Remy Rikers

Summary

Affiliation: Erasmus University Rotterdam
Country: The Netherlands

Publications

  1. pmc To observe or not to observe peers when learning physical examination skills; that is the question
    Bernard Martineau
    Universite de Sherbrooke, Faculte de Medecine et des Sciences de la Sante, 3001 12ème avenue nord Sherbrooke, Quebec J1H 5N4, Canada
    BMC Med Educ 13:55. 2013
  2. ncbi request reprint Clinical expertise research: a history lesson from those who wrote it
    Remy M J P Rikers
    Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
    Med Educ 41:1115-6. 2007
  3. ncbi request reprint Introduction to the special issue on innovations in problem-based learning
    Remy M J P Rikers
    Higher Education Research Centre Rotterdam, Department of Psychology, Erasmus University Rotterdam, PO Box 1738, 3000 DR, Rotterdam, The Netherlands
    Adv Health Sci Educ Theory Pract 11:315-9. 2006
  4. ncbi request reprint The robustness of medical expertise: clinical case processing by medical experts and subexperts
    Remy M J P Rikers
    Erasmus University Rotterdam, Department of Psychology, P O Box 1738, 3000 DR Rotterdam, The Netherlands
    Am J Psychol 115:609-29. 2002
  5. ncbi request reprint The role of biomedical knowledge in clinical reasoning: a lexical decision study
    Remy M J P Rikers
    Higher Education Research Centre Rotterdam, Department of Psychology Woudestein, Erasmus University Rotterdam, P O Box 1738, 3000 DR Rotterdam, The Netherlands
    Acad Med 80:945-9. 2005
  6. ncbi request reprint The role of encapsulated knowledge in clinical case representations of medical students and family doctors
    Remy M J P Rikers
    Department of Psychology, Erasmus University Rotterdam, 3062 PA Rotterdam, The Netherlands
    Med Educ 38:1035-43. 2004
  7. ncbi request reprint Clinical case processing by medical experts and subexperts
    Remy Rikers
    Department of Psychology, Erasmus University Rotterdam, The Netherlands
    J Psychol 137:213-23. 2003
  8. ncbi request reprint Influence of learning resources on study time and achievement scores in a problem-based curriculum
    Wilco te Winkel
    Department of Psychology, Higher Education Research Centre, Erasmus University Rotterdam, PO Box 1738, 3000 DR, Rotterdam, The Netherlands
    Adv Health Sci Educ Theory Pract 11:381-9. 2006
  9. ncbi request reprint Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning
    Silvia Mamede
    Center for Research Development, School of Public Health of the State of Ceará, Fortaleza, Brazil
    Med Educ 41:1185-92. 2007
  10. ncbi request reprint Clinical case processing: a diagnostic versus a management focus
    Alireza Monajemi
    Applied Physiology Research Centre, Isfahan University of Medical Sciences, Isfahan, Iran
    Med Educ 41:1166-72. 2007

Collaborators

Detail Information

Publications19

  1. pmc To observe or not to observe peers when learning physical examination skills; that is the question
    Bernard Martineau
    Universite de Sherbrooke, Faculte de Medecine et des Sciences de la Sante, 3001 12ème avenue nord Sherbrooke, Quebec J1H 5N4, Canada
    BMC Med Educ 13:55. 2013
    ..The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination...
  2. ncbi request reprint Clinical expertise research: a history lesson from those who wrote it
    Remy M J P Rikers
    Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
    Med Educ 41:1115-6. 2007
  3. ncbi request reprint Introduction to the special issue on innovations in problem-based learning
    Remy M J P Rikers
    Higher Education Research Centre Rotterdam, Department of Psychology, Erasmus University Rotterdam, PO Box 1738, 3000 DR, Rotterdam, The Netherlands
    Adv Health Sci Educ Theory Pract 11:315-9. 2006
    ..This introductory paper presents a short overview of all contributions to the special issue...
  4. ncbi request reprint The robustness of medical expertise: clinical case processing by medical experts and subexperts
    Remy M J P Rikers
    Erasmus University Rotterdam, Department of Psychology, P O Box 1738, 3000 DR Rotterdam, The Netherlands
    Am J Psychol 115:609-29. 2002
    ..These results suggest that medical specialists do not process cases outside their specialties in a qualitatively different mode from cases within their specialties...
  5. ncbi request reprint The role of biomedical knowledge in clinical reasoning: a lexical decision study
    Remy M J P Rikers
    Higher Education Research Centre Rotterdam, Department of Psychology Woudestein, Erasmus University Rotterdam, P O Box 1738, 3000 DR Rotterdam, The Netherlands
    Acad Med 80:945-9. 2005
    ..To investigate the role of biomedical and diagnostic inferences in clinical reasoning of advanced medical students and experienced family physicians using a lexical decision task...
  6. ncbi request reprint The role of encapsulated knowledge in clinical case representations of medical students and family doctors
    Remy M J P Rikers
    Department of Psychology, Erasmus University Rotterdam, 3062 PA Rotterdam, The Netherlands
    Med Educ 38:1035-43. 2004
    ....
  7. ncbi request reprint Clinical case processing by medical experts and subexperts
    Remy Rikers
    Department of Psychology, Erasmus University Rotterdam, The Netherlands
    J Psychol 137:213-23. 2003
    ..However, results indicated that the main difference between experts and subexperts (and to a lesser extent, students) was not a difference in emphasis on case components, but the speed and accuracy of processing these case components...
  8. ncbi request reprint Influence of learning resources on study time and achievement scores in a problem-based curriculum
    Wilco te Winkel
    Department of Psychology, Higher Education Research Centre, Erasmus University Rotterdam, PO Box 1738, 3000 DR, Rotterdam, The Netherlands
    Adv Health Sci Educ Theory Pract 11:381-9. 2006
    ..e., related, but non-essential resources). Results showed a significant increase in achievement scores for courses with more primary learning resources, but the effect of supplementary resources was limited...
  9. ncbi request reprint Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning
    Silvia Mamede
    Center for Research Development, School of Public Health of the State of Ceará, Fortaleza, Brazil
    Med Educ 41:1185-92. 2007
    ..This paper reports a study aimed at exploring these conditions by investigating the effects of ambiguity of clinical cases on clinical reasoning...
  10. ncbi request reprint Clinical case processing: a diagnostic versus a management focus
    Alireza Monajemi
    Applied Physiology Research Centre, Isfahan University of Medical Sciences, Isfahan, Iran
    Med Educ 41:1166-72. 2007
    ....
  11. ncbi request reprint How expertise develops in medicine: knowledge encapsulation and illness script formation
    Henk G Schmidt
    Department of Psychology, Erasmus University, Rotterdam, The Netherlands
    Med Educ 41:1133-9. 2007
    ..The development of encapsulated knowledge, followed by the formation of illness scripts, may both be considered as important stages in the development of medical expertise...
  12. ncbi request reprint Case representation by medical experts, intermediates and novices for laboratory data presented with or without a clinical context
    Peter P J L Verkoeijen
    Department of Psychology, Erasmus University of Rotterdam, PO Box 1738, NL 3000 DR Rotterdam, The Netherlands
    Med Educ 38:617-27. 2004
    ..Based on cognitive psychological research, a number of theoretical frameworks have been put forward to describe the structure of experts' medical knowledge and to explain experts' case-processing...
  13. ncbi request reprint Do student-defined learning issues increase quality and quantity of individual study?
    Peter P J L Verkoeijen
    Department of Psychology, Higher Education Research Center, Erasmus University Rotterdam, PO Box 1738, NL 3000 DR, Rotterdam, The Netherlands
    Adv Health Sci Educ Theory Pract 11:337-47. 2006
    ..These findings suggest that the use of goal-free problems has a positive effect on the students' individual study and the extensiveness of the tutorial group meeting...
  14. ncbi request reprint Students' conceptions of constructivist learning: a comparison between a traditional and a problem-based learning curriculum
    Sofie M M Loyens
    Department of Psychology, Erasmus University Rotterdam, Bgr Oudlaan 50, 3062, PA, Rotterdam, The Netherlands
    Adv Health Sci Educ Theory Pract 11:365-79. 2006
    ..It is discussed that conceptions of constructivist learning activities can act as an important moderator of PBL effects and should be considered in examining the effects of PBL and probably in all comparative education research...
  15. ncbi request reprint Detrimental influence of contextual change on spacing effects in free recall
    Peter P J L Verkoeijen
    Department of Psychology, Erasmus University Rotterdam, P O Box 1738, NL 3000 DR, Rotterdam, Netherlands
    J Exp Psychol Learn Mem Cogn 30:796-800. 2004
    ..Both experiments seem to be most consistent with a model that combines the contextual variability and the study-phase retrieval mechanism to account for the spacing effect in free-recall tasks...
  16. ncbi request reprint Limitations to the spacing effect: demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall
    Peter P J L Verkoeijen
    Department of Psychology, Erasmus University Rotterdam, The Netherlands
    Exp Psychol 52:257-63. 2005
    ..These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks...
  17. ncbi request reprint The role of basic science knowledge and clinical knowledge in diagnostic reasoning: a structural equation modeling approach
    Anique B H de Bruin
    Department of Psychology, WJ5 09, Erasmus University Rotterdam, P O Box 1738, 3000 DR Rotterdam, The Netherlands
    Acad Med 80:765-73. 2005
    ..To examine four theories on the role of basic science knowledge and clinical knowledge in diagnostic reasoning...
  18. ncbi request reprint The effects of prior knowledge on study-time allocation and free recall: investigating the discrepancy reduction model
    Peter P J L Verkoeijen
    Department of Psychology, Erasmus University Rotterdam, The Netherlands
    J Psychol 139:67-79. 2005
    ..The authors interpreted these results in terms of the discrepancy reduction model of regulating the amount of processing time allocated to different parts of the list...
  19. ncbi request reprint The influence of achievement motivation and chess-specific motivation on deliberate practice
    Anique B H de Bruin
    Department of Psychology, Erasmus University, Rotterdam, The Netherlands
    J Sport Exerc Psychol 29:561-83. 2007
    ..Our results suggest that motivation to engage in deliberate practice not only contains elements of the will to improve performance, but also of the will to attain exceptional levels of performance...