What is she best known for?
The fields of study she is best known for:
- Pedagogy
- Social psychology
- Curriculum
Medical education, Teaching method, Mathematics education, Problem-based learning and Higher education are her primary areas of study.
She focuses mostly in the field of Medical education, narrowing it down to matters related to Cognitive apprenticeship and, in some cases, Situated learning and Cooperative learning.
Her Teaching method research focuses on Teaching and learning center in particular.
Her work deals with themes such as Experiential learning, Collaborative learning and Professional development, which intersect with Problem-based learning.
Her study looks at the relationship between Higher education and fields such as Pedagogy, as well as how they intersect with chemical problems.
Her Faculty development research is multidisciplinary, relying on both TUTOR, Active learning and Education theory.
Her most cited work include:
- Problem-based learning: future challenges for educational practice and research. (548 citations)
- Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research. (197 citations)
- The development and validation of a framework for teaching competencies in higher education (197 citations)
What are the main themes of her work throughout her whole career to date?
Ineke H. A. P. Wolfhagen spends much of her time researching Medical education, Mathematics education, Curriculum, Problem-based learning and Higher education.
In the field of Medical education, her study on Faculty development, Professional development and Clinical teaching overlaps with subjects such as Team learning.
When carried out as part of a general Mathematics education research project, her work on Teaching method and Collaborative learning is frequently linked to work in Confirmatory factor analysis and Group, therefore connecting diverse disciplines of study.
Her work carried out in the field of Curriculum brings together such families of science as Small group learning, Academic achievement and Active learning.
The study incorporates disciplines such as Experiential learning and Productivity in addition to Problem-based learning.
Her Higher education study deals with Educational research intersecting with Remedial Teaching and Science education.
She most often published in these fields:
- Medical education (55.56%)
- Mathematics education (36.51%)
- Curriculum (25.40%)
What were the highlights of her more recent work (between 2017-2021)?
- Medical education (55.56%)
- Team learning (7.94%)
- Quality management (6.35%)
In recent papers she was focusing on the following fields of study:
Her primary areas of study are Medical education, Team learning, Quality management, Educational quality and Faculty development.
Her research integrates issues of TUTOR and Active learning in her study of Medical education.
Her Quality management research incorporates elements of Appreciative inquiry, Vignette, Educational leadership and Organizational culture.
Educational quality is a subfield of Higher education that Ineke H. A. P. Wolfhagen explores.
Her Faculty development study results in a more complete grasp of Professional development.
Her Curriculum study is concerned with Pedagogy in general.
Between 2017 and 2021, her most popular works were:
- Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study. (8 citations)
- How Teachers Meet in Interdisciplinary Teams: Hangouts, Distribution Centers, and Melting Pots. (5 citations)
- A students’ take on student–staff partnerships: experiences and preferences (5 citations)
In her most recent research, the most cited papers focused on:
- Pedagogy
- Educational technology
- Curriculum
Her scientific interests lie mostly in Medical education, Quality management, Feeling, Higher education and Educational quality.
The Problem-based learning research she does as part of her general Medical education study is frequently linked to other disciplines of science, such as Descriptive statistics, therefore creating a link between diverse domains of science.
Her research in Problem-based learning intersects with topics in Active learning, TUTOR, Autodidacticism and Blended learning.
Her Descriptive statistics research includes a combination of various areas of study, such as Discipline, Curriculum, Learning effect, Team learning and Teamwork.
Along with Discipline, other disciplines of study including Course evaluation and Constructive are integrated into her research.
Her work on Quality management is being expanded to include thematically relevant topics such as Psychological empowerment.
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