My work largely revolves around questions concerning assessment and learning in medical education.
Obtained degrees in Psychology (BSc in Cognitive Psychology, 2005; MSc in Psychology and Law, 2006, Cum Laude), Law (LLM in Forensics, Criminology, and Law, 2008), and Statistics Education (PhD, 2012) from Maastricht University, the Netherlands, and a degree in Methodology and Statistics (MSc in Quantitative Analysis in the Social Sciences, 2012, Magna Cum Laude) from the Catholic University of Leuven, Belgium. Former Postdoc (until April 2017) and Assistant Professor (until January 2019) at Maastricht University's School of Health Professions Education.
Assessment, measurement, reliability, standard setting, learning analytics, instructional design, self-regulated learning, simulation.
Assessment, instructional design, research methodology, statistics.
View Jimmie's publications on Google Scholar.
Lafleur, A., Leppink, J., & Côté, L. (2017). Clinical examination in the OSCE era: Are we maintaining the balance between OS and CE? BMJ Postgraduate Medical Journal, 93(1099), 241. https://doi.org/10.1136/postgradmedj-2016-134776
Lee, C. B., Hanham, J., & Leppink, J. (2019). Instructional design principles for high-stakes problem-solving environments. Singapore: Springer. https://doi.org/10.1007/978-981-13-2808-4
Leppink, J., & Duvivier, R. (2016). Twelve tips for medical curriculum design from a cognitive load theory perspective. Medical Teacher, 38(7), 669-674. https://doi.org/10.3109/0142159X.2015.1132829
Leppink, J., & Pérez-Fuster, P. (2019). Mental effort, workload, time on task, and certainty: Beyond linear models. Educational Psychology Review, 31(1), in press. https://doi.org/10.1007/s10648-018-09460-2
Leppink, J., & Van den Heuvel, A. (2015). The evolution of cognitive load theory and its application to medical education. Perspectives on Medical Education, 4(3), 119-127. https://doi.org/10.1007/s40037-015-0192-x
Leppink, J., Van Gog, T., Paas, F., & Sweller, J. (2015). Cognitive load theory: researching and planning teaching to maximise learning. In: Cleland, J., & Durning, S. J. (Eds.), Researching Medical Education. Oxford, UK: Wiley Blackwell. Chapter 18, pp. 207–218. https://doi.org/10.1002/9781118838983
Matsuyama, Y., Nakaya, M., Okazaki, H., Leppink, J., & Van der Vleuten, C. P. M. (2018). Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan. Medical Teacher, 40(3), 285-295. https://doi.org/10.1080/0142159X.2017.1406074
Tremblay, M. L., Lafleur, A., Leppink, J., & Dolmans, D. H. J. M. (2017). The simulated clinical environment: cognitive and emotional impact among undergraduates. Medical Teacher, 39(2), 181-187. https://doi.org/10.1080/0142159X.2016.1246710
Jimmie offers postgraduate supervision and welcomes enquiries from prospective students interested in undertaking a postgraduate research degree.
Part of supervision team of three PhD candidates at Maastricht University's School of Health Professions Education:
- Marie-Laurence Tremblay (together with Prof Dr Diana Dolmans and Prof Dr Jan-Joost Rethans)
- Yasushi Matsuyama (together with Prof Dr Cees van der Vleuten)
- Cassandra Barber (together with Prof Dr Cees van der Vleuten at Maastricht University and Dr Saad Chahine at Western University, London, Ontario, Canada).