen-Schotanus, H.T. van der Molen, T.A. Splinter, J.A. Bulte & R.S.G. Holdrinet (2009). Learning more by being taught less: A 'time-for-self-study' theory explaining curricular effects on graduation rate and study duration. Research in Higher Education.
        • I.J. Rotgans & H.G. Schmidt (2009). Examination of the context-specific nature of self-regulated learning. Educational Studies, 35 (3), 239-253. doi: http://dx.doi.org/10.1080/03055690802648051
        • S.M.M. Loyens, R.M.J.P. Rikers & H.G. Schmidt (2009). Students' conceptions of constructivist learning in different programme years and different learning environments. British Journal of Educational Psychology, 79, 501-514. doi: http://dx.doi.org/10.1348/000709908X378117
        • H.J. Klomp, J. Eberhard, S. Hren, J. Hedderich & H.G. Schmidt (2009). The role of pathophysiological explanations in clinical case representations of dental students and experts. European Journal of Dental Education, 13 (1), 58-65. doi: http://dx.doi.org/10.1111/j.1600-0579.2008.00539.x
        • H.G. Schmidt, H.T. van der Molen, W.W.R. te Winkel & W.H.F.W. Wijnen (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44 (4), 227-249. doi: http://dx.doi.org/10.1080/00461520903213592
        • S.E. Severiens & H.G. Schmidt (2009). Academic and social integration and study progress in problem based learning. Higher Education, 58 (1), 58-69. doi: http://dx.doi.org/10.1007/s10734-008-9181-x
        • J. Henrichs, J.J.A.M. Schenk, H.G. Schmidt, F.P. Velders, A. Hofman, V.W.V.K. Jaddoe, F.C. Verhulst & H.W. Tiemeier (2009). Maternal pre- and postnatal anxiety and infant temperament. The Generation R Study. Infant and Child Development, 18 (6), 556-572.
        • H.G. Schmidt, J. Cohen-Schotanus & L.R. Arends (2009). Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students. Medical Education, 43 (3), 211-218. doi: http://dx.doi.org/10.1111/j.1365-2923.2008.03287.x
        • E.H.J. Yew & H.G. Schmidt (2009). Evidence for constructive, self-regulatory, and collaborative processes in problem-based learning. Advances in Health Sciences Education, 14 (2), 251-273. doi: http://dx.doi.org/10.1007/s10459-008-9105-7
        • G. Camp, D. Pecher, H.G. Schmidt & R. Zeelenberg (2009). Are independent probes truly independent? Journal of Experimental Psychology - Learning Memory and Cognition, 35 (4), 934-942. doi: http://dx.doi.org/10.1037/a0015536
        • L.M. Vermeulen & H.G. Schmidt (2008). Learning Environment, Learning Process, Academic Outcomes, and Career Success of University Graduates. Studies in Higher Education, 33 (4), 431-451. doi: http://dx.doi.org/10.1080/03075070802211810
        • V.C. Burch, G.R. Norman & H.G. Schmidt (2008). Are specialist certification examinations a reliable measure of physician competence? Advances in Health Sciences Education, 13 (4), 521-533. doi: http://dx.doi.org/10.1007/s10459-007-9063-5
        • A.B.H. de Bruin, N. Smits, R.M.J.P. Rikers & H.G. Schmidt (2008). Deliberate practice predicts performance throughout time in adolescent chess players and dropouts: A linear mixed models analysis. British Journal of Psychology, 99, 473-497.
        • S. Mamede Studart Soares, H.G. Schmidt & J.C. Penaforte (2008). Effect of reflective practice on accuracy of medical diagnoses. Medical Education, 42 (5), 468-475. doi: http://dx.doi.org/10.1111/j.1365-2923.2008.03030.x
        • K. McLaughlin, R.M.J.P. Rikers & H.G. Schmidt (2008). Is analytic information processing a feature of expertise in medicine? Advances in Health Sciences Education, 13 (1), 123-128. doi: http://dx.doi.org/10.1007/s10459-007-9080-4
        • S. Mamede Studart Soares, H.G. Schmidt, R.M.J.P. Rikers, J.C. Penaforte & J.M. Coelho-Filho (2008). Influence of Perceived Difficulty of Cases on Physicians' Diagnostic Reasoning. Academic Medicine, 83 (12), 1210-1216. doi: http://dx.doi.org/10.1097/ACM.0b013e31818c71d7
        • D.A. Cook, G. Bordage & H.G. Schmidt (2008). Description, justification and clarification: a framework for classifying the purposes of research in medical education. Medical Education, 42 (2), 128-133. doi: http://dx.doi.org/10.1111/j.1365-2923.2007.02974.x
        • K. McLaughlin, L. Heemskerk, R. Herman, M. Ainslie, R.M.J.P. Rikers & H.G. Schmidt (2008). Initial diagnostic hypotheses bias analytic information processing in non-visual domains. Medical Education, 42 (5), 496-502. doi: http://dx.doi.org/10.1111/j.1365-2923.2007.02994.x
        • J. Henrichs, J.J.A.M. Schenk, S.J. Roza, M.P. Van Den Berg, H.G. Schmidt, A. Hofman, V.W.V.K. Jaddoe, F.C. Verhulst & H.W. Tiemeier (2008). Maternale stress en symptomen van angst en depressie beïnvloeden foetale groeitrajecten; de Generation R studie. Tijdschrift voor Psychiatrie, 50 (3), S-13.
        • S.M.M. Loyens, R.M.J.P. Rikers & H.G. Schmidt (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science, 36, 445-462. doi: http://dx.doi.org/10.1007/s11251-008-9065-6[go to publisher's site]
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2007). Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition: The effect of learner expertise. European Journal of Cognitive Psychology, 19 (4/5), 671-688. doi: http://dx.doi.org/10.1080/09541440701326204
        • G. Camp, D. Pecher & H.G. Schmidt (2007). No retrieval-induced forgetting using item-specific independent cues: evidence against a general inhibitory account. Journal of Experimental Psychology - Learning Memory and Cognition, 33 (5), 950-958. doi: http://dx.doi.org/10.1037/0278-7393.33.5.950
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2007). The effect of self-explanation and prediction on the development of principled understanding of chess in novices. Contemporary Educational Psychology, 32 (2), 188-205. doi: http://dx.doi.org/10.1016/j.cedpsych.2006.01.001
        • V.C. Burch, C.N. Sikakana, N. Yeld, J.L. Seggie & H.G. Schmidt (2007). Performance of academically at-risk medical students in a problem-based learning programme: A preliminary report. Advances in Health Sciences Education, 12 (3), 345-358. doi: http://dx.doi.org/10.1007/s10459-006-9006-6
        • S.M.M. Loyens, R.M.J.P. Rikers & H.G. Schmidt (2007). Students¿ conceptions of distinct constructivist assumptions. European Journal of Psychology of Education, 12 (2), 179-199.
        • A. Monajemi, R.M.J.P. Rikers & H.G. Schmidt (2007). Clinical case processing: a diagnostic versus a management focus. Medical Education, 41 (12), 1166-1172. doi: http://dx.doi.org/10.1111/j.1365-2923.2007.02922.x
        • S.M.M. Loyens, R.M.J.P. Rikers & H.G. Schmidt (2007). The impact of students' conceptions of constructivist assumptions on academic achievement and drop-out. Studies in Higher Education, 32 (5), 581-602. doi: http://dx.doi.org/10.1080/03075070701573765
        • P.F. Wimmers, T.A.W. Splinter, G.R. Hancock & H.G. Schmidt (2007). Clinical Competence: General Ability or Case-specific? Advances in Health Sciences Education, 12 (3), 299-314. doi: http://dx.doi.org/10.1007/s10459-006-9002-x
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2007). The influence of achievement motivation and chess-specific motivation on deliberate practice. Journal of Sport & Exercise Psychology, 29 (5), 561-583.
        • H.T. van der Molen, H.G. Schmidt & G. Kruisman (2007). Personality characteristics of engineers. European Journal of Engineering Education, 32, 495-501.
        • S. Mamede Studart Soares, H.G. Schmidt & R.M.J.P. Rikers (2007). Diagnostic errors and reflective practice in medicine. Journal of Evaluation in Clinical Practice, 13 (1), 138-145. doi: http://dx.doi.org/10.1111/j.1365-2753.2006.00638.x
        • H.G. Schmidt, S.M.M. Loyens, T. van Gog & F. Paas (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42 (2), 91-97.
        • P.F. Wimmers, S.L. Kanter, T.A. Splinter & H.G. Schmidt (2007). Is clinical competence perceived differently for student daily performance on the wards versus clerkship grading? Advances in Health Sciences Education. doi: http://dx.doi.org/10.1007/s10459-007-9075-1
        • S. Mamede Studart Soares, H.G. Schmidt, R.M.J.P. Rikers, J.C. Penaforte & J.M. Coelho-Filho (2007). Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning. Medical Education, 41 (12), 1185-1192. doi: http://dx.doi.org/10.1111/j.1365-2923.2007.02921.x
        • J.J. Beckers, J.M. Wicherts & H.G. Schmidt (2007). Computer anxiety: "Trait" or "state"? Computers in Human Behavior, 23 (6), 2851-2862. doi: http://dx.doi.org/10.1016/j.chb.2006.06.001
        • H.G. Schmidt & R.M.J.P. Rikers (2007). How expertise develops in medicine: knowledge encapsulation and illness script formation. Medical Education, 41 (12), 1133-1139. doi: http://dx.doi.org/10.1111/j.1365-2923.2007.02915.x
        • N.A. Qureshi, H.G. Schmidt, H.T. van der Molen, T.A. Al-Habeeb & M.M. Magzoub (2007). Quality of psychiatric referrals in Saudi Arabia - A structural equation modeling approach. Neurosciences Journal, 12 (1), 53-61.
        • S.M.M. Loyens, R.M.J.P. Rikers & H.G. Schmidt (2006). Students' conceptions of constructivist learning: A comparison between a traditional and a problem-based learning curriculum. Advances in Health Sciences Education, 11 (4), 365-379. doi: http://dx.doi.org/10.1007/s10459-006-9015-5
        • S. Mamede Studart Soares, H.G. Schmidt & G.R. Norman (2006). Innovations in problem-based learning: What can we learn from recent studies? Advances in Health Sciences Education, 11 (4), 403-422. doi: http://dx.doi.org/10.1007/s10459-006-9018-2
        • H.G. Schmidt, L. Vermeulen & H.T. van der Molen (2006). Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Medical Education, 40, 562-567. doi: http://dx.doi.org/10.1111/j.1365-2929.2006.02483.x
        • N.A. Qureshi, H.T. van der Molen, H.G. Schmidt, T.A. Al-Habeeb & M.M. Magzoub (2006). Effectiveness of a Training Programme for Primary Care Physicians Directed at the Enhancement of their Psychiatric Knowledge in Saudi Arabia. Education for Health, 19, 52-60. doi: http://dx.doi.org/10.1080/13576280500525527
        • P.F. Wimmers, H.G. Schmidt & T.A.W. Splinter (2006). Influence of clerkship experiences on clinical competence. Medical Education, 40, 450-458. doi: http://dx.doi.org/10.1111/j.1365-2929.2006.02447.x
        • W.W.R. te Winkel, R.M.J.P. Rikers, S.M.M. Loyens & H.G. Schmidt (2006). Influence of learning resources on study time and achievement scores in a problem-based curriculum. Advances in Health Sciences Education, 11 (4), 381-389. doi: http://dx.doi.org/10.1007/s10459-006-9016-4
        • D. Dolmans & H.G. Schmidt (2006). What do we know about cognitive and motivational effects of small group tutorials in problem-based learning? Advances in Health Sciences Education, 11 (4), 321-336. doi: http://dx.doi.org/10.1007/s10459-006-9012-8
        • H.G. Schmidt (2006). Effecten van probleemgestuurd medisch onderwijs; 16 Nederlandse curriculumvergelijkingen. Nederlands Tijdschrift voor Geneeskunde, 150 (19), 1085-1089.
        • P.W.M. van Gerven, F. Paas, J.J.G,. van Merriënboer & H.G. Schmidt (2006). Modality and variability as factors in training the elderly. Applied Cognitive Psychology, 20, 311-320. doi: http://dx.doi.org/10.1002/acp.1247
        • J.J. Beckers, R.M.J.P. Rikers & H.G. Schmidt (2006). The influence of computer anxiety on experienced computer users while performing complex computer tasks. Computers in Human Behavior, 22 (3), 456-466. doi: http://dx.doi.org/10.1016/j.chb.2004.09.011
        • P.P.J.L. Verkoeijen, R.M.J.P. Rikers, M.I. Augustus & H.G. Schmidt (2005). A critical look at the discrepancy reduction mechanism of study time allocation. European Journal of Cognitive Psychology, 17 (3), 371-387. doi: http://dx.doi.org/10.1080/09541440440000041
        • H. van Berkel & H.G. Schmidt (2005). On the additional value of lectures in a problem-based curriculum. Education for Health, 18 (1), 45-61. doi: http://dx.doi.org/10.1080/13576280500042648
        • A.B.H. de Bruin, M.W.J. van de Wiel, R.M.J.P. Rikers & H.G. Schmidt (2005). Examining the stability of experts' clinical case processing: an experimental manipulation. Instructional Science, 33 (3), 251-270. doi: http://dx.doi.org/10.1007/s11251-005-3598-8
        • A.B.H. de Bruin, H.G. Schmidt & R.M.J.P. Rikers (2005). The role of basis science knowledge and clinical knowledge in diagnostic reasoning: a structural equation modeling approach. Academic Medicine, 80 (8), 765-773. doi: http://dx.doi.org/10.1097/00001888-200508000-00014
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2005). Monitoring accuracy and self-regulation when learning to play a chess endgame. Applied Cognitive Psychology, 19 (2), 167-181. doi: http://dx.doi.org/10.1002/acp.1109
        • G. Camp, D. Pecher & H.G. Schmidt (2005). Retrieval-induced forgetting in implicit memory tests: The role of test awareness. Psychonomic Bulletin & Review, 12 (3), 490-494.
        • R.M.J.P. Rikers, S.M.M. Loyens, W.W.R. te Winkel, H.G. Schmidt & P. Sins (2005). The role of biomedical knowledge in clinical reasoning: A lexical decision study. Academic Medicine, 80 (10), 945-949. doi: http://dx.doi.org/10.1097/00001888-200510000-00015
        • M.M. Soppe, H.G. Schmidt & R.J.M.P. Bruysten (2005). Influence of problem familiarity on learning in a problem-based course. Instructional Science, 33 (3), 271-281. doi: http://dx.doi.org/10.1007/s11251-004-7688-9
        • P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2005). Limitations to the spacing effect: demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall. Experimental Psychology, 52 (4), 257-263. doi: http://dx.doi.org/10.1027/1618-3169.52.4.257[go to publisher's site]
        • P.F. Wimmers, H.G. Schmidt, P.P.J.L. Verkoeijen & M.W.J. van de Wiel (2005). Inducing expertise effects in clinical case recall. Medical Education, 39 (9), 949-957. doi: http://dx.doi.org/10.1111/j.1365-2929.2005.02250.x
        • P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2005). The effects of prior knowledge on study-time allocation and free recall: Investigating the discrepancy reduction model. The Journal of Psychology, 139 (1), 67-79.
        • K.D. Konings, R.W. Wiers, M.J.W. van de Wiel & H.G. Schmidt (2005). Problem-based learning as a valuable educational method for physically disabled teenagers? The discrepancy between theory and practice. Journal of Developmental and Physical Disabilities, 17 (2), 107-117. doi: http://dx.doi.org/10.1007/s10882-005-3683-6
        • S. Mamede Studart Soares & H.G. Schmidt (2005). Correlates of reflective practice in medicine. Advances in Health Sciences Education, 10 (4), 327-337. doi: http://dx.doi.org/10.1007/s10459-005-5066-2
        • J.H.C. Moust, H. van Berkel & H.G. Schmidt (2005). Signs of erosion: Reflections on three decades of problem-based learning at Maastricht University. Higher Education, 50 (4), 665-683. doi: http://dx.doi.org/10.1007/s10734-004-6371-z
        • G.R. Norman, K.W. Eva & H.G. Schmidt (2005). Implications of psychology-type theories for full curriculum interventions. Medical Education, 39 (3), 247-249.
        • R.M.J.P. Rikers, H.G. Schmidt & V. Moulaert (2005). Biomedical knowledge: Encapsulated or two worlds apart? Applied Cognitive Psychology, 19 (2), 223-231. doi: http://dx.doi.org/10.1002/acp.1107
        • R.M.J.P. Rikers, S.M.M. Loyens & H.G. Schmidt (2004). The role of encapsulated knowledge in clinical case representations of medical students and family doctors. Medical Education, 38 (10), 1035-1043. doi: http://dx.doi.org/10.1111/j.1365-2929.2004.01955.x
        • H.G. Schmidt (2004). International medical education prize awarded to Dutch researcher. Journal of Investigative Medicine, 52 (8), 501-502.
        • S. Mamede Studart Soares & H.G. Schmidt (2004). The structure of reflective practice in medicine. Medical Education, 38, 1302-1308. doi: http://dx.doi.org/10.1111/j.1365-2929.2004.01917.x
        • N.A. Qureshi, H.T. van der Molen, H.G. Schmidt, T.A. Al-Habeeb & M.M. Magzoub (2004). General pactitioners pre and post psychiatric training knowledge and attitude towards psychiatry. Neurosciences Journal, 9 (4), 287-294.
        • R.M.J.P. Rikers, P.W.M. van Gerven & H.G. Schmidt (2004). Cognitive Load Theory as a Tool for Expertise Development. Instructional Science, 32 (1/2), 173-182.
        • P.P.J.L. Verkoeijen, R.M.J.P. Rikers, H.G. Schmidt, M. van de Wiel & J. Kooman (2004). Case Representation by Medical Experts, Novices, and Intermediates for Laboratory Data Presented with or without a Clinical Context. Medical Education, 38 (6), 617-627. doi: http://dx.doi.org/10.1046/j.1365-2923.2004.01797.x
        • P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2004). Detrimental Influence of Contextual Change on Spacing Effects in Free Recall. Journal of Experimental Psychology - Learning Memory and Cognition, 30 (4), 796-800. doi: http://dx.doi.org/10.1037/0278-7393.30.4.796[go to publisher's site]
        • P.W.M. van Gerven, F. Paas, J.J.G,. van Merriënboer & H.G. Schmidt (2004). Memory load and the cognitive pupillary response in aging. Psychophysiology, 41 (2), 167-174. doi: http://dx.doi.org/10.1111/j.1469-8986.2003.00148.x
        • J.J. Beckers & H.G. Schmidt (2003). Computer experience and computer anxiety. Computers in Human Behavior, 19 (6), 785-797. doi: http://dx.doi.org/10.1016/S0747-5632(03)00005-0
        • P.W.M. van Gerven, F. Paas, J.J.G,. van Merriënboer, M. Hendriks & H.G. Schmidt (2003). The efficiency of multimedia learning into old age. British Journal of Educational Psychology, 73, 489-505. doi: http://dx.doi.org/10.1348/000709903322591208
        • R.M.J.P. Rikers, W.W.R. te Winkel, S.M.M. Loyens & H.G. Schmidt (2003). Clinical case processing by medical experts and subexperts. The Journal of Psychology, 137 (3), 213-223.
        • H.G. Schmidt (2002). Zohair Nooman: A personal memoir. Education for Health, 15, 113-116. doi: http://dx.doi.org/10.1080/13576280210138670
        • P. Muris, H.G. Schmidt, M. Perold & P. Engelbrecht (2002). DSM-IV defined anxiety disorder symptoms in South-African children. Journal of the American Academy of Child and Adolescent Psychiatry, 41 (11), 1360-1368. doi: http://dx.doi.org/10.1097/00004583-200211000-00018
        • H.L.G.J. Merckelbach, R. Horselenberg & H.G. Schmidt (2002). Modeling the connection between self-reported trauma and dissociation in a student sample. Personality and Individual Differences, 32 (4), 695-705.
        • P.P.J.L. Verkoeijen, T. Imbos, M.W.J. van de Wiel, M.P.F. Berger & H.G. Schmidt (2002). Assessing Knowledge Structures in a Constructive Statistical Learning Environment. Journal of Statistics Education, 10 (2), 1-22.
        • H.G. Schmidt & J.H.C. Moust (2002). Towards a Taxonomy of Problems Used in Problembased Curricula. Journal for Excellence in College Teaching, 11 (2), 22-57.
        • H.G. Schmidt, H.P.A. Boshuizen & G.J.P. van Breukelen (2002). Long-term retention of a theatrical script by repertory actors: The role of context. Memory, 10, 21-28. doi: http://dx.doi.org/10.1080/09658210143000146[go to publisher's site]
        • H.G. Schmidt & J.H.C. Moust (2002). Factors affecting small-group tutorial learning: A review of Research. l'Arco di Giano, 34, 79-112.
        • H.G. Schmidt (2002). Probleem gestuurd onderwijs: Historie van een constructivistische aanpak van hoger onderwijs. Onderzoek van Onderwijs, 30, 47-49.
        • R.M.J.P. Rikers, H.G. Schmidt & H.P.A. Boshuizen (2002). The robustness of medical expertise: Clinical case processing by medical experts and subexperts. American Journal of Psychology, 114 (4), 609-629.
        • R.M.J.P. Rikers, H.G. Schmidt & H.P.A. Boshuizen (2002). The role of online clinical inferences in medical expertise. Professions Education Researcher Quarterly, 23, 1-1.
        • R.M.J.P. Rikers, H.G. Schmidt & H.P.A. Boshuizen (2002). On the constraints of encapsulated knowledge: Clinical case representations by medical experts and subexperts. Cognition and Instruction, 20 (11), 27-45.
        • P.W.M. van Gerven, F. Paas, J.J.G,. van Merriënboer & H.G. Schmidt (2002). Cognitive load theory and aging: Effects of worked examples on training efficiency. Learning and Instruction, 12, 87-105. doi: http://dx.doi.org/10.1016/S0959-4752(01)00017-2
        • R.W. Wiers, M.W.J. van de Wiel, H.L.C. Sa, S. Mamede Studart Soares, J.B. Tomaz & H.G. Schmidt (2002). Design of a problem-based curriculum: a general approach and a case study in the domain of public health. Medical Teacher, 24, 45-21.
        • P. Muris, H.G. Schmidt, H.L.G.J. Merckelbach & E. Schouten (2001). The structure of negative emotions in adolescents. Journal of Abnormal Child Psychology, 29 (4), 331-337.
        • J.J. Beckers & H.G. Schmidt (2001). A six-factor model of computer anxiety. Computers in Human Behavior, 17, 35-49.
        • P. Muris, H.G. Schmidt, H.L.G.J. Merckelbach & E. Schouten (2001). Anxiety sensitivity in adolescents: Factor structure and relationships to trait and symptoms of anxiety disorders and depression. Behaviour Research and Therapy, 39, 89-100.
        • N.A. Qureshi, T.A. Al-Habeeb, Y.S. Al-Ghamdy, M.E.D.M. Al-Magzoub, H.G. Schmidt, H.T. van der Molen & M. Mohamed (2001). An analysis of psychiatric referrals, Saudi Arabia. Arabian Journal of Psychiatry, 12 (2), 53-65.
        • N.A. Qureshi, T.A. Al-Habeeb, Y.S. Al-Ghamdy, M.M. Magzoub, H.G. Schmidt & H.T. van der Molen (2001). Psychiatric comorbidity in primary care and general hospitals, Saudi Arabia. Eastern Mediterranean Health Journal, 7, 492-501.
        • W.S,. de Grave, H.G. Schmidt & H.P.A. Boshuizen (2001). Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students. Instructional Science, 29, 33-44.
        • P. Muris, H.G. Schmidt, R. Lambrichs & C. Meesters (2001). Protective and vulnerability factors of depression in normal adolescents. Behaviour Research and Therapy, 39 (5), 555-565.
        • R.M.J.P. Rikers, H.G. Schmidt & H.P.A. Boshuizen (2001). Effects of clinical case priming on the activation of encapsulated knowledge: Differences between medical experts and subexperts. Advances in Psychology Research, 4, 1-31.
        • P. Muris, H.L.G.J. Merckelbach, H.G. Schmidt, B. Gadet & N. Bogie (2001). Anxiety and depression as correlates of self-reported behavioural inhibition in normal adolescents. Behaviour Research and Therapy, 39 (9), 1051-1061.
        • N.A. Qureshi, T.A. Al-Habeeb, Y.S. Al-Ghamdy, M.M. Magzoub & H.G. Schmidt (2001). Psychotropic drug prescription in primary care and general hospitals. Saudi Pharmaceutical Journal, 9, 193-200.
        • E.G.C. Rassin, H.L.G.J. Merckelbach, P. Muris & H.G. Schmidt (2001). The thought-action fusion scale: further evidence for its reliability and validity. Behaviour Research and Therapy, 39 (5), 537-544.
        • H. van Berkel & H.G. Schmidt (2001). Motivation to commit oneself as a determinant of achievement in problem-based learning. Higher Education, 40, 231-242.
        • H.G. Schmidt & H.T. van der Molen (2001). Self-reported competency ratings of graduates of a problem-based medical curriculum. Academic Medicine, 76, 466-468.
        • H.G. Schmidt (2001). Foundations of problem-based learning: Some explanatory notes. Medizinische Ausbildung, 18, 23-30.
        • A. Qureshi, T.A. Al-Habeeb, Y.S. Al-Ghamdy, M.M. Magzoub & H.G. Schmidt (2001). Psychiatric referrals - In primary care and general hospitals in Qassim Region, Saudi Arabia. Saudi Medical Journal, 22 (7), 619-624.
        • P. Muris, H.G. Schmidt, H.L.G.J. Merckelbach & E.G.C. Rassin (2000). Reliability, factor structure, and validity of the Dutch Eysenck Personality Profiler. Personality and Individual Differences, 29, 857-868.
        • P.W.M. van Gerven, F. Paas, J.J.G,. van Merriënboer & H.G. Schmidt (2000). Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework. Educational Gerontology, 26, 503-521.
        • H.G. Schmidt, V.H. Peeck, F. Paas & G.J.P. van Breukelen (2000). Remembering the street names of one's childhood neighborhood: A study of very long-term retention. Memory, 8, 56-66. doi: http://dx.doi.org/10.1080/096582100387696[go to publisher's site]
        • H.G. Schmidt (2000). Assumptions underlying self-directed learning may be false. Medical Education, 34, 243-245. doi: http://dx.doi.org/10.1046/j.1365-2923.2000.0656a.x
        • R.M.J.P. Rikers, H.G. Schmidt & H.P.A. Boshuizen (2000). Knowledge encapsulation and the intermediate effect. Contemporary Educational Psychology, 25, 150-166.
        • M.W.J. van de Wiel, H.P.A. Boshuizen & H.G. Schmidt (2000). Knowledge restructuring in expertise development: Evidence from pathophysiological representations of clinical cases by students and physicians. European Journal of Cognitive Psychology, 12, 323-355.
        • P. Muris, H.G. Schmidt & H.L.G.J. Merckelbach (2000). Correlations among two self-report questionnaires for measuring DSM-defined anxiety disorder symptoms in children: The Screen for Child Anxiety Related Emotional Disorders and the Spence Children's Anxiety Scale. Personality and Individual Differences, 28, 333-346.
        • E.G.C. Rassin, P. Muris, H.G. Schmidt & H.L.G.J. Merckelbach (2000). Relationships between thought-action fusion, thought suppression, and obsessive-compulsive symptoms: A structural equation modeling approach. Behaviour Research and Therapy, 38, 889-897.
        • M.M. Magzoub & H.G. Schmidt (2000). A taxonomy of community-based medical education. Academic Medicine, 75, 699-707.
        • E.G.C. Rassin, P. Muris, H.G. Schmidt & H.L.G.J. Merckelbach (2000). "Thought-action fusion" en suppressie: Een model voor obsessieve-compulsieve symptomen. Directieve therapie, 20, 31-41.
        • H. van Berkel & H.G. Schmidt (2000). Motivation to commit oneself as a determinant of achievement in problem-based learning. Higher Education, 40, 231-242.
        • P. Muris, H.G. Schmidt & H.L.G.J. Merckelbach (2000). Correlations among two self-report questionnaires for measuring DSM-defined anxiety disorder symptoms in children: The Screen for Child Anxiety Related Emotional Disorders and the Spence Children's Anxiety Scale. Personality and Individual Differences, 28, 333-346.
        • H.G. Schmidt (2000). Hoe goed is ons geheugen? De Psycholoog, 35, 224-228.
        • E.G.C. Rassin, P. Muris, H.G. Schmidt & H.L.G.J. Merckelbach (2000). Relationships between thought-action fusion, thought suppression, and obsessive-compulsive symptoms: A structural equation modeling approach. Behaviour Research and Therapy, 38, 889-897.
        • G.R. Norman & H.G. Schmidt (2000). Effectiveness of problem-based learning curricula: Theory, practice and paper darts. Medical Education, 34, 721-728.
        • P. Muris, H.G. Schmidt & H.L.G.J. Merckelbach (1999). The structure of specific phobia symptoms among children and adolescents. Behaviour Research and Therapy, 37, 863-868.
        • R.M.J.P. Rikers & H.G. Schmidt (1999). [et al.] Recall of clinical case descriptions by medical experts and subexperts. Professions Education Researcher Quarterly, 20 (1).
        • M.W.J. van de Wiel, H.P.A. Boshuizen & H.G. Schmidt (1999). The explanation of medical concepts by expert physicians, clerks and advanced students. Teaching and Learning in Medicine, 11, 153-163.
        • P. Muris, H.L.G.J. Merckelbach, H.G. Schmidt & B. Mayer (1999). The revised version of the Screen for Child Anxiety Related Emotional Disorders (SCARED-R): Factor structure in normal children. Personality and Individual Differences, 26, 99-112.
        • P. Muris, H.L.G.J. Merckelbach, H.G. Schmidt & S. Tierney (1999). Disgust sensitivity, trait anxiety, and anxiety disorders symptoms in normal children. Behaviour Research and Therapy, 37, 953-961.
        • M.W.J. van de Wiel, N.C. Schaper, H.P.A. Boshuizen & H.G. Schmidt (1999). Students' experiences with real patient tutorials in a problem-based curriculum. Teaching and Learning in Medicine, 11, 12-20.
        • H.G. Schmidt (1999). De tovenaar van Bunde. Tijdschrift voor Hoger Onderwijs, 17, 3-9.
        • P. Muris, H.G. Schmidt & H.L.G.J. Merckelbach (1999). The structure of specific phobia symptoms among children and adolescents. Behaviour Research and Therapy, 37, 863-868.
        • M. Kelly, B.E. McCartan & H.G. Schmidt (1999). Cognitive learning theory and its application in the dental curriculum. European Journal of Dental Education, 3, 52-56.
        • W.S,. de Grave, H.P.A. Boshuizen & H.G. Schmidt (1999). Probleemgestuurd onderwijs als kennisconstructie. Onderzoek van Onderwijs, 28, 22-24.
        • R.M.J.P. Rikers & H.G. Schmidt (1999). [et al.] Clinical case representations by medical experts and subexperts. Professions Education Researcher Quarterly, 20 (1).
        • P.P.M. Hobus, M.L. Hofstra, H.P.A. Boshuizen & H.G. Schmidt (1998). De context van de klacht als diagnosticum. Huisarts en Wetenschap, 31, 261-264.
        • M.M. Magzoub, H.G. Schmidt, D. Dolmans & A.A. Abdel-Hameed (1998). Assessing students in community settings: the role of peer evaluation. Advances in Health Sciences Education, 3, 3-13.
        • M.M. Magzoub & H.G. Schmidt (1998). Testing a causal model of community-based education. Academic Medicine, 73, 197-202.
        • M.W.J. van de Wiel, H.G. Schmidt & H.P.A. Boshuizen (1998). A failure to reproduce the intermediate effect in clinical case recall. Academic Medicine, 73, 894-900.
        • D.J.S. Mpofu, M. Das, T. Stewart, E. Dunn & H.G. Schmidt (1998). Perceptions of group dynamics in problem-based learning sessions: A time to reflect on group issues. Medical Teacher, 20, 421-427.
        • D.J.S. Mpofu, H.G. Schmidt, M. Das, J. Lanphear & E. Dunn (1998). A review of problem-based learning: Perceptions of the students and tutors at the United Arab Emirates University. Education for Health, 11, 203-213.
        • M.M. Magzoub, H.G. Schmidt, A.A. Abdel-Hameed, D. Dolmans & S.E. Mustafa (1998). Student assessment in community settings: a comprehensive approach. Medical Education, 32, 50-59.
        • H.L.G.J. Merckelbach, P. Muris, H.G. Schmidt, E.G.C. Rassin & R. Horselenberg (1998). De creatieve ervaringen vragenlijst als maat voor 'fantasy proneness'. De Psycholoog, 33, 204-208.
        • E.J.F.M. Custers, H.P.A. Boshuizen & H.G. Schmidt (1998). The role of illness scripts in the development of medical diagnostic expertise: Results from an interview study. Cognition and Instruction, 16, 367-398.
        • H.G. Schmidt (1998). Problem-based learning -does it prepare medical students to become better doctors? Editorial. Medical Journal of Australia, 168, 429-430.
        • H.P.A. Boshuizen, C. van der Vleuten, H.G. Schmidt & M. Machiels-Bongaerts (1997). Measuring knowledge and clinical reasoning skills in a problem-based curriculum. Medical Education, 31, 115-121.
        • H.G. Schmidt (1997). Drie factoren die verhinderen dat mensen zelfstandig leren kennis verwerven. Tijdschrift voor Hoger Onderwijs, 15, 26-33.
        • E.J.F.M. Custers, H.P.A. Boshuizen & H.G. Schmidt (1996). The influence of medical expertise, case typicality and illness script component on case processing and disease probability estimates. Memory & Cognition, 24, 384-399.
        • H.G. Schmidt & J.H.C. Moust (1996). Construeren van probleemtaken voor probleemgestuurd leren. VELON. Tijdschrift voor Lerarenopleiders, 17, 5-17.
        • D. Dolmans & H.G. Schmidt (1996). The advantages of problem-based curricula. Postgraduate Medical Journal, 72, 535-538.
        • D. Dolmans, I.H.A.P. Wolfhagen & H.G. Schmidt (1996). Effects of tutor expertise on student performance in relation to prior knowledge and level of curricular structure. Academic Medicine, 71, 1008-1011.
        • W.S,. de Grave, H.P.A. Boshuizen & H.G. Schmidt (1996). Problem-based learning: Cognitive and metacognitive processes during problem analysis. Instructional Science, 24, 321-341.
        • M.M. Magzoub & H.G. Schmidt (1996). Community-based programmes: What is their impact? Education for Health, 9, 209-221.
        • D. Dolmans & H.G. Schmidt (1996). Inzichten over leren en implicaties voor het onderwijs. Bulletin Medisch Onderwijs, 15, 114-119.
        • H.G. Schmidt, M. Machiels-Bongaerts, H. Hermans, O. ten Cate, R. Venekamp & H.P.A. Boshuizen (1996). The development of diagnostic competence: A comparison between a problem-based, an integrated, and a conventional medical curriculum. Academic Medicine, 71, 658-664.
        • W.H. Gijselaers & H.G. Schmidt (1995). Effects of quantity of instruction on time spent on learning and achievement. Educational Research & Evaluation, 1, 183-201.
        • H.G. Schmidt & J.H.C. Moust (1995). What makes a tutor effective? A structural equations modelling approach to learning in problem-based curricula. Academic Medicine, 70, 708-714.
        • S.M. Bögels, C. van der Vleuten, G. Blok, R. Kreutzkamp, R. Melles & H.G. Schmidt (1995). Assessment and validation of diagnostic interviewing skills for mental health professions. Journal of Psychopathology and Behavioral Assessment, 17, 217-230.
        • H.P.A. Boshuizen, H.G. Schmidt, E.J.F.M. Custers & M.W.J. van de Wiel (1995). Knowledge development and restructuring in the domain of medicine; the role of theory and practice. Learning and Instruction, 5, 269-289.
        • M. Machiels-Bongaerts, H.G. Schmidt & H.P.A. Boshuizen (1995). The effect of prior knowledge activation on text recall: An investigation of two conflicting hypotheses. British Journal of Educational Psychology, 65, 409-423.
        • J.H.C. Moust & H.G. Schmidt (1995). Probleemgestuurd leren: een krachtige leeromgeving. VELON. Tijdschrift voor Lerarenopleiders, 16, 40-55.
        • H.G. Schmidt, D. Dolmans, W.H. Gijselaers & J.E. Des Marchais (1995). Theory-Guided Design of a Rating Scale for Course Evaluation in Problem-Based Curricula. Teaching and Learning in Medicine, 7, 82-91.
        • J.H.C. Moust & H.G. Schmidt (1994). Effects of staff and student tutors on student achievement. Higher Education, 28, 471-482.
        • H.G. Schmidt (1994). Resolving inconsistencies in tutor expertise research: Does lack of structure cause students to seek tutor guidance? Academic Medicine, 69, 656-662.
        • D. Dolmans & H.G. Schmidt (1994). What drives the student in problem-based learning? Medical Education, 28, 372-380.
        • D. Dolmans, H.G. Schmidt & W.H. Gijselaers (1994). The relationship between student-generated learning issues and self-study in problem-based learning. Instructional Science, 22, 251-267.
        • J.H.C. Moust & H.G. Schmidt (1994). Facilitating small-group learning: A comparison of student and staff tutors' behavior. Instructional Science, 22, 285-299.
        • H.G. Schmidt (1994). Problem-based learning: An introduction. Instructional Science, 22, 247-250.
        • D. Dolmans, H.G. Schmidt & W.H. Gijselaers (1994). Use of student-generated learning issuses to evaluate problems in a problem-based curriculum. Teaching and Learning in Medicine, 6, 199-202.
        • D. Dolmans, I.H.A.P. Wolfhagen, H.G. Schmidt & C. van der Vleuten (1994). A rating scale for tutor evaluation in a problem-based curriculum: Validity and reliability. Medical Education, 28, 550-558.
        • H.G. Schmidt, A. van der Arend, I.P.A. Kokx & L. Boon (1994). Peer versus staff tutoring in problem-based learning. Instructional Science, 22, 279-284.
        • H.G. Schmidt & H.P.A. Boshuizen (1993). On acquiring expertise in medicine. Educational Psychology Review, 5, 1-17. doi: http://dx.doi.org/10.1007/BF01323044[go to publisher's site]
        • H.G. Schmidt, A. van der Arend, J.H.C. Moust, I.P.A. Kokx & L. Boon (1993). Influence of tutors' subject-matter expertise on student effort and achievement in problem-based learning. Academic Medicine, 68, 784-791.
        • D. Dolmans, W.H. Gijselaers & H.G. Schmidt (1993). Course content coverage as a measure of instructional quality. Evaluation & The Health Professions, 16, 448-471.
        • H.P.A. Boshuizen & H.G. Schmidt (1993). Kennisontwikkeling en onderwijs in de geneeskunde: een subtiel evenwicht. Bulletin Medisch Onderwijs, 12, 98-109.
        • H.G. Schmidt & H.P.A. Boshuizen (1993). On the origin of intermediate effects in clinical case recall. Memory & Cognition, 21, 338-351. doi: http://dx.doi.org/10.3758/BF03208266
        • W.H. Gijselaers & H.G. Schmidt (1993). Investeren in instructietijd: spaarzaamheid loont de moeite. Onderzoek van Onderwijs, 22, 57-60.
        • H.G. Schmidt (1993). De ontwikkeling van expertise in verschillende domeinen: inleiding. Tijdschrift voor Onderwijsresearch, 18, 133-134.
        • H.G. Schmidt & H.P.A. Boshuizen (1993). Kennisencapsulatie. Tijdschrift voor Onderwijsresearch, 18, 135-148.
        • H.G. Schmidt (1993). Foundations of problem-based learning: Some explanatory notes. Medical Education, 27 (5), 422-432. doi: http://dx.doi.org/10.1111/j.1365-2923.1993.tb00296.x[go to publisher's site]
        • M. Machiels-Bongaerts, H.G. Schmidt & H.P.A. Boshuizen (1993). Effects of Mobilising Prior Knowledge on Information Processing: Studies of Free Recall and Allocation of Study Time. British Journal of Psychology, 4, 481-498.
        • D. Dolmans, W.H. Gijselaers, H.G. Schmidt & S.B. van der Meer (1993). Problem effectiveness in a course using problem-based learning. Academic Medicine, 68, 207-213.
        • H.P.A. Boshuizen, P.P.M. Hobus, E.J.F.M. Custers & H.G. Schmidt (1993). Kennisstructuur en hypothesevorming; verschillen tussen beginners en experts in de geneeskunde. Tijdschrift voor Onderwijsresearch, 18, 163-174.
        • G.T. Norman & H.G. Schmidt (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67, 557-565.
        • H.P.A. Boshuizen & H.G. Schmidt (1992). The role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive Science, 16, 153-184.
        • M. Machiels-Bongaerts, H.G. Schmidt & H.P.A. Boshuizen (1991). Voorkennisactivatie: een geringe investering met een hoog rendement. Didaktief. Onderwijsonderzoek in Actueel Perspectief, 21, 18-19.
        • H.G. Schmidt, V.R. Neufeld, Z.M. Nooman & T. Ogunbode (1991). Network of community-oriented educational institutions for the health sciences for the health sciences. Academic Medicine, 65, 259-263.
        • M. Machiels-Bongaerts & H.G. Schmidt (1990). Effectiever leren door het activeren van voorkennis. Idee : Tijdschrift voor Lerarenopleiders, 11, 99-101.
        • G.R. Norman, V. Patel & H.G. Schmidt (1990). Clinical inquiry and scientific inquiry. Medical Education, 24, 369-399.
        • H.G. Schmidt, G.R. Norman & H.P.A. Boshuizen (1990). A Cognitive Perspective on Medical Expertise: Theory and Implications. Academic Medicine, 65, 611-621.
        • H.G. Schmidt, M.L. de Volder, W.S,. de Grave, J.H.C. Moust & V. Patel (1989). Explanatory models in the processing of science text: The role of prior knowledge activation through small-group discussion. Journal of Educational Psychology, 81, 610-619.
        • H.G. Schmidt, G. Spaaij & W.S,. de Grave (1988). Opsporen van misconcepties bij middelbare scholieren. Tijdschrift voor Onderwijsresearch, 13, 129-140.
        • J.M. Greep & H.G. Schmidt (1988). Medical education. Lancet (UK), 2 (8620), 1140-1140.
        • H.G. Schmidt, H.P.A. Boshuizen & P.P.M. Hobus (1988). The relationship between the development of medical knowledge and the solving of problems. Eudised R & D Bulletin, 31, 34-38.
        • H.G. Schmidt (1987). Educational outcomes of innovative versus conventional medical curricula: a review. Tijdschrift voor Hoger Onderwijs, 5, 42-50.
        • H.G. Schmidt (1987). Waarom zijn studievaardigheidscursussen zo weinig effectief. Tijdschrift voor Hoger Onderwijs, 5, 112-116.
        • H.G. Schmidt, W.D. Dauphinee & V. Patel (1987). Comparing the effects of problem-based and conventional curricula in an international sample. Journal of medical education, 62, 305-315.
        • P.P.M. Hobus, H.G. Schmidt, H.P.A. Boshuizen & V. Patel (1987). Contextual factors in the activation of first diagnostic hypotheses: Expert-novice differences. Medical Education, 21, 471-476.
        • H.G. Schmidt (1986). Probleemgestuurd onderwijs en projectonderwijs: overeenkomsten en verschillen. Tijdschrift voor Hoger Onderwijs, 4, 38-46.
        • R.W. Tans, H.G. Schmidt, B.E.J. Schade-Hoogeveen & W.H. Gijselaers (1986). Sturing van het onderwijsleerproces door middel van problemen: een veldexperiment. Tijdschrift voor Onderwijsresearch, 11, 35-46.
        • H.G. Schmidt (1985). ). Hoe betrouwbaar is de redactie van De Psycholoog. De Psycholoog, 20, 126-128.
        • H.G. Schmidt, M.L. de Volder, W.H. Gijselaers & L.M.M. Kerkhofs (1985). Wat bewijst Wilbrink eigenlijk? Tijdschrift voor Onderwijsresearch, 10, 145-147.
        • H.G. Schmidt, M.L. de Volder, W.H. Gijselaers & L.M.M. Kerkhofs (1984). Een positief verband tussen studiejaar en tentamenresultaat, en de rol van toenemende voorkennis. Tijdschrift voor Onderwijsresearch, 9, 183-188.
        • H.G. Schmidt (1984). Activatie van voorkennis en tekstverwerking. Nederlands Tijdschrift voor de Psychologie en haar Grensgebieden, 39, 335-347.
        • J.M. Greep & H.G. Schmidt (1984). The Network. World Health, 18-21.
        • H.G. Schmidt (1983). Activatie van voorkennis en een 'verschuivings'effect bij het onthouden van tekst. TTT. Interdisciplinair Tijdschrift voor Taal- & Tekstwetenschap, 3, 84-93.
        • H.G. Schmidt (1983). Problem-based learning in the Maastricht medical curriculum. Acta Morphologica Neerlando-Scandinavia, 21, 166.
        • J.M. Greep & H.G. Schmidt (1983). Klinisch denken: oefening baart kunst. Nederlands Tijdschrift voor Geneeskunde, 127, 837-838.
        • H.G. Schmidt (1983). Leren oplossen van problemen in de 'exacte' vakken. Pedagogische Studiën, 60, 519-521.
        • H.G. Schmidt (1983). Intrinsieke motivatie en studieprestatie: enkele verkennende onderzoekingen. Pedagogische Studiën, 60, 385-395.
        • H.G. Schmidt (1983). Problem-based learning: rationale and description. Medical Education, 17, 11-16.
        • H.G. Schmidt & J.H.C. Moust (1982). Een training in het werken in taakgerichte groepen. Tijdschrift voor Agologie, 68-77.
        • H.G. Schmidt (1982). Persoonlijke Psychologie. Nederlands Tijdschrift voor de Psychologie en haar Grensgebieden, 37, 146-149.
        • U. Bollag, H.G. Schmidt, T. Fryers & J. Lawani (1982). Medical education in action: Community-based experience and service in Nigeria. Medical Education, 16, 282-289.
        • H.G. Schmidt & J.H.C. Moust (1981). Studiebeleving van Maastrichtse medische studenten. Medisch Contact, 49, 1515-1518.
        • H.G. Schmidt (1980). De trekkentheorie is terug van weggeweest. De Psycholoog, 15, 622-628.
        • P.A.J. Bouhuijs & H.G. Schmidt (1980). Wat is: taakgericht groepsonderwijs. Onderzoek van Onderwijs, 9, 18-19.
        • L.M. Vermeulen, A.W.A. Scheepers, M.G.J.M. Adriaans, L.R. Arends, R. van den Bos, S. Bouwmeester, F.B.L. van der Meer, L. Schaap, A.A.C.M. Smeets, H.T. van der Molen & H.G. Schmidt (2012). Nominaal studeren in het eerste jaar. Tijdschrift voor Hoger Onderwijs, 30 (3), 204-216.
        • S.M.M. Loyens, R.M.J.P. Rikers & H.G. Schmidt (2005). Studenten en constructivisme: gaat dat wel samen? Opleiding & Ontwikkeling, 6, 40-44.
        • H.G. Schmidt (2002). Kleine psychologie van de stad. De Psycholoog, 37, 238-243.
        • M.L. Hofstra, P.P.M. Hobus, H.P.A. Boshuizen & H.G. Schmidt (1988). De invloed van ervaring op diagnostische prestaties van huisartsen. Huisarts en Wetenschap, 31, 282-284.
        • H.T. van der Molen, H.G. Schmidt, M.A. de Jong, E.M. Osseweijer, J.K. Oostrom & B.J. de Boer (2014). Skills in Psychodiagnostics. Den Haag: Eleven International Publishing
        • G. O'Grady, E.H.J. Yew, K.P.L. Goh & H.G. Schmidt (2012). ‪One-day, one-problem‬: ‪An approach to problem-based learning‬. Singapore: Springer
        • H.T. van der Molen, H.G. Schmidt, M.L. de Jong & E. Osseweijer (2008). Vaardigheden in Psychodiagnostiek. Amsterdam: Boom
        • J.H.C. Moust, P.A.J. Bouhuijs & H.G. Schmidt (1999). Problem-based learning: A student guide. Groningen: Wolters-Noordhoff
        • J.H.C. Moust, P.A.J. Bouhuijs & H.G. Schmidt (1999). Problemorientiertes Lernen. Wiesbaden: Ullstein Medical
        • H.G. Schmidt & J.H.C. Moust (1998). Probleemgestuurd onderwijs: Praktijk en theorie. Groningen: Wolters-Noordhoff
        • H.G. Schmidt & J.H.C. Moust (1994). Essentials of Problem-based learning: Theory and practice. Hillsdale, N.J.: Lawrence Erlbaum
        • J.H.C. Moust, P.A.J. Bouhuijs & H.G. Schmidt (1989). Probleemgestuurd leren. Groningen, the Netherlands: Wolters-Noordhoff
        • H.G. Schmidt & H.M. van der Ploeg (1981). De opzet van onderzoek: een inleiding. Rotterdam: Stafleu
        • H.G. Schmidt & P.A.J. Bouhuijs (1980). Onderwijs in taakgerichte groepen. Utrecht: Het Spectrum
        • M. Ackermann, E.M. Osseweijer, H.G. Schmidt, H.T. van der Molen, E. van der Wal & M.G. Polak (2018). Zelf Leren Schrijven - Schrijfvaardigheid voor psychologie, pedagogiek en sociale wetenschappen, 4e Editie. Amsterdam: Boom
        • H.T. van der Molen, M. Ackermann, E.M. Osseweijer, H.G. Schmidt, E. van der Wal, B.B. de Boer & M.G. Polak (2018). Academic Writing Skills, 2nd Edition. Rotterdam: Department of Psychology, Education and Child Studies, Erasmus University Rotterdam & Boom uitgevers Amsterdam
        • M. Ackermann, E. Osseweijer, H.G. Schmidt, H.T. van der Molen & E. van der Wal (2012). Zelf leren schrijven. Schrijfvaardigheid voor psychologie, pedagogiek en sociale wetenschappen (3e geheel herziene druk). Den Haag: Boom/Lemma Uitgevers
        • M. Ackermann, E. Osseweijer, H.G. Schmidt & H.T. van der Molen (2006). Zelf leren schrijven. Schrijfvaardigheid voor psychologie, pedagogiek en sociale wetenschappen. Amsterdam: Boom
        • G. Camp, A. van het Kaar, H.T. van der Molen & H.G. Schmidt (2002). Probleemgestuurd onderwijs: Stap voor stap. Rotterdam: EUR/Instituut voor Pychologie
        • S. Mamede Studart Soares, R.M.J.P. Rikers & H.G. Schmidt (2013). The Role of Reflection in Medical Practice: Continuing Professional Development in Medicine. In Learning Trajectories, Innovation and Identity for Professional Development Innovation and Change in Professional Education. Springer
        • H.G. Schmidt & W. de Grave (2012). Problem-based learning. In I. Al Alwan, M.E. Magzoub & M. Elzubeir (Eds.), International Handbook of medical Education: A Guide for Students. Los Angeles, CA: Sage
        • H.G. Schmidt (2012). A brief history of problem-based learning. In G. O’Grady, E.H.J. Yew & K.P.L. Goh (Eds.), One-Day, One-Problem: An Approach to Problem-based Learning. Singapore: Springer
        • H.G. Schmidt (2012). Hoe actief leren studiesucces beïnvloedt. In H. van Berkel, E. Jansen & A. Bax (Eds.), Studiesucces bevorderen: het kan en is niet moeilijk. Den Haag, the Netherlands: Boom Lemma Uitgevers
        • S. Mamede Studart Soares, R.M.J.P. Rikers & H.G. Schmidt (2011). The role of reflection in continuous professional development in medicine. In M. Eraut (Ed.), Formation and Transformation Over the Lifespan: Innovation and Change
        • S. Mamede Studart Soares, R.M.J.P. Rikers & H.G. Schmidt (2009). Errors in Reasoning or Judgment. In Encyclopedia of Medical Decision Making
        • R.M.J.P. Rikers, S. Mamede Studart Soares, E.H.M. van Rijen & H.G. Schmidt (2009). Learning and Memory in Medical Training. In Encyclopedia of Medical Decision Making. Sage Publishers
        • H.T. van der Molen, H.G. Schmidt, M.L. de Jong & E. Osseweijer (2008). Inleiding: De ViPs-projecten. In H.T. van der Molen, H.G. Schmidt, M.L. de Jong & E.M. Osseweijer (Eds.), Vaardigheden in Psychodiagnostiek (pp. H 1). Amsterdam: Boom
        • J. Henrichs, J.J.A.M. Schenk, S.J. Roza, M.P. Van Den Berg, H.G. Schmidt, E.A.P. Steegers, A. Hofman, V.W.V.K. Jaddoe, F.C. Verhulst & H.W. Tiemeier (2008). Maternal psychological distress and fetal growth trajectories. In S.J. Roza (Ed.), Prenatal and early postnatal brain development: The Generation R Study (pp. 33-47). Rotterdam: Rotterdam Erasmus Universiteit
        • H.T. van der Molen, M.A. Hommes, C.C.M. Hulshof, M.L. de Jong, A.J. Kuntze, B.N. Mayer, E. Osseweijer, J. Pieters, H.G. Schmidt & M.M. Soppe (2007). Zelfinstructieprogramma¿s voor de Basisaantekening Psychodiagnostiek. In P.W.J. Schramade (Ed.), Handboek Effectief Opleiden, aanvulling 43. Den Haag: Reed Business Information
        • W.W.R. te Winkel, R.M.J.P. Rikers & H.G. Schmidt (2006). Digital support for a constructivist approach to education: The case of a problem-based psychology curriculum. In M. Savin-Baden & K. Wilkie (Eds.), Problem-based Learning Online. London: McGraw-Hill
        • M.M. Magzoub & H.G. Schmidt (2000). A taxonomy of community-based educational programs. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 103-120). Maastricht: Network Publications
        • J.L. van der Linden, G. Erkens, H.G. Schmidt & P. Renshaw (2000). Collaborative learning. In P.R.J. Simons, J.L. van der Linden & T.M. Duffy (Eds.), New Learning (pp. 37-54). Dordrecht: the Netherlands: Kluwer
        • H.G. Schmidt & J.H.C. Moust (2000). Processes that shape small-group tutorial learning: A Review of Research. In D.H. Evensen & C.E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 19-52). Mahwah: Lawrence Erlbaum
        • D. Dolmans & H.G. Schmidt (2000). What directs self-directed learning in a problem-based curriculum? In D.H. Evensen & C.E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 251-262). Mahwah: Lawrence Erlbaum
        • M.M. Magzoub & H.G. Schmidt (2000). Some principles involved in community-based education. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practises (pp. 27-38). Maastricht: Network Publications
        • M.M. Magzoub & H.G. Schmidt (2000). Causal modelling of community-based education. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 53-64). Maastricht: Network Publications
        • M.M. Magzoub, H.G. Schmidt, M. Ilyas & J. Lewis (2000). Impact of community-based educational programs (1): Effects on the community. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 375-388). Maastricht: Network Publications
        • H.C.M. Hoonhout & H.G. Schmidt (2000). Human factors education: Lecturing solutions or problem-based learning? In D. de Waard, C. Weikert, J. Hoonhout & J. Ramaekers (Eds.), Human-system interaction: Education, research and application in the 21st century (pp. 87-98). Maastricht: Shaker Publishing
        • M.M. Magzoub, H.G. Schmidt & A. Ahmed (2000). Impact of community-based educational programs (2): Impact on health services. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 389-406). Maastricht: Network Publications
        • M.M. Magzoub & H.G. Schmidt (2000). Impact of community-based educational programs on graduates: Recent findings and common problems. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 407-416). Maastricht: Network Publications
        • G. Feletti, R. Ja'afar, A. Joseph, M.M. Magzoub, C. McHarney-Brown, K. Omonisi, A. Refaat, J. Wachs & H.G. Schmidt (2000). Community-based curriculum design: Examples and perspectives. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 121-146). Maastricht: Network Publications
        • G. Feletti, R. Ja'afar, A. Joseph, M.M. Magzoub, C. McHarney-Brown, K. Omonisi, A. Refaat, J. Wachs & H.G. Schmidt (2000). Implementation of community-based curricula. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 147-200). Maastricht: Network Publications
        • H.P.A. Boshuizen & H.G. Schmidt (2000). The development of clinical reasoning expertise. In J. Higgs & M.A. Jones (Eds.), Clinical reasoning in the health professions (pp. 15-22). Oxford, UK: Heinemann-Butterworth
        • H.G. Schmidt & J.H.C. Moust (1999). A Taxonomy of problems used in problem-based curricula. In J. van Merriënboer & G. Moerkerke (Eds.), Instructional design for problem-based learning. Proceedings of the Third Workshop of the EARLI SIG Instructional Design (pp. 3-12). Maastricht: Datawyse Publishing
        • H.G. Schmidt (1999). A base logica de aprendizagem em resoluçäã de problemas. In C. Engel, G. Majoor & P. Vluggen (Eds.), Edução de profissionais de saúde orientada para a communidade (pp. 83-90). Maastricht: Network Publications
        • J.H.C. Moust & H.G. Schmidt (1999). Preparando a faculdade e os estudiantes para a aprendizagem de base em resoluçã de problemas (PBL). In C. Engel, G. Majoor & P. Vluggen (Eds.), Edução de profissionais de saúde orientada para a communidade (pp. 91-104). Maastricht: Network Publications
        • M.M. Magzoub, H.G. Schmidt, D. Dolmans & A.A. Abdel-Hameed (1998). Assessing students in community settings. In The 7th Ottawa International Conference on Medical Education and Assessment (pp. 254). Maastricht: Datawyse Publishing
        • H.P.A. Boshuizen & H.G. Schmidt (1995). The development of clinical reasoning expertise: Implications for teaching. In J. Higgs & M.A. Jones (Eds.), Clinical reasoning in the health professions. Oxford: Heinemann-Butterworth
        • J.H.C. Moust & H.G. Schmidt (1994). Comparing students and faculty as tutors: How effective are they? In P.A.J. Bouhuijs, H.G. Schmidt & H.J.M. van Berkel (Eds.), Problem-based learning as an educational strategy. Maastricht: Network Publications
        • H.P.A. Boshuizen, H.G. Schmidt & L. Wassmer (1994). Curriculum style and the integration of biomedical and clinical knowledge. In P.A.J. Bouhuijs, H.G. Schmidt & H.J.M. van Berkel (Eds.), Problem-based learning as an educational strategy. Maastricht: Network Publications
        • S.M. Bögels, H.P.A. Boshuizen, E.J.F.M. Custers, T. van Mourik, H.G. Schmidt & R.F. Vaatstra (1993). [et al.] Het verwerven van expertise in complexe domeinen: Accountancy, geneeskunde en psychiatrische diagnostiek. In H.J.M. Berkel (Ed.), Onderwijsonderzoek in Nederland en Vlaanderen (pp. 182-186). Houten: Bohn, Stafleu, Van Loghum
        • W.H. Gijselaers & H.G. Schmidt (1993). Optimalisering van het onderwijsleerproces in probleemgestuurd onderwijs. In H.J.M. van Berkel (Ed.), Onderwijsonderzoek in Nederland en Vlaanderen (pp. 251-252). Houten: Bohn, Stafleu, Van Loghum
        • H.P.A. Boshuizen, P.P.M. Hobus, E.J.F.M. Custers & H.G. Schmidt (1992). Cognitive effects of practical experience. In A.E. Evans & L.D. Patel (Eds.), Advanced models of cognition for medical training and practice. New York: Springer Verlag
        • H.G. Schmidt, H.P.A. Boshuizen & G.R. Norman (1992). Reflections on the nature of expertise in medicine. In E. Keravnou (Ed.), Deep Models for Medical Knowledge Engineering. Amsterdam: Elsevier
        • H.G. Schmidt & H.P.A. Boshuizen (1992). Encapsulation of biomedical knowledge. In D.A. Evans & V.L. Patel (Eds.), Advanced models of cognition for medical training and practice. New York: Springer Verlag
        • S.M. Bögels, H.G. Schmidt & C. van der Vleuten (1991). Ontwikkeling van een vaardigheidstoets voor het anamnestisch interview in de geestelijke gezondheidszorg. In J. Hoogstraten & W.J. van der Linden (Eds.), Methodologie (pp. 37-47). Amsterdam: Stichting Centrum van Onderwijsonderzoek
        • H.G. Schmidt (1990). Innovative and conventional curricula compared: What can be said about their effects? In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status. New York: Springer Publishing
        • H.P.A. Boshuizen & H.G. Schmidt (1990). The developing structure of medical knowledge. In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status. New York: Springer Publishing
        • W.H. Gijselaers & H.G. Schmidt (1990). Towards a causal model of student learning within the context of a problem-based curriculum. In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status. New York: Springer Publishing
        • H.A.M. Snellen & H.G. Schmidt (1990). Perceived workload as an indicator for the quality of instruction, the case of Maastricht. In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status. New York: Springer Publishing
        • H.G. Schmidt (1990). Onderwijskundige aspecten van probleemgestuurd onderwijs. In W.M.G. Jochems (Ed.), Aktiverend onderwijs. Delft: Delftse Universitaire Pers
        • M. Machiels-Bongaerts, H.P.A. Boshuizen & H.G. Schmidt (1990). Aktivatie van voorkennis en tekstverwerking. In J.M. Pieters (Ed.), Onderzoek van het onderwijs: leren en onderwijzen (pp. 121-125). Enschede: Universiteit Twente
        • H.P.A. Boshuizen & H.G. Schmidt (1990). Biomedical knowledge and clinical expertise. In E. Backer, J.H.C. Reiber & J.W. Smeets (Eds.), Acquisitie van medische kennis ten behoeve van expertsystemen (pp. 17-26). Delft: Delftse Universitaire Pers
        • H.P.A. Boshuizen & H.G. Schmidt (1990). Over het verwerven van medische expertise. In J.M. Pieters (Ed.), Onderzoek van het onderwijs: leren en onderwijzen (pp. 27-32). Enschede: Universiteit Twente
        • G.D. Majoor, H.G. Schmidt, J.H.C. Moust, H.A.M. Snellen & B. Stalenhoef (1990). Construction of problems for problem-based learning. In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status. New York: Springer Publishing
        • H.G. Schmidt, S. Foster & P.A.J. Bouhuijs (1989). Theoretische en empirische grondslagen van probleemgestuurd onderwijs. In P. Keizer (Ed.), Probleemgestuurd onderwijs in de economische wetenschap. Assen: Van Gorcum
        • J.H.C. Moust & H.G. Schmidt (1989). Preparing faculty members and students for problem-based learning. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education. New York: Springer Verlag
        • H.G. Schmidt (1989). The rationale behind problem-based learning. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education. New York: Springer Verlag
        • H.G. Schmidt (1989). Faculty Development. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education. New York: Springer Verlag
        • H.G. Schmidt, P.A.J. Bouhuijs, T. Khattab & F. Makladi (1989). Attitude change among medical teachers: effects of a workshop on tutorials. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education. New York: Springer Verlag
        • H.G. Schmidt, H.P.A. Boshuizen & P.P.M. Hobus (1989). Medizinisches Problemlösen: Forschungsergebnisse und instruktionale Konsequenzen. In W. Schönpflug (Ed.), Bericht über den 36. Kongress der Deutschen Gesellschaft für Psychologie in Berlin 1988. Göttingen: Hogrefe
        • H.G. Schmidt (1989). Problem-based learning. Introduction to Part III. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education. New York: Springer Verlag
        • H.G. Schmidt (1989). How effective are problem-based, community-oriented curricula: Experienced evidence. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education. New York: Springer Verlag
        • M.L. de Volder, H.G. Schmidt, W.S,. de Grave & J.H.C. Moust (1989). Motivation and achievement in cooperative learning: the role of prior knowledge. In J.H.C. van der Berchen & F. Halisch (Eds.), Achievement and task motivation. Berwyn: Swets North America
        • U. Bollag, H.G. Schmidt, T. Fryers & J. Lawani (1989). Medical education in action: community-based experience and service in Nigeria. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education. New York: Springer Verlag
        • H.P.A. Boshuizen, H.G. Schmidt & L.D. Coughlin (1988). On the application of medical basic science knowledge in clinical reasoning: Implications for structural knowledge differences between experts and novices. In Proceedings of the Cognitive Science Society Meeting. Hillsdale: Lawrence Erlbaum
        • H.G. Schmidt, H.P.A. Boshuizen & P.P.M. Hobus (1988). Transitory stages in the development of medical expertise: The "intermediate effect" in clinical case representation studies. In Proceedings of the Cognitive Science Society Meeting (pp. 139-145). Hillsdale: Lawrence Erlbaum
        • H.P.A. Boshuizen & H.G. Schmidt (1987). Comparing on-line and post hoc problem representation in clinical reasoning. In 29. Tagung experimentel arbeitender Psychologen (pp. 24). Aachen: Institut für psychologie der RWTH Aachen
        • J.H.C. Moust, H.G. Schmidt, M.L. de Volder, I.P.A. Kokx & W.S,. de Grave (1987). Effecten van verschil in verbale deelname aan de discussie in kleine groepen op leerprestaties. In J.H. Boonman & J.L. van der Linden (Eds.), Taal, leren en samenwerken in het onderwijs. Lisse: Swets & Zeitlinger B. V.
        • J.H.C. Moust, H.G. Schmidt, M.L. de Volder, J.J.J. Beliën & W.S,. de Grave (1987). Effects of verbal participation in small-group discussion on learning. In J.T.E. Richardson, M.E. Eysenck & D.W. Piper (Eds.), Student learning: research in education and cognitive psychology. Milton Keynes: Open University Press
        • W.H.F.W. Wijnen & H.G. Schmidt (1986). Probleemgestuurd onderwijs bij de medische faculteit Maastricht. In C.T.C.W. Mettes & J.G.M. Gerritsma (Eds.), Probleemoplossen. Utrecht: Het Spectrum
        • M.L. de Volder, H.G. Schmidt, J.H.C. Moust & W.S,. de Grave (1986). Problem-based-learning and intrinsic motivation. In J.H.C. van der Berchen, T.C.M. Bergen & E.E.I. de Bruyn (Eds.), Achievement and task motivation. Berwyn: Swets North America
        • W.H. Gijselaers & H.G. Schmidt (1985). An approach to programme evaluation based on comparative data. In S. Goodlad (Ed.), Accountable autonomy, perspectives in professional education. Guildford: The Society for Research into Higher Education
        • J.J.J. Beliën, H.G. Schmidt & W.H.F.W. Wijnen (1985). Het Maastrichtse onderwijsmodel. In L.G.M. Stouthart (Ed.), Tussen twee bruggen. Maastricht
        • H.G. Schmidt & J.H.C. Moust (1984). Een training in het werken in taakgerichte groepen. In F.R. Oomkes & A.J.J. Bakker (Eds.), Groepstrainingen. Meppel: Boom
        • M.L. de Volder & H.G. Schmidt (1982). Tutor: inhoudsdeskundige of procesbegeleider. In H.G. Schmidt (Ed.), Probleemgestuurd onderwijs. Harlingen: Stichting voor Onderzoek van het Onderwijs
        • H.G. Schmidt (1982). Enkele cognitieve effecten van probleemgestuurd onderwijs. In H.G. Schmidt (Ed.), Probleemgestuurd onderwijs. Harlingen: Stichting voor Onderzoek van het Onderwijs
        • H.G. Schmidt (1982). Activation and restructuring of prior knowledge and their effects on text processing. In A. Flammer & W. Kintsch (Eds.), Discourse processing (pp. 325-338). Amsterdam: North-Holland Publishing
        • E. de Graaff, J.H.C. Moust, C.F.M. Ronteltap & H.G. Schmidt (1982). Studiebeleving van Maastrichtse medische studenten. In H.G. Schmidt (Ed.), Probleemgestuurd onderwijs. Harlingen: Stichting voor Onderzoek van het Onderwijs
        • P.A.J. Bouhuijs, H.G. Schmidt, R.E. Snow & W.H.F.W. Wijnen (1980). La Rijksuniversiteit du Limbourg, Maastricht: développement de la formation medicale. In F.M. Katz & T. Fülöp (Eds.), Personnels de santé: quelques exemples de programmes de formation. Genève: Organisation Mondiale de la Santé
        • H.G. Schmidt (2001). Effecten van probleemgestuurd onderwijs op afgestudeerden van de Universiteit Maastricht. In A. Evers (Ed.), Jubileumboek Universiteit Maastricht (pp. 63-88). Maastricht: Universiteit Maastricht
      • H.T. van der Molen, H.G. Schmidt, M.L. de Jong, E.M. Osseweijer & J.K. Oostrom (Ed.). (2011). Vaardigheden in Psychodiagnostiek. Amsterdam: Boom Lemma
      • H.G. Schmidt, M.M. Magzoub, G. Feletti, Z.M. Nooman & P. Vluggen (Ed.). (2000). Handbook of community-based education: Theory and practices. Maastricht: Network Publications
      • P.A.J. Bouhuijs, H.G. Schmidt & H. van Berkel (Ed.). (1994). Problem-based learning as an educational strategy. Maastricht: Network Publications
      • Z.M. Nooman, H.G. Schmidt & E. Ezzat (Ed.). (1990). Innovation in medical education, an evaluation of its present status. New York, NY: Springer Publishing
      • W.S,. de Grave, J.H.C. Moust & H.G. Schmidt (Ed.). (1985). Tutorials in Problem-based learning. Maastricht: Network of Community-oriented Institutions for the Health Sciences
      • H.G. Schmidt & M.L. de Volder (Ed.). (1984). Tutorials in Problem-based learning. Assen: Van Gorcum
      • H.G. Schmidt (Ed.). (1982). Probleemgestuurd onderwijs. Harlingen: Stichting voor Onderzoek van het Onderwijs
        • H.G. Schmidt, L.G.H. Stultiens & C. Boelen (1991). Performance indicators for medical education: A review of the literature. (Extern rapport). Maastricht: Network of Community-Oriented Educational Institutions for the Health Sciences
        • H.T. van der Molen & H.G. Schmidt (2003). Persoonlijkheid, Interpersoonlijk Gedrag en Waarden van de Pipeliner. (Extern rapport). Rotterdam: Erasmus Universiteit Rotterdam
        • S. Mamede Studart Soares, R.M.J.P. Rikers & H.G. Schmidt (2009). The Role of Reflection in Continuous Professional Development in Medicine. Annual Meeting of the American Educational Research Association: San Diego, CA..
        • G. Camp, D. Pecher & H.G. Schmidt (2007). Is retrieval-induced forgetting cue-independent? 15th Meeting of the European Society for Cognitive Psychology (ESCoP): Marseille, France (2007, augustus 1).
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2007). Differences in deliberate practice explain drop-out and male-female differences in chess. 15th Meeting of the European Society for Cognitive Psychology: Marseille, France (2007, augustus 1).
        • H.G. Schmidt (2007). Epistemological beliefs and motivation in learning. Annual Meeting of the American Educational Research Association: Chicago, IL (2007, april 1).
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2007). Predicting chess skill acquisition throughout time: A linear mixed models analsyis. 48th Annual Meeting of the Psychonomic Society: Long Beach, CA (2007, november 1).
        • G. Camp, D. Pecher, H.G. Schmidt & R. Zeelenberg (2007). Independent cues are not independent. Psychonomic Society 48th Annual Meeting: (2007, november 16).
        • G. Camp, D. Pecher, H.G. Schmidt & R. Zeelenberg (2007). The role of interference and inhibition in retrieval-induced forgetting. 11th Winter Conference of the Nederlandse Vereniging voor Psychonomie: (2007, december 14).
        • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). Student motivation in student-centered learning: The influence of topic interest and tutor instructions. Paper presented at the International Conference on Motivation: Frankfurt am Main, Germany (2012, augustus 28 - 2012, augustus 30).
        • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). The influence of tutor communication on motivation: Controlling versus noncontrolling language. In D. H. J. M. Dolmans (Chair), Does feedback in problem-based learning enhance student learning? Symposium conducted at the meeting of American Educational Research Association: Vancouver, Canada (2012, april 13 - 2012, april 17).
        • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). Literature recommendations in problem-based learning: The effects of autonomy. Paper presented at the meeting of Junior Researchers of the European Association for Research on Learning and Instruction: Regensburg, Germany (2012, juli 23 - 2012, juli 27).
        • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). Student motivation in problem-based learning: Do topic interest and tutor communication style matter? Paper presented at the ICO Fall School: Girona, Spain (2012, november 5 - 2012, november 10).
        • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2011). The influence of tutor autonomy-support on student motivation and performance in problem-based learning. Poster session presented at the meeting of Junior Researchers of the European Association for Research on Learning and Instruction: Exeter, United Kingdom (2011, augustus 29 - 2011, augustus 30).
        • L. Wijnia, S.M.M. Loyens, N.S. Koendjie & H.G. Schmidt (2011). Tutor predictions of students' study success. In S. M. M. Loyens (Chair). Factors influencing students’ achievement in problem-based learning. Symposium conducted at the meeting of European Association for Research on Learning and Instruction: Exeter, United Kingdom (2011, augustus 30 - 2011, september 3).
        • L. Wijnia, S.M.M. Loyens, N.S. Koendjie & H.G. Schmidt (2010). The accuracy of tutor expectations of student achievement in a problem-based learning environment. Poster session presented at the meeting of Junior Researchers of the European Association for Research on Learning and Instruction: Frankfurt am Main, Germany (2010, juli 19 - 2010, juli 22).
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2006). Metacognitive judgments in cognitive skill acquisition: The effect of learner expertise. Annual Meeting of the American Educational Research Association: San Francisco, CA (2006, april 1).
        • G. Camp, D. Pecher & H.G. Schmidt (2006). Is retrieval-induced forgetting context-specific? Psychonomic Society Annual Meeting 2006: Houston (2006, november 18).
        • A.B.H. de Bruin, R.M.J.P. Rikers, H.G. Schmidt & J.W. van Strien (2006). The effect of performance feedback on metacomprehension accuracy in cognitive skill acquisition. 47 th annual meeting of the Psychonomic Society: Houston Texas (2006, november 16 - 2006, november 19).
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2005). Metacognition and cognitive load: the effect of self-explanation when learning to play chess. Workshop Cognitive Load and Expertise: Heerlen.
        • H.G. Schmidt (2005). 30 years of PBL-Does it deliver on what was promised? 9th Annual Meeting of the International Association of Medical Science Educators (IAMSE): Los Angeles (2005, juli 16 - 2005, juli 19).
        • H.G. Schmidt (2005). Influence of research on practices in medical education: The case of problem-based learning. Association of Medical Education in Europe (AMEE): Amsterdam (2005, augustus 30 - 2005, september 3).
        • H.G. Schmidt (2005). Probleemgestuurd onderwijs: innovatief en internationaal? Health Sciences 25 years: Nationally cultivated, internationally inspired: Maastricht (2005, september 9 - 2005, september 9).
        • H.G. Schmidt (2005). Long-term outcomes of PBL curricula. 4th International Symposium on Problem-based Learning in Dental Education: Sampran, Thailand (2005, oktober 23 - 2005, oktober 27).
        • G. Camp, D. Pecher & H.G. Schmidt (2004). Retrieval-induced forgetting in implicit memory tests: the role of test awareness. Psychonomic Society Annual Meeting 2004: Minneapolis, USA (2004, november 18).
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2004). Metacognitive monitoring and self-regulation in cognitive skill acquisition. 45th Annual Meeting of the Psychonomic Society: Minneapolis (2004, januari 1).
        • P.P.J.L. Verkoeijen, R.M.J.P. Rikers, M.I. Augustus & H.G. Schmidt (2004). Different Language Repetitions and Spacing Effects in Free Recall: The Role of Orthographic and Semantic Similarity in Study-phase Retrieval. 45th Annual Meeting of the Psychonomic Society: Minneapolis (2004, november 18).
        • P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2004). The effect of different-language repetition on spacing effects in free recall: An investigation of the enabling conditions of study phase retrieval. Psychonomic Society Meeting: Minneapolis (2004, november 18).
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2004). Metacognitive monitoring and self-regulation in cognitive skill acquisition. Psychonomic Society Meeting: Minneapolis (2004, november 18).
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2004). Het effect van voorspellen en genereren van zelfverklaringen op het leren schaken. Onderwijsresearchdagen (ORD): Utrecht (2004, juni 9).
        • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2004). An Experimental Test of the Characteristics of Deliberate Practice: Monitoring and Self-regulation when Learning to Play Chess. Annual Meeting of the American Educational Research Association: (2004, april 1).
        • P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2003). Negatieve effecten van Context Variatie op het Spacing Effect in Free Recall. 9e NVP (Nederlandse Vereniging voor Psychonomie) wintercongres: Egmond aan Zee.
        • P.F. Wimmers, P.P.J.L. Verkoeijen, M.J.W. van de Wiel & H.G. Schmidt (2003). Inducing Processing Shifts in Solving Clinical Cases by Manipulation of Case Format and Elaborative Instruction. Annual Meeting of the American Educational Research Association: Chicago.
        • A.B.H. de Bruin, H.G. Schmidt & R.M.J.P. Rikers (2002). The role of biomedical knowledge in clinical reasoning: A structural equation modeling approach. Annual Meeting of the American Educational Research Association: New Orleans (2002, januari 1).
        • P.P.J.L. Verkoeijen, M.W.J. van de Wiel, H.G. Schmidt & J. Kooman (2001). Case Representation by Medical Experts, Intermediates and Novices for Laboratory Data presented with or without a Clinical Context. Annual Meeting the American Educational Research Association: Seattle, WA.
        • P.W.M. van Gerven, F. Paas, J.J.G,. van Merriënboer, M. Hendriks & H.G. Schmidt (2001). A multimedia strategy for efficient complex skill training into old age. The Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).
        • W.W.R. te Winkel, J.J.G,. van Merriënboer & H.G. Schmidt (2001). The effect of instructional support on learning behavior in a rich telematics-learning environment. The Annual Meeting of the Americain Educational Research Association: New Orleans (2001, maart 1).
        • H.G. Schmidt (2001). Long-term effects of problem-based learning. The Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).
        • H.G. Schmidt (2001). Encapsulation explains recall and proming phenomena in medical expertise research. The Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).
        • A.B.H. de Bruin, M.J.W. van de Wiel, R.M.J.P. Rikers & H.G. Schmidt (2001). Explaining the intermediate effect in clinical case recall: An attempt at experimental manipulation. The Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).
  • Aarhus University's Faculty of Health Science

    Start Date
    Sep/2011
    End Date
    Is current
    Place
    AARHUS DENEMARKEN
    Description
    Member Advisory Board

    Karolinska Institutet

    Start Date
    Sep/2009
    End Date
    Is current
    Place
    STOCKHOLM ZWEDEN
    Description
    adjunct professor

    King Saud bin Abdulaziz University

    Start Date
    Sep/2009
    End Date
    Is current
    Place
    RIYADH
    Description
    Member of the Advisory Council

    Universiteit Maastricht

    Start Date
    Sep/2009
    End Date
    Is current
    Place
    MAASTRICHT
    Description
    honorair hgl O&O

    University of Bern Switserland

    Start Date
    Sep/2009
    End Date
    Is current
    Place
    BERN
    Description
    gastprofessor
  • Full Professor

    University
    Erasmus University Rotterdam
    School
    Erasmus School of Social and Behavioural Sciences
    Department
    Department of Psychology
    Country
    The Netherlands
    Telephone

    Academic Researcher

    University
    Erasmus University Rotterdam
    School
    Erasmus MC
    Department
    iMERR
    Country
    The Netherlands
    Telephone

    Full Professor

    University
    Erasmus University Rotterdam
    School
    Erasmus School of Social and Behavioural Sciences
    Department
    Department of Psychology
    Country
    The Netherlands
    Telephone