prof.dr. H.G. (Henk) Schmidt

Henk Schmidt
Erasmus School of Social and Behavioural Sciences (ESSB)
Erasmus University Rotterdam

Henk Schmidt (1947) is a professor of Psychology at Erasmus University’s Faculty of Social Sciences and founding dean of its problem-based psychology curriculum. From September 2009 until November 2013, he was the Rector Magnificus of Erasmus University Rotterdam, the Netherlands.

Previously, Schmidt held academic positions as professor of cognitive psychology, faculty of psychology, Maastricht University, and as professor of health professions education at the same university. His administrative positions include both the deanships of the faculty of social sciences at Erasmus University and the faculty of health sciences of Maastricht University. In addition, he has been the president of the Dutch Psychological Association (NIP), the chairman of the Dutch Society for Research into Higher Education (CRWO), and the associate secretary general of the Network of community-oriented educational institutions for health sciences, a World Health Organization-supported NGO.

He was R. Samuel McLaughlin Professor at McMaster University, Hamilton, Canada, and Prof. L. Verhaegen Professor at the Limburg University Centre, Diepenbeek, Belgium. Furthermore, he has been a visiting professor at McGill University, Montreal, Canada; the University of Bern, Switzerland; and the University of Cape Town, South Africa. He was a speaker at the Nobel Forum, upon invitation by the Nobel Prize Committee, Karolinska Institutet, Stockholm, Sweden, and a key-note speaker at numerous conferences all over the world.

His research areas of interest are learning and memory, and he has published on problem-based learning, long-term memory, and the development of expertise in medicine. He has published more than 250 articles in refereed journals, chapters in books, and books; alone or together with his 30+ PhD.-students. In addition, he is the founding editor of two journals. Schmidt is among the most cited Dutch psychologists; in 2005 the Royal Dutch Academy of Sciences (KNAW) selected him as one of the top 200 Dutch scientists.

Twice he received the ”Outstanding paper by an established investigator” Award of the American Educational Research Association. In 1996 the Université de Sherbrooke in Canada awarded him an honorary degree. In 2004, the Karolinska Institutet, Stockholm, Sweden, announced him to be the winner of its international medical education research prize for his work in medical expertise and problem-based learning. In 2006, he received the Distinguished Career Award of the American Educational Research Association, Division I.

  • H.T. van der Molen, H.G. Schmidt, M.A. de Jong, E.M. Osseweijer, J.K. Oostrom & B.J. de Boer (2014). Skills in Psychodiagnostics. Den Haag: Eleven International Publishing
  • G. O'Grady, E.H.J. Yew, K.P.L. Goh & H.G. Schmidt (2012). ‪One-day, one-problem‬: ‪An approach to problem-based learning‬. Singapore: Springer
  • H.T. van der Molen, H.G. Schmidt, M.L. de Jong, E.M. Osseweijer & J.K. Oostrom (Ed.). (2011). Vaardigheden in Psychodiagnostiek. Amsterdam: Boom Lemma
  • H.T. van der Molen, H.G. Schmidt, M.L. de Jong & E. Osseweijer (2008). Vaardigheden in Psychodiagnostiek. Amsterdam: Boom
  • H.G. Schmidt, M.M. Magzoub, G. Feletti, Z.M. Nooman & P. Vluggen (Ed.). (2000). Handbook of community-based education: Theory and practices. Maastricht: Network Publications
  • J.H.C. Moust, P.A.J. Bouhuijs & H.G. Schmidt (1999). Problem-based learning: A student guide. Groningen: Wolters-Noordhoff
  • J.H.C. Moust, P.A.J. Bouhuijs & H.G. Schmidt (1999). Problemorientiertes Lernen. Wiesbaden: Ullstein Medical
  • H.G. Schmidt & J.H.C. Moust (1998). Probleemgestuurd onderwijs: Praktijk en theorie. Groningen: Wolters-Noordhoff
  • P.A.J. Bouhuijs, H.G. Schmidt & H. van Berkel (Ed.). (1994). Problem-based learning as an educational strategy. Maastricht: Network Publications
  • H.G. Schmidt & J.H.C. Moust (1994). Essentials of Problem-based learning: Theory and practice. Hillsdale, N.J.: Lawrence Erlbaum
  • Z.M. Nooman, H.G. Schmidt & E. Ezzat (Ed.). (1990). Innovation in medical education, an evaluation of its present status. New York, NY: Springer Publishing
  • J.H.C. Moust, P.A.J. Bouhuijs & H.G. Schmidt (1989). Probleemgestuurd leren. Groningen, the Netherlands: Wolters-Noordhoff
  • W.S,. de Grave, J.H.C. Moust & H.G. Schmidt (Ed.). (1985). Tutorials in Problem-based learning. Maastricht: Network of Community-oriented Institutions for the Health Sciences
  • H.G. Schmidt & M.L. de Volder (Ed.). (1984). Tutorials in Problem-based learning. Assen: Van Gorcum
  • H.G. Schmidt (Ed.). (1982). Probleemgestuurd onderwijs. Harlingen: Stichting voor Onderzoek van het Onderwijs
  • H.G. Schmidt & H.M. van der Ploeg (1981). De opzet van onderzoek: een inleiding. Rotterdam: Stafleu
  • H.G. Schmidt & P.A.J. Bouhuijs (1980). Onderwijs in taakgerichte groepen. Utrecht: Het Spectrum
  • S. Mamede Studart Soares, R.M.J.P. Rikers & H.G. Schmidt (2013). The Role of Reflection in Medical Practice: Continuing Professional Development in Medicine. In Learning Trajectories, Innovation and Identity for Professional Development Innovation and Change in Professional Education . Springer
  • H.G. Schmidt (2012). Hoe actief leren studiesucces beïnvloedt. In H. van Berkel, E. Jansen & A. Bax (Eds.), Studiesucces bevorderen: het kan en is niet moeilijk . Den Haag, the Netherlands: Boom Lemma Uitgevers
  • H.G. Schmidt & W. de Grave (2012). Problem-based learning. In I. Al Alwan, M.E. Magzoub & M. Elzubeir (Eds.), International Handbook of medical Education: A Guide for Students . Los Angeles, CA: Sage
  • H.G. Schmidt (2012). A brief history of problem-based learning. In G. O’Grady, E.H.J. Yew & K.P.L. Goh (Eds.), One-Day, One-Problem: An Approach to Problem-based Learning . Singapore: Springer
  • S. Mamede Studart Soares, R.M.J.P. Rikers & H.G. Schmidt (2011). The role of reflection in continuous professional development in medicine. In M. Eraut (Ed.), Formation and Transformation Over the Lifespan: Innovation and Change
  • R.M.J.P. Rikers, S. Mamede Studart Soares, E.H.M. van Rijen & H.G. Schmidt (2009). Learning and Memory in Medical Training. In Encyclopedia of Medical Decision Making . Sage Publishers
  • S. Mamede Studart Soares, R.M.J.P. Rikers & H.G. Schmidt (2009). Errors in Reasoning or Judgment. In Encyclopedia of Medical Decision Making
  • H.T. van der Molen, H.G. Schmidt, M.L. de Jong & E. Osseweijer (2008). Inleiding: De ViPs-projecten. In H.T. van der Molen, H.G. Schmidt, M.L. de Jong & E.M. Osseweijer (Eds.), Vaardigheden in Psychodiagnostiek (pp. H 1). Amsterdam: Boom
  • J. Henrichs, J.J.A.M. Schenk, S.J. Roza, M.P. Van Den Berg, H.G. Schmidt, E.A.P. Steegers, A. Hofman, V.W.V.K. Jaddoe, F.C. Verhulst & H.W. Tiemeier (2008). Maternal psychological distress and fetal growth trajectories. In S.J. Roza (Ed.), Prenatal and early postnatal brain development: The Generation R Study (pp. 33-47). Rotterdam: Rotterdam Erasmus Universiteit
  • H.T. van der Molen, M.A. Hommes, C.C.M. Hulshof, M.L. de Jong, A.J. Kuntze, B.N. Mayer, E. Osseweijer, J. Pieters, H.G. Schmidt & M.M. Soppe (2007). Zelfinstructieprogramma¿s voor de Basisaantekening Psychodiagnostiek. In P.W.J. Schramade (Ed.), Handboek Effectief Opleiden, aanvulling 43 . Den Haag: Reed Business Information
  • W.W.R. te Winkel, R.M.J.P. Rikers & H.G. Schmidt (2006). Digital support for a constructivist approach to education: The case of a problem-based psychology curriculum. In M. Savin-Baden & K. Wilkie (Eds.), Problem-based Learning Online . London: McGraw-Hill
  • M.M. Magzoub & H.G. Schmidt (2000). Impact of community-based educational programs on graduates: Recent findings and common problems. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 407-416). Maastricht: Network Publications
  • D. Dolmans & H.G. Schmidt (2000). What directs self-directed learning in a problem-based curriculum? In D.H. Evensen & C.E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 251-262). Mahwah: Lawrence Erlbaum
  • J.L. van der Linden, G. Erkens, H.G. Schmidt & P. Renshaw (2000). Collaborative learning. In P.R.J. Simons, J.L. van der Linden & T.M. Duffy (Eds.), New Learning (pp. 37-54). Dordrecht: the Netherlands: Kluwer
  • H.P.A. Boshuizen & H.G. Schmidt (2000). The development of clinical reasoning expertise. In J. Higgs & M.A. Jones (Eds.), Clinical reasoning in the health professions (pp. 15-22). Oxford, UK: Heinemann-Butterworth
  • G. Feletti, R. Ja'afar, A. Joseph, M.M. Magzoub, C. McHarney-Brown, K. Omonisi, A. Refaat, J. Wachs & H.G. Schmidt (2000). Implementation of community-based curricula. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 147-200). Maastricht: Network Publications
  • G. Feletti, R. Ja'afar, A. Joseph, M.M. Magzoub, C. McHarney-Brown, K. Omonisi, A. Refaat, J. Wachs & H.G. Schmidt (2000). Community-based curriculum design: Examples and perspectives. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 121-146). Maastricht: Network Publications
  • M.M. Magzoub, H.G. Schmidt, M. Ilyas & J. Lewis (2000). Impact of community-based educational programs (1): Effects on the community. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 375-388). Maastricht: Network Publications
  • M.M. Magzoub, H.G. Schmidt & A. Ahmed (2000). Impact of community-based educational programs (2): Impact on health services. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 389-406). Maastricht: Network Publications
  • H.C.M. Hoonhout & H.G. Schmidt (2000). Human factors education: Lecturing solutions or problem-based learning? In D. de Waard, C. Weikert, J. Hoonhout & J. Ramaekers (Eds.), Human-system interaction: Education, research and application in the 21st century (pp. 87-98). Maastricht: Shaker Publishing
  • M.M. Magzoub & H.G. Schmidt (2000). A taxonomy of community-based educational programs. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 103-120). Maastricht: Network Publications
  • M.M. Magzoub & H.G. Schmidt (2000). Causal modelling of community-based education. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practices (pp. 53-64). Maastricht: Network Publications
  • M.M. Magzoub & H.G. Schmidt (2000). Some principles involved in community-based education. In H.G. Schmidt, M. Magzoub, G. Feletti, Z. Nooman & P. Vluggen (Eds.), Handbook of community-based education: Theory and practises (pp. 27-38). Maastricht: Network Publications
  • H.G. Schmidt & J.H.C. Moust (2000). Processes that shape small-group tutorial learning: A Review of Research. In D.H. Evensen & C.E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 19-52). Mahwah: Lawrence Erlbaum
  • J.H.C. Moust & H.G. Schmidt (1999). Preparando a faculdade e os estudiantes para a aprendizagem de base em resoluçã de problemas (PBL). In C. Engel, G. Majoor & P. Vluggen (Eds.), Edução de profissionais de saúde orientada para a communidade (pp. 91-104). Maastricht: Network Publications
  • H.G. Schmidt & J.H.C. Moust (1999). A Taxonomy of problems used in problem-based curricula. In J. van Merriënboer & G. Moerkerke (Eds.), Instructional design for problem-based learning. Proceedings of the Third Workshop of the EARLI SIG Instructional Design (pp. 3-12). Maastricht: Datawyse Publishing
  • H.G. Schmidt (1999). A base logica de aprendizagem em resoluçäã de problemas. In C. Engel, G. Majoor & P. Vluggen (Eds.), Edução de profissionais de saúde orientada para a communidade (pp. 83-90). Maastricht: Network Publications
  • M.M. Magzoub, H.G. Schmidt, D. Dolmans & A.A. Abdel-Hameed (1998). Assessing students in community settings. In The 7th Ottawa International Conference on Medical Education and Assessment (pp. 254). Maastricht: Datawyse Publishing
  • H.P.A. Boshuizen & H.G. Schmidt (1995). The development of clinical reasoning expertise: Implications for teaching. In J. Higgs & M.A. Jones (Eds.), Clinical reasoning in the health professions . Oxford: Heinemann-Butterworth
  • H.P.A. Boshuizen, H.G. Schmidt & L. Wassmer (1994). Curriculum style and the integration of biomedical and clinical knowledge. In P.A.J. Bouhuijs, H.G. Schmidt & H.J.M. van Berkel (Eds.), Problem-based learning as an educational strategy . Maastricht: Network Publications
  • J.H.C. Moust & H.G. Schmidt (1994). Comparing students and faculty as tutors: How effective are they? In P.A.J. Bouhuijs, H.G. Schmidt & H.J.M. van Berkel (Eds.), Problem-based learning as an educational strategy . Maastricht: Network Publications
  • W.H. Gijselaers & H.G. Schmidt (1993). Optimalisering van het onderwijsleerproces in probleemgestuurd onderwijs. In H.J.M. van Berkel (Ed.), Onderwijsonderzoek in Nederland en Vlaanderen (pp. 251-252). Houten: Bohn, Stafleu, Van Loghum
  • S.M. Bögels, H.P.A. Boshuizen, E.J.F.M. Custers, T. van Mourik, H.G. Schmidt & R.F. Vaatstra (1993). [et al.] Het verwerven van expertise in complexe domeinen: Accountancy, geneeskunde en psychiatrische diagnostiek. In H.J.M. Berkel (Ed.), Onderwijsonderzoek in Nederland en Vlaanderen (pp. 182-186). Houten: Bohn, Stafleu, Van Loghum
  • H.P.A. Boshuizen, P.P.M. Hobus, E.J.F.M. Custers & H.G. Schmidt (1992). Cognitive effects of practical experience. In A.E. Evans & L.D. Patel (Eds.), Advanced models of cognition for medical training and practice . New York: Springer Verlag
  • H.G. Schmidt & H.P.A. Boshuizen (1992). Encapsulation of biomedical knowledge. In D.A. Evans & V.L. Patel (Eds.), Advanced models of cognition for medical training and practice . New York: Springer Verlag
  • H.G. Schmidt, H.P.A. Boshuizen & G.R. Norman (1992). Reflections on the nature of expertise in medicine. In E. Keravnou (Ed.), Deep Models for Medical Knowledge Engineering . Amsterdam: Elsevier
  • S.M. Bögels, H.G. Schmidt & C. van der Vleuten (1991). Ontwikkeling van een vaardigheidstoets voor het anamnestisch interview in de geestelijke gezondheidszorg. In J. Hoogstraten & W.J. van der Linden (Eds.), Methodologie (pp. 37-47). Amsterdam: Stichting Centrum van Onderwijsonderzoek
  • M. Machiels-Bongaerts, H.P.A. Boshuizen & H.G. Schmidt (1990). Aktivatie van voorkennis en tekstverwerking. In J.M. Pieters (Ed.), Onderzoek van het onderwijs: leren en onderwijzen (pp. 121-125). Enschede: Universiteit Twente
  • H.G. Schmidt (1990). Onderwijskundige aspecten van probleemgestuurd onderwijs. In W.M.G. Jochems (Ed.), Aktiverend onderwijs . Delft: Delftse Universitaire Pers
  • G.D. Majoor, H.G. Schmidt, J.H.C. Moust, H.A.M. Snellen & B. Stalenhoef (1990). Construction of problems for problem-based learning. In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status . New York: Springer Publishing
  • H.P.A. Boshuizen & H.G. Schmidt (1990). Biomedical knowledge and clinical expertise. In E. Backer, J.H.C. Reiber & J.W. Smeets (Eds.), Acquisitie van medische kennis ten behoeve van expertsystemen (pp. 17-26). Delft: Delftse Universitaire Pers
  • H.P.A. Boshuizen & H.G. Schmidt (1990). Over het verwerven van medische expertise. In J.M. Pieters (Ed.), Onderzoek van het onderwijs: leren en onderwijzen (pp. 27-32). Enschede: Universiteit Twente
  • W.H. Gijselaers & H.G. Schmidt (1990). Towards a causal model of student learning within the context of a problem-based curriculum. In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status . New York: Springer Publishing
  • H.A.M. Snellen & H.G. Schmidt (1990). Perceived workload as an indicator for the quality of instruction, the case of Maastricht. In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status . New York: Springer Publishing
  • H.G. Schmidt (1990). Innovative and conventional curricula compared: What can be said about their effects? In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status . New York: Springer Publishing
  • H.P.A. Boshuizen & H.G. Schmidt (1990). The developing structure of medical knowledge. In Z. Nooman, H.G. Schmidt & E. Ezzat (Eds.), Innovation in medical education, an evaluation of its present status . New York: Springer Publishing
  • H.G. Schmidt, H.P.A. Boshuizen & P.P.M. Hobus (1989). Medizinisches Problemlösen: Forschungsergebnisse und instruktionale Konsequenzen. In W. Schönpflug (Ed.), Bericht über den 36. Kongress der Deutschen Gesellschaft für Psychologie in Berlin 1988 . Göttingen: Hogrefe
  • H.G. Schmidt, P.A.J. Bouhuijs, T. Khattab & F. Makladi (1989). Attitude change among medical teachers: effects of a workshop on tutorials. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education . New York: Springer Verlag
  • M.L. de Volder, H.G. Schmidt, W.S,. de Grave & J.H.C. Moust (1989). Motivation and achievement in cooperative learning: the role of prior knowledge. In J.H.C. van der Berchen & F. Halisch (Eds.), Achievement and task motivation . Berwyn: Swets North America
  • H.G. Schmidt (1989). How effective are problem-based, community-oriented curricula: Experienced evidence. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education . New York: Springer Verlag
  • H.G. Schmidt (1989). Problem-based learning. Introduction to Part III. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education . New York: Springer Verlag
  • H.G. Schmidt, S. Foster & P.A.J. Bouhuijs (1989). Theoretische en empirische grondslagen van probleemgestuurd onderwijs. In P. Keizer (Ed.), Probleemgestuurd onderwijs in de economische wetenschap . Assen: Van Gorcum
  • U. Bollag, H.G. Schmidt, T. Fryers & J. Lawani (1989). Medical education in action: community-based experience and service in Nigeria. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education . New York: Springer Verlag
  • H.G. Schmidt (1989). Faculty Development. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education . New York: Springer Verlag
  • H.G. Schmidt (1989). The rationale behind problem-based learning. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education . New York: Springer Verlag
  • J.H.C. Moust & H.G. Schmidt (1989). Preparing faculty members and students for problem-based learning. In H.G. Schmidt, M. Lipkin, M. de Vries & J. Greep (Eds.), New directions for medical education . New York: Springer Verlag
  • H.P.A. Boshuizen, H.G. Schmidt & L.D. Coughlin (1988). On the application of medical basic science knowledge in clinical reasoning: Implications for structural knowledge differences between experts and novices. In Proceedings of the Cognitive Science Society Meeting . Hillsdale: Lawrence Erlbaum
  • H.G. Schmidt, H.P.A. Boshuizen & P.P.M. Hobus (1988). Transitory stages in the development of medical expertise: The "intermediate effect" in clinical case representation studies. In Proceedings of the Cognitive Science Society Meeting (pp. 139-145). Hillsdale: Lawrence Erlbaum
  • J.H.C. Moust, H.G. Schmidt, M.L. de Volder, J.J.J. Beliën & W.S,. de Grave (1987). Effects of verbal participation in small-group discussion on learning. In J.T.E. Richardson, M.E. Eysenck & D.W. Piper (Eds.), Student learning: research in education and cognitive psychology . Milton Keynes: Open University Press
  • J.H.C. Moust, H.G. Schmidt, M.L. de Volder, I.P.A. Kokx & W.S,. de Grave (1987). Effecten van verschil in verbale deelname aan de discussie in kleine groepen op leerprestaties. In J.H. Boonman & J.L. van der Linden (Eds.), Taal, leren en samenwerken in het onderwijs . Lisse: Swets & Zeitlinger B. V.
  • H.P.A. Boshuizen & H.G. Schmidt (1987). Comparing on-line and post hoc problem representation in clinical reasoning. In 29. Tagung experimentel arbeitender Psychologen (pp. 24). Aachen: Institut für psychologie der RWTH Aachen
  • M.L. de Volder, H.G. Schmidt, J.H.C. Moust & W.S,. de Grave (1986). Problem-based-learning and intrinsic motivation. In J.H.C. van der Berchen, T.C.M. Bergen & E.E.I. de Bruyn (Eds.), Achievement and task motivation . Berwyn: Swets North America
  • W.H.F.W. Wijnen & H.G. Schmidt (1986). Probleemgestuurd onderwijs bij de medische faculteit Maastricht. In C.T.C.W. Mettes & J.G.M. Gerritsma (Eds.), Probleemoplossen . Utrecht: Het Spectrum
  • J.J.J. Beliën, H.G. Schmidt & W.H.F.W. Wijnen (1985). Het Maastrichtse onderwijsmodel. In L.G.M. Stouthart (Ed.), Tussen twee bruggen . Maastricht
  • W.H. Gijselaers & H.G. Schmidt (1985). An approach to programme evaluation based on comparative data. In S. Goodlad (Ed.), Accountable autonomy, perspectives in professional education . Guildford: The Society for Research into Higher Education
  • H.G. Schmidt & J.H.C. Moust (1984). Een training in het werken in taakgerichte groepen. In F.R. Oomkes & A.J.J. Bakker (Eds.), Groepstrainingen . Meppel: Boom
  • M.L. de Volder & H.G. Schmidt (1982). Tutor: inhoudsdeskundige of procesbegeleider. In H.G. Schmidt (Ed.), Probleemgestuurd onderwijs . Harlingen: Stichting voor Onderzoek van het Onderwijs
  • E. de Graaff, J.H.C. Moust, C.F.M. Ronteltap & H.G. Schmidt (1982). Studiebeleving van Maastrichtse medische studenten. In H.G. Schmidt (Ed.), Probleemgestuurd onderwijs . Harlingen: Stichting voor Onderzoek van het Onderwijs
  • H.G. Schmidt (1982). Enkele cognitieve effecten van probleemgestuurd onderwijs. In H.G. Schmidt (Ed.), Probleemgestuurd onderwijs . Harlingen: Stichting voor Onderzoek van het Onderwijs
  • H.G. Schmidt (1982). Activation and restructuring of prior knowledge and their effects on text processing. In A. Flammer & W. Kintsch (Eds.), Discourse processing (pp. 325-338). Amsterdam: North-Holland Publishing
  • P.A.J. Bouhuijs, H.G. Schmidt, R.E. Snow & W.H.F.W. Wijnen (1980). La Rijksuniversiteit du Limbourg, Maastricht: développement de la formation medicale. In F.M. Katz & T. Fülöp (Eds.), Personnels de santé: quelques exemples de programmes de formation . Genève: Organisation Mondiale de la Santé
  • B. Karreman, G. Werner, H.T. van der Molen, E.M. Osseweijer, M. Ackermann, H.G. Schmidt & E. van der Wal (2018). Academic Writing Skills for Economics and Business Administration. Amsterdam: Boom
  • H.T. van der Molen, M. Ackermann, E.M. Osseweijer, H.G. Schmidt, E. van der Wal, B.B. de Boer & M.G. Polak (2018). Academic Writing Skills. Digital skills training in academic writing for psychology, pedagogy and education, and social sciences. 2e Ed. Amsterdam: Boom
  • M. Ackermann, E.M. Osseweijer, H.G. Schmidt, H.T. van der Molen, E. van der Wal & M.G. Polak (2018). Zelf leren schrijven. Schrijfvaardigheid voor psychologie, pedagogiek en sociale wetenschappen. 4e druk. Amsterdam: Boom
  • M. Ackermann, E.M. Osseweijer, H.G. Schmidt, H.T. van der Molen, E. van der Wal & M.G. Polak (2018). Zelf Leren Schrijven - Schrijfvaardigheid voor psychologie, pedagogiek en sociale wetenschappen, 4e Editie. Amsterdam: Boom
  • H.T. van der Molen, M. Ackermann, E.M. Osseweijer, H.G. Schmidt, E. van der Wal, B.B. de Boer & M.G. Polak (2018). Academic Writing Skills, 2nd Edition. Rotterdam: Department of Psychology, Education and Child Studies, Erasmus University Rotterdam & Boom uitgevers Amsterdam
  • L.M. Vermeulen, A.W.A. Scheepers, M.G.J.M. Adriaans, L.R. Arends, R. van den Bos, S. Bouwmeester, F.B.L. van der Meer, L. Schaap, A.A.C.M. Smeets, H.T. van der Molen & H.G. Schmidt (2012). Nominaal studeren in het eerste jaar. Tijdschrift voor Hoger Onderwijs, 30 (3), 204-216.
  • M. Ackermann, E. Osseweijer, H.G. Schmidt, H.T. van der Molen & E. van der Wal (2012). Zelf leren schrijven. Schrijfvaardigheid voor psychologie, pedagogiek en sociale wetenschappen (3e geheel herziene druk). Den Haag: Boom/Lemma Uitgevers
  • M. Ackermann, E. Osseweijer, H.G. Schmidt & H.T. van der Molen (2006). Zelf leren schrijven. Schrijfvaardigheid voor psychologie, pedagogiek en sociale wetenschappen. Amsterdam: Boom
  • S.M.M. Loyens, R.M.J.P. Rikers & H.G. Schmidt (2005). Studenten en constructivisme: gaat dat wel samen? Opleiding & Ontwikkeling, 6 , 40-44.
  • H.T. van der Molen & H.G. Schmidt (2003). Persoonlijkheid, Interpersoonlijk Gedrag en Waarden van de Pipeliner. (Extern rapport). Rotterdam: Erasmus Universiteit Rotterdam
  • H.G. Schmidt (2002). Kleine psychologie van de stad. De Psycholoog, 37 , 238-243.
  • H.G. Schmidt (2001). Effecten van probleemgestuurd onderwijs op afgestudeerden van de Universiteit Maastricht. In A. Evers (Ed.), Jubileumboek Universiteit Maastricht (pp. 63-88). Maastricht: Universiteit Maastricht
  • M.L. Hofstra, P.P.M. Hobus, H.P.A. Boshuizen & H.G. Schmidt (1988). De invloed van ervaring op diagnostische prestaties van huisartsen. Huisarts en Wetenschap, 31 , 282-284.
  • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). Literature recommendations in problem-based learning: The effects of autonomy. Paper presented at the meeting of Junior Researchers of the European Association for Research on Learning and Instruction: Regensburg, Germany (2012, juli 23 - 2012, juli 27).
  • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). Student motivation in problem-based learning: Do topic interest and tutor communication style matter? Paper presented at the ICO Fall School: Girona, Spain (2012, november 5 - 2012, november 10).
  • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). The influence of tutor communication on motivation: Controlling versus noncontrolling language. In D. H. J. M. Dolmans (Chair), Does feedback in problem-based learning enhance student learning? Symposium conducted at the meeting of American Educational Research Association: Vancouver, Canada (2012, april 13 - 2012, april 17).
  • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2012). Student motivation in student-centered learning: The influence of topic interest and tutor instructions. Paper presented at the International Conference on Motivation: Frankfurt am Main, Germany (2012, augustus 28 - 2012, augustus 30).
  • L. Wijnia, S.M.M. Loyens, N.S. Koendjie & H.G. Schmidt (2011). Tutor predictions of students' study success. In S. M. M. Loyens (Chair). Factors influencing students’ achievement in problem-based learning. Symposium conducted at the meeting of European Association for Research on Learning and Instruction: Exeter, United Kingdom (2011, augustus 30 - 2011, september 3).
  • L. Wijnia, S.M.M. Loyens, E. Derous & H.G. Schmidt (2011). The influence of tutor autonomy-support on student motivation and performance in problem-based learning. Poster session presented at the meeting of Junior Researchers of the European Association for Research on Learning and Instruction: Exeter, United Kingdom (2011, augustus 29 - 2011, augustus 30).
  • L. Wijnia, S.M.M. Loyens, N.S. Koendjie & H.G. Schmidt (2010). The accuracy of tutor expectations of student achievement in a problem-based learning environment. Poster session presented at the meeting of Junior Researchers of the European Association for Research on Learning and Instruction: Frankfurt am Main, Germany (2010, juli 19 - 2010, juli 22).
  • A.B.H. de Bruin, R.M.J.P. Rikers, H.G. Schmidt & J.W. van Strien (2006). The effect of performance feedback on metacomprehension accuracy in cognitive skill acquisition. 47 th annual meeting of the Psychonomic Society: Houston Texas (2006, november 16 - 2006, november 19).
  • G. Camp, D. Pecher & H.G. Schmidt (2006). Is retrieval-induced forgetting context-specific? Psychonomic Society Annual Meeting 2006: Houston (2006, november 18).
  • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2006). Metacognitive judgments in cognitive skill acquisition: The effect of learner expertise. Annual Meeting of the American Educational Research Association: San Francisco, CA (2006, april 1).
  • H.G. Schmidt (2005). 30 years of PBL-Does it deliver on what was promised? 9th Annual Meeting of the International Association of Medical Science Educators (IAMSE): Los Angeles (2005, juli 16 - 2005, juli 19).
  • H.G. Schmidt (2005). Influence of research on practices in medical education: The case of problem-based learning. Association of Medical Education in Europe (AMEE): Amsterdam (2005, augustus 30 - 2005, september 3).
  • H.G. Schmidt (2005). Probleemgestuurd onderwijs: innovatief en internationaal? Health Sciences 25 years: Nationally cultivated, internationally inspired: Maastricht (2005, september 9 - 2005, september 9).
  • H.G. Schmidt (2005). Long-term outcomes of PBL curricula. 4th International Symposium on Problem-based Learning in Dental Education: Sampran, Thailand (2005, oktober 23 - 2005, oktober 27).
  • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2005). Metacognition and cognitive load: the effect of self-explanation when learning to play chess. Workshop Cognitive Load and Expertise: Heerlen.
  • G. Camp, D. Pecher & H.G. Schmidt (2004). Retrieval-induced forgetting in implicit memory tests: the role of test awareness. Psychonomic Society Annual Meeting 2004: Minneapolis, USA (2004, november 18).
  • P.P.J.L. Verkoeijen, R.M.J.P. Rikers, M.I. Augustus & H.G. Schmidt (2004). Different Language Repetitions and Spacing Effects in Free Recall: The Role of Orthographic and Semantic Similarity in Study-phase Retrieval. 45th Annual Meeting of the Psychonomic Society: Minneapolis (2004, november 18).
  • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2004). Metacognitive monitoring and self-regulation in cognitive skill acquisition. 45th Annual Meeting of the Psychonomic Society: Minneapolis (2004, januari 1).
  • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2004). Metacognitive monitoring and self-regulation in cognitive skill acquisition. Psychonomic Society Meeting: Minneapolis (2004, november 18).
  • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2004). An Experimental Test of the Characteristics of Deliberate Practice: Monitoring and Self-regulation when Learning to Play Chess. Annual Meeting of the American Educational Research Association: (2004, april 1).
  • A.B.H. de Bruin, R.M.J.P. Rikers & H.G. Schmidt (2004). Het effect van voorspellen en genereren van zelfverklaringen op het leren schaken. Onderwijsresearchdagen (ORD): Utrecht (2004, juni 9).
  • P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2004). The effect of different-language repetition on spacing effects in free recall: An investigation of the enabling conditions of study phase retrieval. Psychonomic Society Meeting: Minneapolis (2004, november 18).
  • P.P.J.L. Verkoeijen, R.M.J.P. Rikers & H.G. Schmidt (2003). Negatieve effecten van Context Variatie op het Spacing Effect in Free Recall. 9e NVP (Nederlandse Vereniging voor Psychonomie) wintercongres: Egmond aan Zee.
  • P.F. Wimmers, P.P.J.L. Verkoeijen, M.J.W. van de Wiel & H.G. Schmidt (2003). Inducing Processing Shifts in Solving Clinical Cases by Manipulation of Case Format and Elaborative Instruction. Annual Meeting of the American Educational Research Association: Chicago.
  • G. Camp, A. van het Kaar, H.T. van der Molen & H.G. Schmidt (2002). Probleemgestuurd onderwijs: Stap voor stap. Rotterdam: EUR/Instituut voor Pychologie
  • A.B.H. de Bruin, H.G. Schmidt & R.M.J.P. Rikers (2002). The role of biomedical knowledge in clinical reasoning: A structural equation modeling approach. Annual Meeting of the American Educational Research Association: New Orleans (2002, januari 1).
  • A.B.H. de Bruin, M.J.W. van de Wiel, R.M.J.P. Rikers & H.G. Schmidt (2001). Explaining the intermediate effect in clinical case recall: An attempt at experimental manipulation. The Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).
  • H.G. Schmidt (2001). Long-term effects of problem-based learning. The Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).
  • P.P.J.L. Verkoeijen, M.W.J. van de Wiel, H.G. Schmidt & J. Kooman (2001). Case Representation by Medical Experts, Intermediates and Novices for Laboratory Data presented with or without a Clinical Context. Annual Meeting the American Educational Research Association: Seattle, WA.
  • W.W.R. te Winkel, J.J.G,. van Merriënboer & H.G. Schmidt (2001). The effect of instructional support on learning behavior in a rich telematics-learning environment. The Annual Meeting of the Americain Educational Research Association: New Orleans (2001, maart 1).
  • P.W.M. van Gerven, F. Paas, J.J.G,. van Merriënboer, M. Hendriks & H.G. Schmidt (2001). A multimedia strategy for efficient complex skill training into old age. The Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).
  • H.G. Schmidt (2001). Encapsulation explains recall and proming phenomena in medical expertise research. The Annual Meeting of the Americain Educational Research Association: Seattle (2001, april 1).
2011
January
25
Medical Diagnosis as a Model of 'System 1- System 2' Decision-Making
Research Seminar
As: Speaker
2009
December
10
ERIM Awards Ceremony 2009
Institute Event
As: Speaker

Address

Visiting address

Office: Mandeville Building T13-33
Burg. Oudlaan 50
3062 PA Rotterdam

Postal address

Postbus 1738
3000 DR Rotterdam
Netherlands