Competence, Social psychology, Educational measurement, Clinical competence and Management science are his primary areas of study. Lambert Schuwirth has researched Competence in several fields, including Concept learning, Standards-based assessment, Conceptual framework and Practice setting. His work is dedicated to discovering how Standards-based assessment, Competence assessment are connected with Medical education and other disciplines.
Lambert Schuwirth has included themes like Cognitive load, Cognitive psychology, Protocol analysis and Situated cognition in his Social psychology study. In his research on the topic of Educational measurement, Strengths and weaknesses, Standardised patient and Mathematics education is strongly related with Risk analysis. His Clinical competence research integrates issues from Alternative medicine, Clinical clerkship, Students medical and Professional competence.
Lambert Schuwirth mainly investigates Medical education, Clinical reasoning, Competence, Educational measurement and Curriculum. His Medical education research focuses on Meaning and how it connects with Variety and Clinical supervision. His studies deal with areas such as Cognitive load, Cognitive psychology and Objective structured clinical examination as well as Clinical reasoning.
His study focuses on the intersection of Competence and fields such as Clinical competence with connections in the field of Professional competence. His study in Social psychology extends to Educational measurement with its themes. The concepts of his Curriculum study are interwoven with issues in Mathematics education and Test.
His scientific interests lie mostly in Medical education, Judgement, Epistemology, Clinical reasoning and Clinical competence. His Medical education study combines topics in areas such as Problem behaviour and Formative assessment. In his study, Educational measurement is inextricably linked to Learning theory, which falls within the broad field of Formative assessment.
His Judgement research focuses on subjects like Credibility, which are linked to Objectivity. Meaning is closely connected to Categorization in his research, which is encompassed under the umbrella topic of Clinical reasoning. The various areas that Lambert Schuwirth examines in his Clinical competence study include Education professional, Educational research, Professional competence and Curriculum.
His primary areas of study are Competence, Cognition, Perspective, Coding and Cognitive psychology. His biological study spans a wide range of topics, including Concordance, Clinical competence and Family medicine, General practice. His Cognition research is multidisciplinary, relying on both Psychological intervention, Audiology, QT interval, Applied psychology and Meta-analysis.
Perspective is connected with Association, Heart rate variability, Cognitive load, Protocol and Situated cognition in his research. His multidisciplinary approach integrates Cognitive psychology and Certification in his work. Lambert Schuwirth incorporates a variety of subjects into his writings, including Terminology, CLARITY, Vocabulary, Credibility, Narrative and Medical education.
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A model for programmatic assessment fit for purpose
C. P. M. Van Der Vleuten;L. W. T. Schuwirth;E. W. Driessen;J. Dijkstra.
Medical Teacher (2012)
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.
Best Practice & Research in Clinical Obstetrics & Gynaecology (2010)
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.
Medical Education (2005)
Outcomes of longitudinal integrated clinical placements for students, clinicians and society
Lucie Walters;Jennene Greenhill;Janet Richards;Helena Ward.
Medical Education (2012)
The use of clinical simulations in assessment.
L W T Schuwirth;C P M van der Vleuten.
Medical Education (2003)
Twelve Tips for programmatic assessment
C. P. M. van der Vleuten;L. W. T. Schuwirth;E. W. Driessen;M. J. B. Govaerts.
Medical Teacher (2015)
Workplace-based assessment: raters’ performance theories and constructs
M. J. B. Govaerts;M. W. J. Van de Wiel;L. W. T. Schuwirth;C. P. M. Van der Vleuten.
Advances in Health Sciences Education (2013)
Workplace-based assessment: effects of rater expertise.
M. J. B. Govaerts;L. W. T. Schuwirth;C. P. M. Van der Vleuten;A. M. M. Muijtjens.
Advances in Health Sciences Education (2011)
Visualising the invisible: a network approach to reveal the informal social side of student learning
J. Hommes;B. Rienties;W. de Grave;G. Bos.
Advances in Health Sciences Education (2012)
Context and clinical reasoning: understanding the perspective of the expert’s voice
Steven Durning;Anthony R. Artino;Louis Pangaro;Cees P. M. van der Vleuten.
Medical Education (2011)
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