Health professions education; co-creation of education; student voice; problem-based learning; work-based learning;  feedback

List of publications: (for full text of papers, see https://www.researchgate.net/profile/Kd_Koenings and https://scholar.google.nl/citations?user=RSWZ7bUAAAAJ&hl=nl&oi=ao)

 Publications in international peer-reviewed journals:

Dewaele, T. A., Meeuwissen, S. N., van Merriënboer, J. J., Vermeulen, M., & Könings, K. D. (2023). When to co-create education: comparing co-creation discussions before and after a course. International Journal for Academic Development, 1-15.

Lockyer, J., Lee-Krueger, R., Armson, H., Hanmore, T., Koltz, E., Könings, K., ... & Sargeant, J. (2023). Application of the R2C2 model to in-the-moment feedback and coaching. Academic Medicine, 98(9), 1062-1068.

Suliman, S., Iqbal, M. Z., & Könings, K. D. (2023). It is not about the destination but the journey: A dive into student–staff partnership processes. Medical Teacher, 1-5.

Martin, M., Farrell, M., Seidel, T., Rieß, W., Könings, K. D., van Merriënboer, J. J., & Renkl, A. (2023). Knowing what matters: Short introductory texts support pre-service teachers’ professional vision of tutoring interactions, Teaching and Teacher Education, 124, 104014.

Iqbal, M. Z., Könings, K. D., Al-Eraky, M. M., & van Merriënboer, J. J. (2023). It’s about time to involve all stakeholders in co-creating faculty development programmes-Exploring the perceptions of students and teachers. Innovations in Education and Teaching International, 60(2), 239-251.

Suliman, S., Könings, K. D., Allen, M., Al-Moslih, A., Carr, A., & Koopmans, R. P. (2023). Sailing the boat together: Co-creation of a model for learning during transition. Medical Teacher, 45(2), 193-202.

Könings, K. D. & Seidel, T. (2022). Student expectations when entering an innovative learning environment: Identifying longitudinal patterns across student subgroups. Educational Studies, in press.

Martin, M., Farrell, M., Seidel, T., Rieß, W., Könings, K. D., van Merriënboer, J. J., & Renkl, A. (2022). Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision-but only during training!. International Journal of Educational Technology in Higher Education, 19(1), 1-29.

Placklé, I., Könings, K. D., Jacquet, W., Libotton, A., van Merriënboer, J. J., & Engels, N. (2022). Improving student achievement through professional cultures of teaching in Flanders. European Journal of Education, 57(2), 325-341.

Ramani, S., Lee-Krueger, R. C., Roze des Ordons, A., Trier, J., Armson, H., Könings, K. D., & Lockyer, J. M. (2022). Only When They Seek: Exploring Resident and Supervisor Perspectives and Positions on Upward Feedback. The Journal of Continuing Education in the Health Professions. In press

Farrell, M., Martin, M., Renkl, A., Rieß, W., Könings, K. D., van Merriënboer, J. J., & Seidel, T. (2022). An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis. Frontiers in Education, 7, 805422.

Könings, K.D., Mordang, S., Smeenk, F., Stassen, L., & Ramani, S. (2021). Learner involvement in the co-creation of teaching and learning: AMEE-guide no. 138. Medical Teacher, 43(8), 924-936.

Mordang, S. B., Leep Hunderfund, A. N., Smeenk, F. W., Stassen, L. P., & Könings, K. D. (2021). High-value, cost-conscious care attitudes in the graduate medical education learning environment: various stakeholder attitudes that residents misjudge. Journal of General Internal Medicine, 36(3), 691-698.

Ohta, R., Ryu,Y., Kitayuguchi, J., Sano, C., & Könings, K.D. (2021) Educational Intervention to Improve Citizen’s Healthcare Participation Perception in Rural Japanese Communities: A Pilot Study. International Journal of Environmental Research and Public Health, 18, 1782.

Thi Nguyen, V.A., Könings, K.D., Scherpbier, A.J.J.A., & Van Merriënboer, J. J. G. (2021). Attracting and retaining physicians in less attractive specialties: the role of continuing medical education. Human Resources for Health, 19, 69.

Kramer, M., Heyligers, I.C. & Könings, K.D. (2021). Implicit gender-career bias in postgraduate medical training still exists, mainly in residents and in females. BMC Medical Education, 21, 253.

Iqbal, M. Z., Könings, K. D., Al-Eraky, M., & van Merrienboer, J. J. (2021). Entrustable Professional Activities for Small-Group Facilitation: A Validation Study Using Modified Delphi Technique. Teaching and Learning in Medicine, 33(5), 536-54.

Mordang, S. B. R., Vanassche, E., Smeenk, F. W. J. M., Stassen, L. P. S., & Könings, K. D. (2020). Residents’ identification of learning moments and subsequent reflection: Impact of peers, supervisors, and patients. BMC Medical Education, 20, 484

Ramani S., Könings, K. D., Ginsburg S., & Van der Vleuten C. P. M. (2020). Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations. Academic Medicine, 95, 1073–1081.

Placklé, I., Könings, K. D., Jacquet, W., Libotton, A., Van Merriënboer, J. J. G. & Engels, N. (2020). Powerful learning environments in secondary vocational education: towards a shared understanding. European Journal of Teacher Education, 43(2), 224-242.

Mordang, S. B., Könings, K. D., Hunderfund, A. N. L., Paulus, A. T., Smeenk, F. W., & Stassen, L. P. (2020). A new instrument to measure high value, cost-conscious care attitudes among healthcare stakeholders: development of the MHAQ. BMC Health Services Research, 20(1), 1-10.

Mordang, S.B.R., Leep Hunderfund, A.N., Smeenk, F.W.J.M., Stassen, L. P., & Könings, K. D. (2020). High-Value, Cost-Conscious Care Attitudes in the Graduate Medical Education Learning Environment: Various Stakeholder Attitudes That Residents Misjudge. Journal of General Internal Medicine, 36, 691–698.

Iqbal, M. Z., Könings, K. D., Al-Eraky, M., AlSheikh, M. H., & van Merrienboer, J. J. (2020). Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach. Medical Education Online, 25(1), 1694309.

Lockyer, J., Armson, H., Könings, K. D., Lee-Krueger, R. C., des Ordons, A. R., Ramani, S., Trier, J., Zetkulic, M. G. & Sargeant, J. (2020). In-the-Moment Feedback and Coaching: Improving R2C2 for a New Context. Journal of Graduate Medical Education. 12(1), 27-35.

Nguyen, V. A. T., Könings, K. D., Wright, E. P., Kim, G. B., Hoat N. L., Scherpbier A. J. J. A. & van Merriënboer, J. J. G. (2020). Why do graduates choose to work in a less attractive specialty? A cross-sectional study on the role of personal values and expectations. Human Resources for Health, 18 (32).

Könings, K. D., Van Zundert, M., & Van Merriënboer, J. J. G. (2019). Scaffolding peer-assessment skills: Risk of interference with learning domain-specific Skills? Learning and Instruction, 60, 85-94

Armson, H., Lockyer, J. M., Zetkulic, M., Könings, K. D., & Sargeant, J. (2019) Identifying coaching skills to improve feedback use in post-graduate medical education. Medical Education, 53, 477-493.

Martens, S. E. Meeuwissen, S. N. E., Dolmans, D. H. J. M., Bovill, C., & Könings, K. D. (2019) Student participation in the design of learning and teaching: Disentangling the terminology and approaches, Medical Teacher, 41, 1203-1205.

Mohtady, H. A, Könings, K. D., Al-Eraky, M. M., Muijtjens, A. M. M., & Van Merriënboer, J. J. G. (2019). High enthusiasm about long lasting mentoring relationships and older mentors, BMC Medical Education, 19(364), 1-9.

Shimizu, I., Nakazawa, H., Sato, Y., Wolfhagen, I. H. A. P., & Könings, K. D. (2019). Does blended problem-based learning make Asian medical students active learners?: A prospective comparative study. BMC Medical Education, 19(147), 1-9.

Thi Nguyen, V. A., Könings, K. D., Wright, E. P., Luu, H. N., Scherpbier, A. J., & van Merriënboer, J. J. G. (2019). Working in preventive medicine or not? Flawed perceptions decrease chance of retaining students for the profession. Human Resources for Health, 17(31), 1-9.

Ramani S., Könings, K. D., Ginsburg S., & Van der Vleuten C. P. M. (2019) Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships, Medical Teacher, 41(6), 625-631.

Ramani S., Könings, K. D., Ginsburg S., & Van der Vleuten C. P. M. (2019). Meaningful feedback through a sociocultural lens, Medical Teacher, 41(12), 1342-1352.

Ramani, S., Könings, K. D., Ginsburg, S., & van der Vleuten, C. P. (2019). Feedback redefined: Principles and practice. Journal of General Internal Medicine, 34(5), 744-749.

Ramani, S., Könings, K., Ginsburg, S., & Van der Vleuten, C. (2019). Twelve tips to promote a feedback culture with a growth mind- set: Swinging the feedback pendulum from recipes to relationships, Medical Teacher, 41, 625-631.

De Jong, N., Verstegen, D. M. L., & Könings. K. D. (2018). The role of the e‐tutor in synchronous online problem‐based learning: A study in a Master Public Health Programme. British Journal of Educational Technology, 49, 385-397.

Kiesewetter, I., Könings, K. D., Kager, M., & Kiesewetter (2018). Undergraduate medical students’ behavioural intentions towards medical errors and how to handle them: a qualitative vignette study, BMJ Open 8(3), e019500

Placklé, I., Könings, K. D., Jacquet, W., Libotton, A., Van Merriënboer, J. J. G. & Engels, N. (2018). Students embracing change towards more powerful learning environments in vocational education. Educational Studies, 44, 26-44.

Ramani, S., Könings, K., Mann, K., & Van der Vleuten, C. (2018). A Guide to Reflexivity for Qualitative Researchers in Education. Academic Medicine, 93, 1257.

Ramani, S., Könings, K. D., Mann, K. V., Pisarski, E. E., & van der Vleuten, C. P. (2018). About politeness, face, and feedback: Exploring resident and faculty perceptions of how institutional feedback culture influences feedback practices. Academic Medicine, 93, 1348-1358.

Rousseau, M., Könings, K. D., & Touchie, C. (2018). Overcoming the Barriers of Teaching Physical Examination at the Bedside: More than just curriculum design. BMC Medical Education, 18(302), 1-10.

Sargeant, J., Lockyer, J. M., Mann, K., Armson, H., Warren, A., Zetkulic, M., Soklaridis S., Könings K. D., Ross K., Ivan, S., Holmboe E., Shearer C., & Boudreau M. (2018). The R2C2 model in residency education: How does it foster coaching and promote feedback use?. Academic Medicine, 93, 1055-1063.

Könings, K. D.  & McKenney, S. (2017). Participatory Design of (Built) Learning Environments. European Journal of Education, 52, 247-252.

Könings, K. D., Bovill, C. & Woolner, P. (2017). Towards an Interdisciplinary Model of Practice for Participatory Building Design in Education. European Journal of Education, 52, 306-3017.

Harrison, C. J., Könings, K. D., Schuwirth, L. W. T., Wass, V., & Van der Vleuten, C. P. M. (2017). Changing the culture of assessment: The dominance of the summative assessment paradigm. BMC Medical Education, 17(73), 1-14.

Janssen, F. J. J. M., Könings, K. D. & Jeroen J. G. van Merriënboer, J. J. G. (2017). Participatory educational design: How to improve mutual learning and the quality and usability of the design? European Journal of Education, 52,268-279.

Koutamanis, A., Heuer, J. & Könings, K. D. (2017). A Visual Information Tool for User Participation during the Lifecycle of School Building Design: BIM. European Journal of Education, 52, 295-305.

Ramani, S., Post, S. E., Könings, K., Mann, K., Katz, J. T., & Van der Vleuten, C. (2017). “It's Just Not the Culture”: A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback. Teaching and Learning in Medicine, 29, 153-161.

Ramani, S., Könings, K., Mann, K. V., & Van der Vleuten, C. (2017) Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education, Medical Teacher, 39, 1065-1073

Solarte, I. & Könings, K. D. (2017). Discrepancies between perceptions of students and deans regarding the consequences of restricting students’ use of electronic medical records on quality of medical education. BMC Medical Education, 17(55), 1-7.

Könings, K. D., Mulder, A., & Van Merriënboer, J. J. G. (2016). Koopvaardijofficieren over stagebegeleiding op innovatieve trainingsschepen: Verwachte werkeisen en energiebronnen in de context van verandering. Gedrag & Organisatie, 29, 251-271.

Könings, K. D., Popa, D., Gerken, M., Giesbers, B., Rienties, B. C., Van der Vleuten, C. P. M., & Van Merriënboer, J. J. G. (2016). Thesis Supervision at a Distance: Benefits of Videoconferencing for Group Meetings. Innovations in Education and Teaching International, 53, 388-399.

Könings, K. D., van Berlo, J., Koopmans, R., Hoogland, H., Spanjers, I. A. E., Ten Haaf, J., Van der Vleuten, C. P. M., & Van Merriënboer, J. J. G. (2016). Promoting Residents’ Reflection at Work: Combining a Smartphone App with Coaching Groups. Academic Medicine, 91(3), 365-370.

Bohle Carbonell, K., Könings, K.D., Segers, M., & Van Merriënboer, J. J. G. (2016). Measuring adaptive expertise: development and validation of an instrument. European Journal of Work and Organizational Psychology, 25, 167-180.

Burke, C. & Könings, K. D. (2016). Recovering Lost Histories of Educational Design: A Case Study in Contemporary Participatory Strategies. Oxford Review of Education, 42, 721-732.

Gegenfurtner, A., Könings, K. D., Kosmajac, N., & Gebhardt, M. (2016). Voluntary or mandatory training participation moderates the relationship between goal orientations and transfer of training. International Journal of Training and Development, 20, 290-301.

Cober, R., Tan, E., Slotta, J.D., So, H.-J., & Könings, K.D. (2015). Teachers as participatory designers: Two case studies with technology-enhanced learning environments. Instructional Science. 43, 203-228.

Harrison, C. J., Könings, K. D., Schuwirth, L., Wass, V. J., & Van der Vleuten, C. P. M. (2015). Understanding the usage of feedback after summative assessment. Advances in Health Sciences Education.  20, 229 –245. 

Spanjers, I. A. E., Könings, K. D., Leppink, J., Verstegen, D. M. L., De Jong, N., Czabanowska, K., & Van Merriënboer, J. J. G. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review, 15, 59-74.

Stürmer, K., Könings, K. D., & Seidel, T. (2015). Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision. Vocations and Learning. 8, 35–54.

Könings, K. D., Seidel, T., Brand-Gruwel, S., & Van Merriënboer, J. J. G. (2014). Differences Between Students’ and Teachers’ Perceptions of Education: Profiles to Describe Congruence and Friction. Instructional Science, 42,11-30.

Könings, K. D., Seidel, T., & Van Merriënboer, J. J. G. (2014). Editorial: Participatory Design: Integrating Perspectives of Students, Teachers, and Designers. Instructional Science, 42, 1-9.

Bohle Carbonell, K., Stalmeijer, R. E., Könings, K. D., Segers, M., & Van Merriënboer, J. J. G. (2014). How Experts Maintain High Performance in Novel Situations: A Review of Adaptive Expertise. Educational Research Review, 12, 14-29.

Czabanowska, K., Smith, T., Könings, K. D., Sumskas, L., Otok, R., Bjegovic, V., & Brand, H. (2014). In search for Public Health Leadership Competency Framework to support leadership curriculum – a consensus study. European Journal of Public Health, 24, 850-856.

Mauroux, L., Könings, K. D., Dehler, J., & Gurtner, J.-L. (2014). Mobile and Online Learning Journal: Effects on Apprentices’ Reflection in Vocational Education and Training. Vocations and Learning, 7(2), 215-239.

Harrison, C. J., Könings, K. D., Molyneux, A., Schuwirth, L., Wass, V., & Van der Vleuten, C. (2013). Web-based feedback after summative assessment: how do students engage? Medical Education, 47, 734-744.

Stürmer, K., Könings, K. D., & Seidel, T. (2013). Declarative Knowledge and Professional Vision in Teacher Education: Effect of Courses in Teaching and Learning. British Journal of Educational Psychology, 83, 467-483.

Könings, K. D., Brand-Gruwel, S. & Elen, J. (2012). Effects of a school reform on longitudinal stability of students’ preferences with regard to education. British Journal of Educational Psychology, 82, 512-532.

De Jong, N. Czabanowska, K., Könings, K. D., Sauline, S., & Lohrmann, Ch. (2012). Educational approaches for maximizing the accessibility of the European Public Health Leadership programme.European Journal of Public Health, 22(2), 92.

Van Zundert, M. J., Könings, K. D., Sluijsmans, D. M. A., & Van Merriënboer, J. J. G. (2012). Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously. Educational Studies, 38, 541-557.

Van Zundert, M. J., Sluysmans, D., Könings, K. D., & Van Merriënboer, J. J. G. (2012). The differential effects of task complexity on domain-specific and peer assessment skills. Educational Psychology, 32, 127-145.

Könings, K. D., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2011). The match between students’ lesson perceptions and preferences: Relations with student characteristics and the Importance of motivation. Educational Research, 53, 439-457.

Könings, K. D., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2011). Participatory instructional redesign by students and teachers in secondary education: Effects on perceptions of instruction. Instructional Science, 39, 737-762.

Könings, K. D., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2010). An approach to participatory instructional design in secondary education: An exploratory study. Educational research, 52, 45-59.

Könings, K. D., Brand-Gruwel, S., van Merriënboer, J. J. G., & Broers, N. (2008). Does a new learning environment come up to students’ expectations? A longitudinal study. Journal of Educational Psychology, 100, 535-548.

Könings, K. D., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2007). Teachers’ Perspective on Innovations: Implications for Educational Design. Teaching and Teacher Education, 23, 985-997.

Könings, K. D., van Zundert, M. J. Brand-Gruwel, S. & van Merriënboer, J. J. G. (2007). Participatory design in secondary education: Is it a good idea? Students’ and teachers’ opinions about its desirability and feasibility. Educational Studies, 33, 445-465.

Könings, K.D., Brand-Gruwel, S. & van Merriënboer, J.J.G. (2005). Towards more powerful learning environments through combining the perspectives of designers, teachers and students. British Journal of Educational Psychology, 75(4), 645-660.

Könings, K. D., Wiers, R. W., Van de Wiel, M. W. J., & Schmidt, H. G. (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, 107-117.

Publications in books / book chapters:

• Armson, H., Lockyer, J., Sargeant, J., Zetkulic, M., Roze des Ordons, A., Trier, J., Könings, K., Ramani, S. (2020). Successful "in-the-moment" feedback and coaching conversations  in the  era  of CBME and workplace-based assessment. In: Canadian Conference on Medical Education 2020 Abstracts, Canadian Medical Education Journal, 11(2), e4. https://doi.org/10.36834/cmej.70084
• Bohle Carbonell, K., Marcum, C., Könings, K. D., Stassen, P. M., Segers, M., & Van Merriënboer, J. (2020). The role of knowing and valuing others’ expertise in accelerating information exchange. In D. Froehlich, M. Rehm, & B. Rienties (Eds.). Mixed Methods Social Network Analysis (pp. 189-205). London: Routledge.
• Lockyer, J. M., Armson, H. A., Könings, K. D., Zetkulic, M., & Sargeant, J. (2019). Impact of Personalized Feedback: The Case of Coaching and Learning Change Plans. In M. Henderson, R. Ajjawi, D. Boud, & E. Molloy (Eds.). The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners (pp. 189-204). Cham: Switzerland: Springer Nature.
• Verstegen, D. M. L., De Jong, N., Van Berlo, J., Camp, A., Könings, K. D., Van Merriënboer, J. J. G., & Donkers, J. (2016). How E-learning Can Support PBL Groups: A Literature Review.In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.) Educational Technologies in Medical and Health Sciences Education (pp. 9-33). Springer International Publishing.
• Könings, K. D., & Gijselaers, W. H. (2015). Bringing Learning to the Workplace: A Smartphone App for Reflection and Increased Authenticity of Learning. In A. Dailey & K. Dennis (Eds.) Transformative Perspectives and Processes in Higher Education (pp. 117-135). Springer International Publishing.
• Czabanowska, K., Könings, K. D., & Smith, T. (2013). Teachers’ perceptions of working with the online environment and some lessons learnt from the LEPHIE project. In V. Bjegovic-Mikanovic & Working Group on Innovation and Good Practice in Public Health Education (WGIGP), ASPHER: Modern Teaching – Distance Learning: A Guide To Online And Blended Learning With Case Studies From Public Health (pp. 72-76). Lage, Germany: Jacobs Verlag.
• Gerken, M., Rienties, B., Giesbers, B., & Könings, K. D. (2012). Enhancing the academic internship learning experience for business education - A critical review and future directions. In: P. Van den Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Learning at the Crossroads of Theory and Practice, Advances in Business Education and Training, 4, 7-22.
• Könings, K. & Van Dijke, M. H. (2009). Het voorspellen van prestaties: criteria en predictoren. In M. van Dijke, J. Syroit, & J. van Ruysseveldt (Eds.). Strategisch selecteren. Groningen: Wolters-Noordhoff.
• Könings, K., Proost, K., & Lodewijkx, H. (2009). Adverse impact en de potentiële invloed van test-bias en cognitieve beoordelingsfouten. In M. van Dijke, J. Syroit, & J. van Ruysseveldt (Eds.). Strategisch selecteren. Groningen: Wolters-Noordhoff.
• Proost, K., Lodewijkx, H., & Könings, K. (2009). Rechtvaardigheid in personeelsselectie. In M. van Dijke, J. Syroit, & J. van Ruysseveldt (Eds.). Strategisch selecteren. Groningen: Wolters-Noordhoff.
• Syroit, J., Könings, K., & Proost, K. (2009). Besluitvorming in het wervings- en selectieproces. In M. van Dijke, J. Syroit, & J. van Ruysseveldt (Eds.). Strategisch selecteren. Groningen: Wolters-Noordhoff.
• Könings, K. D. (2007). Student perspectives on education: Implications for instructional redesign. Unpublished doctoral dissertation, Open University of the Netherlands, Heerlen, The Netherlands.

Wi-2 Publications in international journals:

• Thi Nguyen, V. A., Könings, K. D., Scherpbier, A. J., Wright, P., Luu, H. N., & Merriënboer, J. J. (2017). Preventive medicine as a first-or second-choice course: a cross-sectional survey into students’ motivational differences and implications for information provision. BMC Research Notes, 10(1), 383.
• Mohtady, H. A., Könings, K. D., & Van Merriënboer, J. J. G. (2016). What Makes Informal Mentorship in the Medical Realm Effective. Mentoring and Tutoring Journal: Partnership in Learning, 24, 306-317. DOI: 10.1080/13611267.2016.1252111
• Sargeant, J., Armson, H., Driessen, E., Holmboe, E., Könings, K., Lockyer, J., Lynn, L., Mann, K., Ross, K., Silver, I., Soklaridis, S., Warren, A., Zetkulic, M., Boudreau, M., Shearer, C. (2016). Evidence-Informed Facilitated Feedback: The R2C2 Feedback Model. MedEdPORTAL Publications. Available from: https://www.mededportal.org/publication/10387 http://dx.doi.org/10.15766/mep_2374-8265.10387
• Harrison, C. J., Könings, K. D., Dannefer, E. F., Schuwirth, L. W. T., Wass, V., & Van der Vleuten, C. P. M (2016). Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures. Perspectives on Medical Education, 5, 276–284.
• De Jong, N., Könings, K. D., & Czabanowska, K. (2014). The Development of Innovative Online Problem-Based Learning: A Leadership Course for Leaders in European Public Health. Journal of University Teaching and Learning Practice, 11(3), 1-11.
• Placklé, I., Könings, K. D., Jacquet, W., Struyven, K., Libotton, A., Van Merriënboer, J. J. G., & Engels, N. (2014).Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education. International Journal for Research in Vocational Education and Training, 1, 107-124.