PhD M.R.M. Visser

Research Associate
Main activities
Research, Other
Quality of the GP specialty training
Focus of research


Quality of  the GP specialty training 

The research concentrates on the development and measurement of quality indicators for the specialty training in a national project.

Other projects focus on improvement of quality; of trainers by development plans and feedback and of training practices by case-mix optimization.



Quality of life research with a focus on response shift.

Burnout in medical specialists 

Key publications
  • Taminiau-Bloem Elsbeth F., Visser Mechteld R. M., Tishelman Carol, Koeneman Margot A., van Zuuren Florence J., Sprangers Mirjam A. G. Somatically ill persons' self-nominated quality of life domains: review of the literature and guidelines for future studies Quality of life research 2010;19 (2):253-291 [PubMed]
  • Visser Mechteld R. M., Oort Frans J., Sprangers Mirjam A. G. Methods to detect response shift in quality of life data: A convergent validity study Quality of life research 2005;14 (3):629-639 [PubMed]
  • Visser Mechteld R. M., Smets Ellen M. A., Oort Frans J., de Haes Hanneke C. J. M. Stress, satisfaction and burnout among Dutch medical specialists CMAJ 2003;168 (3):271-275 [PubMed]
All Publications
Research programmes

Prof. MD PhD N. van Dijk (Quality of training and education)

The aim of our research program is to optimize the selection and learning process of students and residents (with a clear emphasis on general practice residents) in order to motivate them to use all their abilities to become the best possible physicians. In this program we have a specific focus on the influence of (changes in) various components of the learning environment (e.g. supervisors, assessment, teaching methods, workplace environment) on the learning of students and residents, especially in workplace learning.

In medicine most learning during the graduate and postgraduate programs takes place at the workplace. Although the workplace has proven to be an effective situation to acquire all competencies to become a competent medical professional, learning takes place in a less visible and structured way than in the more formal classroom curriculum. Some visible aspects (e.g. methods of assessment and formal assignments) but also multiple less clear aspects (e.g. culture, habits, opinions and achievement emotions) influence the motivation and learning of students and residents during workplace learning. These factors are also called the hidden curriculum. Furthermore, workplace learning requires other capacities of students and residents than formal classroom learning.

In our studies we aim to identify factors influencing the motivation and learning of trainees and modify these factors by interventions to optimize learning. We focus on the influence of educational programs on clinical and didactical qualities of trainers, using new educational methods such as blended learning. Furthermore, we will study the influence of various methods of assessment on the learning and motivation of trainees.

MD PhD J. Bont
PhD M.R.M. Visser

MD PhD H.G.A. Jochemsen-van der Leeuw
J.T. van Groningen

PhD Students
E.J. Draper
MD MSc P.I. Noeverman-Poel