Jimmie Leppink

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Cees van der VleutenProfessor of Education, Maastricht U, SHE, Flinders U, USUHSVerified email at maastrichtuniversity.nl
Jeroen J. G. van MerrienboerMaastricht University - SHE, Open University of the Netherlands, University of BergenVerified email at maastrichtuniversity.nl
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam / University of WollongongVerified email at essb.eur.nl
Tamara van GogUtrecht UniversityVerified email at uu.nl
Albert ScherpbierVerified email at maastrichtuniversity.nl
Kalman WinstonCambridge UniversityVerified email at medschl.cam.ac.uk
patricia O'SullivanUniversity of California San FranciscoVerified email at ucsf.edu
Anique BH de BruinProfessor Self-Regulation in Higher Education, SHE, FHML, Maastricht UniversityVerified email at maastrichtuniversity.nl
Ingrid SpanjersMaastricht UniversityVerified email at maastrichtuniversity.nl
Diana DolmansProfessor of Educational Sciences, School of Health Professions Education (SHE), MaastrichtVerified email at maastrichtuniversity.nl
Nick J. Broersassistant professor of applied statistics, maastricht universityVerified email at maastrichtuniversity.nl
Karen D. Könings, PhDAssociate Professor, Maastricht University, FHML, SHE; Honorary Professor, University of East AngliaVerified email at maastrichtuniversity.nl
Alexandre LafleurUniversité Laval, Québec, CanadaVerified email at ulaval.ca
Ellen KokPostdoc Utrecht UniversityVerified email at uu.nl
Jose HanhamWestern Sydney UniversityVerified email at westernsydney.edu.au
Patricia Pérez-FusterUniversitat de ValènciaVerified email at uv.es
Nynke de JongMaastricht University and SHEVerified email at maastrichtuniversity.nl
Daniëlle VerstegenProgramme Director Master of Health Professions Education (MHPE), School of Health professionsVerified email at maastrichtuniversity.nl
Katarzyna Czabanowskaassociate professor International health Maastricht UniversityVerified email at maastrichtuniversity.nl
Tom SmeetsTilburg UniversityVerified email at tilburguniversity.edu

Jimmie Leppink

Senior Lecturer in Medical Education at Hull York Medical School, University of York

Verified email at hyms.ac.uk - Homepage

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Development of an instrument for measuring different types of cognitive load J Leppink, F Paas, CPM Van der Vleuten, T Van Gog, ... Behavior research methods 45 (4), 1058-1072, 2013	498	2013
Effects of pairs of problems and examples on task performance and different types of cognitive load J Leppink, F Paas, T Van Gog, CPM van Der Vleuten, ... Learning and Instruction 30, 32-42, 2014	333	2014
The evolution of cognitive load theory and its application to medical education J Leppink, A van den Heuvel Perspectives on medical education 4 (3), 119-127, 2015	166	2015
The promised land of blended learning: Quizzes as a moderator IAE Spanjers, KD Könings, J Leppink, DML Verstegen, N de Jong, ... Educational Research Review 15, 59-74, 2015	126	2015
Improving critical thinking: Effects of dispositions and instructions on economics students' reasoning skills A Heijltjes, T Van Gog, J Leppink, F Paas Learning and Instruction 29, 31-42, 2014	84	2014
Acute dissociation after 1 night of sleep loss. T Giesbrecht, T Smeets, J Leppink, M Jelicic, H Merckelbach Journal of Abnormal Psychology 116 (3), 599-606, 2007	79*	2007
18 Cognitive load theory: researching and planning teaching to maximise learning J Leppink, T van Gog, F Paas, J Sweller Researching medical education, 207-218, 2015	65	2015
Revisiting the quantitative–qualitative-mixed methods labels: Research questions, developments, and the need for replication J Leppink Journal of Taibah University Medical Sciences 12 (2), 97-101, 2017	64	2017
Cognitive load theory: Practical implications and an important challenge J Leppink Journal of Taibah University Medical Sciences 12 (5), 385-391, 2017	57	2017
Self-explanation in the domain of statistics: an expertise reversal effect J Leppink, NJ Broers, T Imbos, CPM van der Vleuten, MPF Berger Higher Education 63 (6), 771-785, 2012	56	2012
Unraveling the effects of critical thinking instructions, practice, and self-explanation on students’ reasoning performance A Heijltjes, T van Gog, J Leppink, F Paas Instructional Science 43 (4), 487-506, 2015	55	2015
Effect size – large, medium, and small J Leppink, P O’Sullivan, K Winston Perspectives on Medical Education 5 (6), 347-349, 2016	54	2016
Influences of OSCE design on students’ diagnostic reasoning A Lafleur, L Côté, J Leppink Medical Education 49 (2), 203-214, 2015	52	2015
Twelve tips for medical curriculum design from a cognitive load theory perspective J Leppink, R Duvivier Medical Teacher 38 (7), 669-674, 2016	51	2016
Social media and the 21st-century scholar: how you can harness social media to amplify your career TM Chan, D Stukus, J Leppink, L Duque, BL Bigham, N Mehta, B Thoma Journal of the American College of Radiology 15 (1), 142-148, 2018	40	2018
Practice, intelligence, and enjoyment in novice chess players: A prospective study at the earliest stage of a chess career ABH De Bruin, EM Kok, J Leppink, G Camp Intelligence 45, 18-25, 2014	39	2014
Data analysis in medical education research: a multilevel perspective J Leppink Perspectives on medical education 4 (1), 14-24, 2015	36	2015
The beast of aggregating cognitive load measures in technology-based learning J Leppink, JJG van Merriënboer Educational Technology & Society 18 (4), 230-245, 2015	33	2015
Evidence against vs. in favour of a null hypothesis J Leppink, P O’Sullivan, K Winston Perspectives on Medical Education 6 (2), 115-118, 2017	31	2017
Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design EM Bergman, ABH de Bruin, MATM Vorstenbosch, JGM Kooloos, ... BMC medical education 15 (1), 1-11, 2015	31	2015

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