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MLDS grant Sabine Daemen

MLDS grant Sabine Daemen

15 November 2024

Dr Sabine Daemen (Dept of Internal Medicine) received a Career Development Grant (160k) from the Dutch Digestive Foundation (MLDS).

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Our new Division Leaders

Our new Division Leaders

3 October 2024

As of 1 October 2024, Casper Schalkwijk and Joost Lumens have been appointed as Division Leaders Vessels and Heart. Judith Sluimer will success Hugo ten Cate as Division Leader Blood in March 2025.

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Carim Maastricht
Carim Maastricht

Sylvia Heeneman

Professor

Sylvia Heeneman is a Professor of Health Profession Education at the Faculty of Health, Medicine and Life Sciences (FHML), CARIM and School of Health Profession Education (SHE), Maastricht University. She studied Health Sciences at Maastricht University (graduated 1991) and completed a PhD in Cardiovascular Research (CARIM), on changes in peripheral arteries after a myocardial infarction (graduated 1997). She completed the Master Health Profession Education (MHPE) programme, Maastricht University, in 2014 (with honours).

Research in cardiovascular research: mechanisms of atherosclerosis, specifically radiation-induced atherosclerosis, and molecular imaging of atherosclerosis.

Research in health profession education: (programmatic) assessment, professional performance, portfolio and mentoring.

 

Sylvia-heeneman

Department of Pathology
Verheylaan 10, 6229 HX Maastricht
Room number: 5M1.011
T: +31(0)43 387 66 29

  • 2024
    • Jauregui, J., McClintock, A. H., Schrepel, C., Fainstad, T., Bierer, S. B., & Heeneman, S. (2024). You Get What You Reward: A Qualitative Study Exploring Medical Student Engagement in 2 Different Assessment Systems. Academic Medicine, 99(11), 1278-1285. Article 10.1097/ACM.0000000000005848. https://doi.org/10.1097/ACM.0000000000005848
    • Mcdonald, J., Heeneman, S., & Hu, W. (2024). Discoveries or doubts: a qualitative study of the transformative potential of portfolio meetings. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-024-10387-3
    • Rademakers, T., Manca, M., Jin, H., Orban, T., Perisic, L. M., Frissen, H. J. M., Rühle, F., Hautvast, P., van Rijssel, J., van Kuijk, K., Mees, B. M. E., Peutz-Kootstra, C. J., Heeneman, S., Daemen, M. J. A. P., Pasterkamp, G., Stoll, M., van Zandvoort, M. A. M. J., Hedin, U., Dequiedt, F., ... Biessen, E. A. L. (2024). Human atherosclerotic plaque transcriptomics reveals endothelial beta-2 spectrin as a potential regulator a leaky plaque microvasculature phenotype. Angiogenesis, 27(3), 461-474. https://doi.org/10.1007/s10456-024-09921-z
    • Fuentes-Cimma, J., Sluijsmans, D., Riquelme, A., Villagran, I., Isbej, L., Olivares-Labbe, M. T., & Heeneman, S. (2024). Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review. BMC Medical Education, 24(1), Article 440. https://doi.org/10.1186/s12909-024-05439-6
    • McDonald, J., Hu, W., & Heeneman, S. (2024). Struggles and Joys: A Mixed Methods Study of the Artefacts and Reflections in Medical Student Portfolios. Perspectives on Medical Education, 13(1), 1-11. https://doi.org/10.5334/pme.1029
    • van der Gulden, R., Thoonen, B. P. A., Heeneman, S., Muris, J. W. M., Sagasser, M. H., Timmerman, A. A., & Scherpbier-de Haan, N. D. (2024). How to use polarity thinking™ to manage tensions between accountability and learner agency when using a multipurpose portfolio?Education for Primary Care, 35(3-4), 71-80. https://doi.org/10.1080/14739879.2024.2335610
  • 2023
    • Goertzen, L., Schils, T., & Heeneman, S. (2023). Co-designing formative assessment practices: A collaboration between elementary school teachers and researchers to conceptualize and implement formative assessment as a unified practice. Teaching and Teacher Education, 134, Article 104306. https://doi.org/10.1016/j.tate.2023.104306
    • Naothavorn, W., Puranitee, P., Kaewpila, W., Sumrithe, S., Heeneman, S., van Mook, W. N. K. A., & Busari, J. O. (2023). An exploratory university-based cross-sectional study of the prevalence and reporting of mistreatment and student-related factors among Thai medical students. BMC Medical Education, 23(1), Article 473. https://doi.org/10.1186/s12909-023-04462-3
    • van der Gulden, R., Timmerman, A. A., Sagasser, M. H., Kramer, A., Scherpbier-de Haan, N., Thoonen, B., & Heeneman, S. (2023). How does portfolio use support self-regulated learning during general practitioner specialty training? A qualitative focus group study. BMJ Open, 13(2), Article e066879. https://doi.org/10.1136/bmjopen-2022-066879
  • 2022
    • McDonald, J., Ryan, S., Heeneman, S., & Hu, W. (2022). Informed self-assessment during the transition to medical school: a longitudinal narrative study. BMJ Open, 12(12), Article e065203. https://doi.org/10.1136/bmjopen-2022-065203
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