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

  • 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
    • Pacifico, J. L., Donkers, J., Jacobs, J., van der Vleuten, C., & Heeneman, S. (2020). Understanding teaching and learning conceptions among clinical faculty as a means to improve postgraduate training. International Journal of Medical Education, 11, 175-185. https://doi.org/10.5116/ijme.5f2a.76eb
    • Bala, L., van der Vleuten, C., Freeman, A., Torre, D., Heeneman, S., & Sam, A. H. (2020). COVID-19 and programmatic assessment. The Clinical Teacher, 17(4), 420-422. https://doi.org/10.1111/tct.13207
    • van der Gulden, R., Heeneman, S., Kramer, A. W. M., Laan, R. F. J. M., Scherpbier-de Haan, N. D., & Thoonen, B. P. A. (2020). How is self-regulated learning documented in e-portfolios of trainees? A content analysis. BMC Medical Education, 20(1), [205]. https://doi.org/10.1186/s12909-020-02114-4
    • Schut, S., Heeneman, S., Bierer, B., Driessen, E., van Tartwijk, J., & van Der Vleuten, C. (2020). Between trust and control: Teachers' assessment conceptualisations within programmatic assessment. Medical Education, 54(6), 528-537. https://doi.org/10.1111/medu.14075
    • Schut, S., van Tartwijk, J., Driessen, E., van der Vleuten, C., & Heeneman, S. (2020). Understanding the influence of teacher-learner relationships on learners' assessment perception. Advances in Health Sciences Education, 25(2), 441-456. https://doi.org/10.1007/s10459-019-09935-z
    • Croke, J., Milne, E., Bezjak, A., Millar, B. A., Giuliani, M., & Heeneman, S. (2020). Mentorship Needs for Radiation Oncology Residents: Implications for Programme Design. Clinical oncology, 32(4), E119-E125. https://doi.org/10.1016/j.clon.2019.09.050
  • 2019
    • Puranitee, P., Saetang, S., Sumrithe, S., Busari, J. O., van Mook, W. N. K. A., & Heeneman, S. (2019). Exploring burnout and depression of Thai medical students: the psychometric properties of the Maslach burnout inventory. International Journal of Medical Education, 10, 223-229. https://doi.org/10.5116/ijme.5dc6.8228
    • van der Meulen, M. W., Smirnova, A., Heeneman, S., Egbrink, M. G. A. O., van der Vleuten, C. P. M., & Lombarts, K. M. J. M. H. (2019). Exploring Validity Evidence Associated With Questionnaire-Based Tools for Assessing the Professional Performance of Physicians: A Systematic Review. Academic Medicine, 94(9), 1384-1397. https://doi.org/10.1097/ACM.0000000000002767
    • Puranitee, P., Stevens, F. F. C. J., Pakakasama, S., Plitponkarnpim, A., Vallibhakara, S. A-O., Busari, J. O., Heeneman, S., & van Mook, W. N. K. A. (2019). Correction to: Exploring burnout and the association with the educational climate in pediatric residents in Thailand (vol 19, 245, 2019). BMC Medical Education, 19, [296]. https://doi.org/10.1186/s12909-019-1723-7