Content Chapter 1 Introduction 7 Chapter 2 How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? R. van der Gulden, A.A. Timmerman, J.W.M. Muris, B.P.A. Thoonen, S. Heeneman, N.D. Scherpbier-de Haan Published in: Perspectives in Medical Education. 2022;11(5):247-257. doi:10.1007/s40037-022-00727-7 19 Chapter 3 How is self-regulated learning documented in portfolios of trainees? A content analysis R. van der Gulden, S. Heeneman, A.W.M. Kramer, R.F.J.M. Laan, N.D. Scherpbier-de Haan, B.P.A. Thoonen Published in: BMC Medical Education. 2020;20(1):205. doi:10.1186/s12909-020-02114-4 55 Chapter 4 How does portfolio use support self-regulated learning during General Practitioner specialty training? A qualitative focus group study R. van der Gulden, A.A. Timmerman, M.H. Sagasser, A.W.M. Kramer, N.D. Scherpbier-de Haan, B.P.A. Thoonen, S. Heeneman Published in: BMJ Open. 2023;13(2):e066879. doi:10.1136/bmjopen-2022-066879 85 Chapter 5 How to manage tensions between accountability and learner agency when using a multipurpose portfolio? R. van der Gulden, B.P.A. Thoonen, S. Heeneman, J.W.M. Muris, M.H. Sagasser, A.A. Timmerman, N.D. Scherpbier-de Haan Under review 107 Chapter 6 A philosophical discussion of the support of self-regulated learning in medical education: the treasure hunt approach versus the (Dutch) ‘dropping’ approach R. van der Gulden, M. Veen, B.P.A. Thoonen Accepted by Teaching and Learning in Medicine 125 Chapter 7 Discussion 139 Chapter 8 Appendices Summary Nederlandse samenvatting Data management statement Dankwoord Curriculum vitae Portfolio 153 155 159 165 167 169 171
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