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Social Sciences and Humanities

D-Index
47
Citations
9919
World Ranking
3375
National Ranking
142

Overview

Erik W. Driessen is affiliated with Maastricht University in the Netherlands. Their research primarily spans the fields of Medicine and Social Sciences, with notable contributions to Public Health, Environmental and Occupational Health, Education, General Health Professions, Family Practice, and Social Psychology.

Their work focuses on several main topics within medical education and health research, including:

  • Innovations in Medical Education
  • Clinical Reasoning and Diagnostic Skills
  • Global Health and Surgery
  • Reflective Practices in Education
  • Diversity and Career in Medicine
  • Global Health Workforce Issues
  • Health and Medical Research Impacts

Driessen's publications have appeared frequently in several academic venues. The most notable publication outlets include:

  • Perspectives on Medical Education
  • Medical Education
  • Medical Teacher
  • Zenodo (CERN European Organization for Nuclear Research)
  • bioRxiv (Cold Spring Harbor Laboratory)

Among recent papers associated with their research are:

  • "Where the rubber meets the road - An integrative review of programmatic assessment in health care professions education" (2020, Perspectives on Medical Education)
  • "Putting self-regulated learning in context: Integrating self-, co-, and socially shared regulation of learning" (2021, Medical Education)
  • "Knowledge syntheses in medical education: A bibliometric analysis" (2020, Perspectives on Medical Education)
  • "Between trust and control: Teachers' assessment conceptualisations within programmatic assessment" (2020, Medical Education)
  • "Learning in the workplace: Use of informal feedback cues in doctor-patient communication" (2020, Medical Education)

Driessen has collaborated extensively with several coauthors, including:

  • Lauren A. Maggio
  • Anthony R. Artino
  • Joseph A. Costello
  • Janneke Frambach
  • Pim W. Teunissen

Best Publications

  • A model for programmatic assessment fit for purpose

    C. P. M. Van Der Vleuten;L. W. T. Schuwirth;E. W. Driessen;J. Dijkstra

  • The assessment of professional competence: building blocks for theory development

    C. P. M. van der Vleuten;L. W. T. Schuwirth;F. Scheele;E. W. Driessen

  • Portfolios in medical education: why do they meet with mixed success? A systematic review.

    Erik Driessen;Jan Van Tartwijk;Cees Van Der Vleuten;Val Wass

  • Conditions for successful reflective use of portfolios in undergraduate medical education.

    Erik W Driessen;Jan van Tartwijk;Karlijn Overeem;Jan D Vermunt

  • Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2).

    Joan Sargeant;Jocelyn Lockyer;Karen Mann;Eric Holmboe

  • Twelve Tips for programmatic assessment

    C. P. M. van der Vleuten;L. W. T. Schuwirth;E. W. Driessen;M. J. B. Govaerts

  • Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

    Janneke M Frambach;Erik W Driessen;Li-Chong Chan;Cees P M van der Vleuten

  • Portfolios for assessment and learning: AMEE Guide no. 45.

    Jan Van Tartwijk;Erik W Driessen

  • The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: a case study.

    E. Driessen;C. van der Vleuten;L. Schuwirth;J.W.F. van Tartwijk

  • Learning from clinical work: the roles of learning cues and credibility judgements.

    Christopher Watling;Erik Driessen;Cees P M van der Vleuten;Lorelei Lingard

  • Use of portfolios in early undergraduate medical training.

    Erik Driessen;Jan van Tartwijk;Jan D Vermunt;Cees P M van der Vleuten

  • Training Physicians to Provide High-Value, Cost-Conscious Care A Systematic Review

    Lorette A. Stammen;Renée E. Stalmeijer;Emma Paternotte;Andrea Oudkerk Pool

  • The impact of programmatic assessment on student learning: theory versus practice

    Sylvia Heeneman;Andrea Oudkerk Pool;Cees P M van der Vleuten

  • Quiet or Questioning? Students' Discussion Behaviors in Student-Centered Education across Cultures.

    Janneke M. Frambach;Erik W. Driessen;Philip Beh;Cees P.M. van der Vleuten

  • Beyond individualism: professional culture and its influence on feedback.

    Christopher Watling;Erik Driessen;Cees P M van der Vleuten;Meredith Vanstone

  • The self critical doctor: helping students become more reflective.

    Erik Driessen;Jan van Tartwijk;Tim Dornan

  • Learning culture and feedback: an international study of medical athletes and musicians

    Christopher Watling;Erik Driessen;Cees P M van der Vleuten;Lorelei Lingard

  • Web- or paper-based portfolios: is there a difference?

    Erik W Driessen;Arno M M Muijtjens;Jan van Tartwijk;Cees P M van der Vleuten

  • Stakes in the eye of the beholder: an international study of learners' perceptions within programmatic assessment.

    Suzanne Schut;Erik Driessen;Jan van Tartwijk;Cees van der Vleuten

  • Doctors' perceptions of why 360-degree feedback does (not) work: a qualitative study.

    Karlijn Overeem;Karlijn Overeem;Hub Wollersheim;Erik Driessen;Kiki Lombarts

Frequent Co-Authors

Cees P. M. van der Vleuten
Cees P. M. van der Vleuten Maastricht University
Pim W. Teunissen
Pim W. Teunissen Maastricht University
Anthony R. Artino
Anthony R. Artino George Washington University
Lorelei Lingard
Lorelei Lingard University of Western Ontario
Albert J. J. A. Scherpbier
Albert J. J. A. Scherpbier Maastricht University
Martin Valcke
Martin Valcke Ghent University
Arno M. M. Muijtjens
Arno M. M. Muijtjens Maastricht University
Jan D. Vermunt
Jan D. Vermunt Eindhoven University of Technology
Lambert Schuwirth
Lambert Schuwirth Flinders University
Wim H. Gijselaers
Wim H. Gijselaers Maastricht University

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