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

  • 2024
    • 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
  • 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
    • van der Gulden, R., Timmerman, A., Muris, J. W. M., Thoonen, B. P. A., Heeneman, S., & Scherpbier-de Haan, N. D. (2022). How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts?Perspectives on Medical Education, 11(5), 247-257. https://doi.org/10.1007/s40037-022-00727-7
    • Torre, D., Schuwirth, L., Van der Vleuten, C., & Heeneman, S. (2022). An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions. Medical Teacher, 44(8), 928-937. https://doi.org/10.1080/0142159x.2022.2083487
    • Petsophonsakul, P., Burgmaier, M., Willems, B., Heeneman, S., Stadler, N., Gremse, F., Reith, S., Burgmaier, K., Kahles, F., Marx, N., Natour, E., Bidar, E., Jacobs, M., Mees, B., Reutelingsperger, C., Furmanik, M., & Schurgers, L. (2022). Nicotine promotes vascular calcification via intracellular Ca2+-mediated, Nox5-induced oxidative stress and extracellular vesicle release in vascular smooth muscle cells. Cardiovascular Research, 118(9), 2196-2210. https://doi.org/10.1093/cvr/cvab244
    • Puranitee, P., Kaewpila, W., Heeneman, S., van Mook, W. N. K. A., & Busari, J. O. (2022). Promoting a sense of belonging, engagement, and collegiality to reduce burnout: a mixed methods study among undergraduate medical students in a non-Western, Asian context. BMC Medical Education, 22(1), Article 327. https://doi.org/10.1186/s12909-022-03380-0
  • 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), Article 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), Article 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
    • 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
    • Lakoff, J., Howse, K., Cofie, N., Heeneman, S., & Dalgarno, N. (2020). Analysis of factors affecting Canadian medical students' success in the residency match. Canadian Medical Education Journal, 11(3), e43-e55. https://doi.org/10.36834/cmej.68981
    • 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), Article 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
    • Pacifico, J. L., Villanueva, J. A. S., Heeneman, S., & van der Vleuten, C. (2020). How perceptions of residents toward assessment influence learning: A qualitative study. The Asia Pacific Scholar, 5(1), 46-53. https://doi.org/10.29060/TAPS.2020-5-1/OA2080
  • 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. BMC Medical Education, 19, Article 296. https://doi.org/10.1186/s12909-019-1723-7
    • Puranitee, P., Stevens, F. F. C. J., Pakakasama, S., Plitponkarnpim, A., Arj-OngVallibhakara, S., Busari, J. O., Heeneman, S., & van Mook, W. N. K. A. (2019). Exploring burnout and the association with the educational climate in pediatric residents in Thailand. BMC Medical Education, 19, Article 245. https://doi.org/10.1186/s12909-019-1687-7
    • Heeneman, S., Driessen, E., Durning, S. J., & Torre, D. (2019). Use of an e-portfolio mapping tool: connecting experiences, analysis and action by learners. Perspectives on Medical Education, 8(3), 197-200. https://doi.org/10.1007/s40037-019-0514-5
    • Heeneman, S., & de Grave, W. (2019). Development and initial validation of a dual-purpose questionnaire capturing mentors' and mentees' perceptions and expectations of the mentoring process. BMC Medical Education, 19, Article 133. https://doi.org/10.1186/s12909-019-1574-2
    • Crombag, G. A. J. C., Schreuder, F. H. B. M., van Hoof, R. H. M., Truijman, M. T. B., Wijnen, N. J. A., Voo, S. A., Nelemans, P. J., Heeneman, S., Nederkoorn, P. J., Daemen, J.-W. H., Daemen, M. J. A. P., Mess, W. H., Wildberger, J. E., van Oostenbrugge, R. J., & Kooi, M. E. (2019). Microvasculature and intraplaque hemorrhage in atherosclerotic carotid lesions: a cardiovascular magnetic resonance imaging study. Journal of Cardiovascular Magnetic Resonance, 21, Article 15. https://doi.org/10.1186/s12968-019-0524-9
    • Bindels, E., Boerebach, B., van der Meulen, M., Donkers, J., van den Goor, M., Scherpbier, A., Lombarts, K., & Heeneman, S. (2019). A New Multisource Feedback Tool for Evaluating the Performance of Specialty-Specific Physician Groups: Validity of the Group Monitor Instrument. Journal of Continuing Education in the Health Professions, 39(3), 168-177. https://doi.org/10.1097/CEH.0000000000000262
  • 2018
    • Schut, S., Driessen, E., van Tartwijk, J., van der Vleuten, C., & Heeneman, S. (2018). Stakes in the eye of the beholder: an international study of learners' perceptions within programmatic assessment. Medical Education, 52(6), 654-663. https://doi.org/10.1111/medu.13532
    • Bindels, E., Verberg, C., Scherpbier, A., Heeneman, S., & Lombarts, K. (2018). Reflection revisited: how physicians conceptualize and experience reflection in professional practice – a qualitative study. BMC Medical Education, 18, Article 105. https://doi.org/10.1186/s12909-018-1218-y
    • Pacifico, J. L., van der Vleuten, C. P. M., Muijtjens, A. M. M., Sana, E. A., & Heeneman, S. (2018). Cross-validation of a learning climate instrument in a non-western postgraduate clinical environment. BMC Medical Education, 18, Article 22. https://doi.org/10.1186/s12909-018-1127-0
    • Fransen, F., Martens, H., Nagtzaam, I. F., & Heeneman, S. (2018). Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes. International Journal of Medical Education, 9, 11-17. https://doi.org/10.5116/ijme.5a47.8ab0
  • 2017
    • Kloosterman, A., van Dillen, T., Bijwaard, H., Heeneman, S., Hoving, S., Stewart, F. A., & Dekkers, F. (2017). How radiation influences atherosclerotic plaque development: a biophysical approach in ApoE(-/-) mice. Radiation and Environmental Biophysics, 56(4), 423-431. https://doi.org/10.1007/s00411-017-0709-2
    • van Hoof, R. H. M., Voo, S. A., Sluimer, J. C., Wijnen, N. J. A., Hermeling, E., Schreuder, F. H. B. M., Truijman, M. T. B., Cleutjens, J. P. M., Daemen, M. J. A. P., Daemen, J.-W. H., van Oostenbrugge, R. J., Mess, W. H., Wildberger, J. E., Heeneman, S., & Kooi, M. E. (2017). Vessel Wall and Adventitial DCE-MRI Parameters Demonstrate Similar Correlations With Carotid Plaque Microvasculature on Histology. Journal of Magnetic Resonance Imaging, 46(4), 1053-1059. https://doi.org/10.1002/jmri.25648
    • van Hoof, R. H. M., Hermeling, E., Sluimer, J. C., Salzmann, J., Hoeks, A. P. G., Roussel, J., Daemen, M. J. A. P., Struijker-Boudier, H., Wildberger, J. E., Heeneman, S., & Kooi, M. E. (2017). Heart rate lowering treatment leads to a reduction in vulnerable plaque features in atherosclerotic rabbits. PLOS ONE, 12(6), Article 0179024. https://doi.org/10.1371/journal.pone.0179024
    • Heeneman, S., & de Grave, W. (2017). Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system - An activity theory analysis. Medical Teacher, 39(4), 368-376. https://doi.org/10.1080/0142159X.2017.1286308
    • Rademakers, T., van der Vorst, E. P. C., Daissormont, I. T. M. N., Otten, J. J. T., Theodorou, K., Theelen, T. L., Gijbels, M., Anisimov, A., Nurmi, H., Lindeman, J. H. N., Schober, A., Heeneman, S., Alitalo, K., & Biessen, E. A. L. (2017). Adventitial lymphatic capillary expansion impacts on plaque T cell accumulation in atherosclerosis. Scientific Reports, 7, Article 45263. https://doi.org/10.1038/srep45263
    • Heeneman, S., Schut, S., Donkers, J., van der Vleuten, C., & Muijtjens, A. (2017). Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment. Medical Teacher, 39(1), 44-52. https://doi.org/10.1080/0142159X.2016.1230183
    • van Hoof, R. H. M., Schreuder, F. H. B. M., Nelemans, P., Truijman, M. T. B., van Orshoven, N. P., Schreuder, T. H., Mess, W. H., Heeneman, S., van Oostenbrugge, R. J., Wildberger, J. E., & Kooi, M. E. (2017). Ischemic Stroke Patients Demonstrate Increased Carotid Plaque Microvasculature Compared to (Ocular) Transient Ischemic Attack Patients. Cerebrovascular Diseases, 44(5-6), 297-303. https://doi.org/10.1159/000481146