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Psychology

D-Index
106
Citations
43188
World Ranking
467
National Ranking
18

Overview

Henk G. Schmidt is affiliated with Erasmus University Rotterdam in the Netherlands and has a substantial record of publications primarily in the field of medicine. Their research contributions focus extensively on clinical reasoning and diagnostic skills as well as innovations in medical education.

Recent scholarly work includes papers such as Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins? (2020, Educational Psychology Review) and How cognitive psychology changed the face of medical education research (2020, Advances in Health Sciences Education). Other notable publications associated with their frequent co-authors include studies on diagnostic reasoning and clinical reflection.

The main fields of study for this researcher center on medicine, with particular attention to subfields like family practice, public health, environmental and occupational health, education, radiology, nuclear medicine and imaging, and social psychology. Their work addresses topics including:

  • Clinical Reasoning and Diagnostic Skills
  • Innovations in Medical Education
  • Radiology Practices and Education
  • Problem and Project Based Learning
  • Empathy and Medical Education
  • Patient Safety and Medication Errors
  • Education and Critical Thinking Development

Frequent collaborators contributing to research include Sílvia Mamede, Laura Zwaan, Jerome I. Rotgans, Salah Eldin Kassab, and Hossam Hamdy. These co-authorships reflect interdisciplinary and methodological interactions within health professions education.

Publication venues with multiple contributions include BMC Medical Education, Health Professions Education, Medical Education, BMJ Quality & Safety, and Advances in Health Sciences Education. This distribution indicates a consistent focus on medical education and quality assurance in clinical environments.

Some key recent papers affiliated with or related to this researcher's field are:

  • Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?, 2020, Educational Psychology Review
  • 'Immunising' physicians against availability bias in diagnostic reasoning: a randomised controlled experiment, 2020, BMJ Quality & Safety
  • Deliberate reflection and clinical reasoning: Founding ideas and empirical findings, 2022, Medical Education
  • How cognitive psychology changed the face of medical education research, 2020, Advances in Health Sciences Education
  • Measurement of student engagement in health professions education: a review of literature, 2023, BMC Medical Education

Best Publications

  • The psychological basis of problem-based learning: A review of the evidence

    Geoffrey R. Norman;Henk G. Schmidt

  • Problem-based learning: rationale and description

    Henk Schmidt

  • A Cognitive Perspective on Medical Expertise: Theory and Implications

    Henk Schmidt;Geoffrey Norman;Henny Boshuizen

  • Effectiveness of problem-based learning curricula: theory, practice and paper darts.

    Geoffrey R Norman;Henk G Schmidt

  • Foundations of problem-based learning: Some explanatory notes

    Henk G. Schmidt

  • The process of problem‐based learning: What works and why.

    Henk G. Schmidt;Jerome I. Rotgans;Elaine H. J. Yew;Elaine H. J. Yew

  • On the Role of Biomedical Knowledge in Clinical Reasoning by Experts, Intermediates and Novices

    Henny P.A. Boshuizen;Henk G. Schmidt

  • How expertise develops in medicine: knowledge encapsulation and illness script formation.

    Henk G Schmidt;Remy M J P Rikers

  • Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006).

    Henk G. Schmidt;Sofie M. M. Loyens;Tamara Van Gog;Fred Paas

  • Maternal Thyroid Function during Early Pregnancy and Cognitive Functioning in Early Childhood: The Generation R Study

    Jens Henrichs;Jacoba J. Bongers-Schokking;Jacqueline J. Schenk;Akhgar Ghassabian

  • What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula.

    Henk G. Schmidt;Jos H. C. Moust

  • The Causes of Errors in Clinical Reasoning: Cognitive Biases, Knowledge Deficits, and Dual Process Thinking

    Geoffrey R Norman;Sandra D Monteiro;Jonathan Sherbino;Jonathan S Ilgen

  • Description, justification and clarification: a framework for classifying the purposes of research in medical education.

    David Allan Cook;Georges Bordage;Henk G. Schmidt

  • Stress amongst dental students: a systematic review

    A. M. Alzahem;H. T. van der Molen;A. H. Alaujan;H. G. Schmidt

  • On Acquiring Expertise in Medicine

    Henk G. Schmidt;Henny P. A. Boshuizen

  • Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school.

    Henk G Schmidt;Lyanda Vermeulen;Henk T van der Molen

  • Situational Interest and Academic Achievement in the Active-Learning Classroom.

    Jerome I. Rotgans;Henk G. Schmidt

  • Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School

    Henk G. Schmidt;Henk T. Van Der Molen;Wilco W. R. Te Winkel;Wynand H. F. W. Wijnen

  • Factors affecting small-group tutorial learning: A review of research.

    Henk G. Schmidt;Jos H. C. Moust

  • The structure of reflective practice in medicine

    Silvia Mamede;Henk G Schmidt

Frequent Co-Authors

Remy M. J. P. Rikers
Remy M. J. P. Rikers Utrecht University
Henny P. A. Boshuizen
Henny P. A. Boshuizen The Open University
Peter Muris
Peter Muris Maastricht University
Harald Merckelbach
Harald Merckelbach Maastricht University
Tamara van Gog
Tamara van Gog Utrecht University
Fred Paas
Fred Paas Erasmus University Rotterdam
Anique B. H. de Bruin
Anique B. H. de Bruin Maastricht University
Frank C. Verhulst
Frank C. Verhulst Erasmus University Rotterdam
Jeroen J. G. van Merriënboer
Jeroen J. G. van Merriënboer Maastricht University
Eric Rassin
Eric Rassin Erasmus University Rotterdam

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