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.

 

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

  • 2021
    • Heeneman, S., de Jong, L. H., Dawson, L. J., Wilkinson, T. J., Ryan, A., Tait, G. R., Rice, N., Torre, D., Freeman, A., & van der Vleuten, C. P. M. (2021). Ottawa 2020 consensus statement for programmatic assessment-1. Agreement on the principles. Medical Teacher, 43(10), 1139-1148. https://doi.org/10.1080/0142159X.2021.1957088
    • Torre, D., Rice, N. E., Ryan, A., Bok, H., Dawson, L. J., Bierer, B., Wilkinson, T. J., Tait, G. R., Laughlin, T., Veerapen, K., Heeneman, S., Freeman, A., & van der Vleuten, C. (2021). Ottawa 2020 consensus statements for programmatic assessment 2: Implementation and practice. Medical Teacher, 43(10), 1149-1160. https://doi.org/10.1080/0142159X.2021.1956681
    • Bindels, E., van den Goor, M., Scherpbier, A., Lombarts, K., & Heeneman, S. (2021). Sharing Reflections on Multisource Feedback in a Peer Group Setting: Stimulating Physicians' Professional Performance and Development. Academic Medicine, 96(10), 1449-1456. https://doi.org/10.1097/ACM.0000000000004142
    • Verheijden, M. J. H., Martens, H., & Heeneman, S. (2021). A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training. International Journal of Medical Education, 12, 169-178. https://doi.org/10.5116/ijme.612f.3d6c
    • Bindels, E., Boerebach, B., Scheepers, R., Nooteboom, A., Scherpbier, A., Heeneman, S., & Lombarts, K. (2021). Designing a system for performance appraisal: balancing physicians' accountability and professional development. BMC Health Services Research, 21(1), [800]. https://doi.org/10.1186/s12913-021-06818-1
    • Sieben, J. M., Heeneman, S., Verheggen, M. M., & Driessen, E. W. (2021). Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study. Medical Teacher, 43(4), 388-396. https://doi.org/10.1080/0142159X.2020.1834081
    • Pacifico, J. L., van Mook, W., Donkers, J., Jacobs, J. C. G., van der Vleuten, C., & Heeneman, S. (2021). Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting. BMC Medical Education, 21(1), [32]. https://doi.org/10.1186/s12909-020-02461-2
    • Schut, S., Maggio, L. A., Heeneman, S., van Tartwijk, J., van der Vleuten, C., & Driessen, E. (2021). Where the rubber meets the road - An integrative review of programmatic assessment in health care professions education. Perspectives on Medical Education, 10(1), 6-13. https://doi.org/10.1007/s40037-020-00625-w
    • van der Meulen, M. W., Arah, O. A., Heeneman, S., Egbrink, M. G. A. O., van der Vleuten, C. P. M., & Lombarts, K. M. J. M. H. (2021). When Feedback Backfires: Influences of Negative Discrepancies Between Physicians' Self and Assessors' Scores on Their Subsequent Multisource Feedback Ratings. Journal of Continuing Education in the Health Professions, 41(2), 94-103. https://doi.org/10.1097/CEH.0000000000000347
  • 2020
    • Heeneman, S., & Schut, S. (2020). Meaningful mapping of remediation in longitudinal and developmental assessment models. Medical Education, 54(10), 866-868. https://doi.org/10.1111/medu.14258