Key Research Interests

Medical education; problem-based learning; work-based learning, participatory design of education; student voice; student perceptions; reflection; feedback

 

List of publications: (for full text of papers, see https://www.researchgate.net/profile/Kd_Koenings)

 Publications in international peer-reviewed journals:

  • Könings, K. D.  & McKenney, S. (2017). Participatory Design of (Built) Learning Environments. European Journal of Education, 52, 247-252.
  • Könings, K. D., Bovill, C. & Woolner, P. (2017). Towards an Interdisciplinary Model of Practice for Participatory Building Design in Education. European Journal of Education, 52, 306-3017.
  • Harrison, C. J., Könings, K. D., Schuwirth, L. W. T., Wass, V., & Van der Vleuten, C. P. M. (2017). Changing the culture of assessment: The dominance of the summative assessment paradigm. BMC Medical Education, 17(73), 1-14.
  • Janssen, F. J. J. M., Könings, K. D. & Jeroen J. G. van Merriënboer, J. J. G. (2017). Participatory educational design: How to improve mutual learning and the quality and usability of the design? European Journal of Education, 52,268-279.
  • Koutamanis, A., Heuer, J. & Könings, K. D. (2017). A Visual Information Tool for User Participation during the Lifecycle of School Building Design: BIM. European Journal of Education, 52, 295-305.
  • Ramani, S., Post, S. E., Könings, K., Mann, K., Katz, J. T., & Van der Vleuten, C. (2017). “It's Just Not the Culture”: A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback. Teaching and Learning in Medicine, 29, 153-161.
  • Ramani, S., Könings, K., Mann, K. V., & Van der Vleuten, C. (2017) Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education, Medical Teacher, 39, 1065-1073
  • Solarte, I. & Könings, K. D. (2017). Discrepancies between perceptions of students and deans regarding the consequences of restricting students’ use of electronic medical records on quality of medical education. BMC Medical Education, 17(55), 1-7.
  • Könings, K. D., Mulder, A., & Van Merriënboer, J. J. G. (2016). Koopvaardijofficieren over stagebegeleiding op innovatieve trainingsschepen: Verwachte werkeisen en energiebronnen in de context van verandering. Gedrag & Organisatie, 29, 251-271.
  • Könings, K. D., Popa, D., Gerken, M., Giesbers, B., Rienties, B. C., Van der Vleuten, C. P. M., & Van Merriënboer, J. J. G. (2016). Thesis Supervision at a Distance: Benefits of Videoconferencing for Group Meetings. Innovations in Education and Teaching International, 53, 388-399.
  • Könings, K. D., van Berlo, J., Koopmans, R., Hoogland, H., Spanjers, I. A. E., Ten Haaf, J., Van der Vleuten, C. P. M., & Van Merriënboer, J. J. G. (2016). Promoting Residents’ Reflection at Work: Combining a Smartphone App with Coaching Groups. Academic Medicine, 91(3), 365-370.
  • Bohle Carbonell, K., Könings, K.D., Segers, M., & Van Merriënboer, J. J. G. (2016). Measuring adaptive expertise: development and validation of an instrument. European Journal of Work and Organizational Psychology, 25, 167-180.
  • Burke, C. & Könings, K. D. (2016). Recovering Lost Histories of Educational Design: A Case Study in Contemporary Participatory Strategies. Oxford Review of Education, 42, 721-732.
  • Gegenfurtner, A., Könings, K. D., Kosmajac, N., & Gebhardt, M. (2016). Voluntary or mandatory training participation moderates the relationship between goal orientations and transfer of training. International Journal of Training and Development, 20, 290-301.
  • Cober, R., Tan, E., Slotta, J.D., So, H.-J., & Könings, K.D. (2015). Teachers as participatory designers: Two case studies with technology-enhanced learning environments. Instructional Science. 43, 203-228.
  • Harrison, C. J., Könings, K. D., Schuwirth, L., Wass, V. J., & Van der Vleuten, C. P. M. (2015). Understanding the usage of feedback after summative assessment. Advances in Health Sciences Education.  20, 229 –245. 
  • Spanjers, I. A. E., Könings, K. D., Leppink, J., Verstegen, D. M. L., De Jong, N., Czabanowska, K., & Van Merriënboer, J. J. G. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review, 15, 59-74.
  • Stürmer, K., Könings, K. D., & Seidel, T. (2015). Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision. Vocations and Learning. 8, 35–54.
  • Könings, K. D., Seidel, T., Brand-Gruwel, S., & Van Merriënboer, J. J. G. (2014). Differences Between Students’ and Teachers’ Perceptions of Education: Profiles to Describe Congruence and Friction. Instructional Science, 42,11-30.
  • Könings, K. D., Seidel, T., & Van Merriënboer, J. J. G. (2014). Editorial: Participatory Design: Integrating Perspectives of Students, Teachers, and Designers. Instructional Science, 42, 1-9.
  • Bohle Carbonell, K., Stalmeijer, R. E., Könings, K. D., Segers, M., & Van Merriënboer, J. J. G. (2014). How Experts Maintain High Performance in Novel Situations: A Review of Adaptive Expertise. Educational Research Review, 12, 14-29.
  • Czabanowska, K., Smith, T., Könings, K. D., Sumskas, L., Otok, R., Bjegovic, V., & Brand, H. (2014). In search for Public Health Leadership Competency Framework to support leadership curriculum – a consensus study. European Journal of Public Health, 24, 850-856.
  • Mauroux, L., Könings, K. D., Dehler, J., & Gurtner, J.-L. (2014). Mobile and Online Learning Journal: Effects on Apprentices’ Reflection in Vocational Education and Training. Vocations and Learning, 7(2), 215-239.
  • Harrison, C. J., Könings, K. D., Molyneux, A., Schuwirth, L., Wass, V., & Van der Vleuten, C. (2013). Web-based feedback after summative assessment: how do students engage? Medical Education, 47, 734-744.
  • Stürmer, K., Könings, K. D., & Seidel, T. (2013). Declarative Knowledge and Professional Vision in Teacher Education: Effect of Courses in Teaching and Learning. British Journal of Educational Psychology, 83, 467-483.
  • Könings, K. D., Brand-Gruwel, S. & Elen, J. (2012). Effects of a school reform on longitudinal stability of students’ preferences with regard to education. British Journal of Educational Psychology, 82, 512-532.
  • De Jong, N. Czabanowska, K., Könings, K. D., Sauline, S., & Lohrmann, Ch. (2012). Educational approaches for maximizing the accessibility of the European Public Health Leadership programme.European Journal of Public Health, 22(2), 92.
  • Van Zundert, M. J., Könings, K. D., Sluijsmans, D. M. A., & Van Merriënboer, J. J. G. (2012). Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously. Educational Studies, 38, 541-557.
  • Van Zundert, M. J., Sluysmans, D., Könings, K. D., & Van Merriënboer, J. J. G. (2012). The differential effects of task complexity on domain-specific and peer assessment skills. Educational Psychology, 32, 127-145.
  • Könings, K. D., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2011). The match between students’ lesson perceptions and preferences: Relations with student characteristics and the Importance of motivation. Educational Research, 53, 439-457.
  • Könings, K. D., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2011). Participatory instructional redesign by students and teachers in secondary education: Effects on perceptions of instruction. Instructional Science, 39, 737-762.
  • Könings, K. D., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2010). An approach to participatory instructional design in secondary education: An exploratory study. Educational research, 52, 45-59.
  • Könings, K. D., Brand-Gruwel, S., van Merriënboer, J. J. G., & Broers, N. (2008). Does a new learning environment come up to students’ expectations? A longitudinal study. Journal of Educational Psychology, 100, 535-548.
  • Könings, K. D., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2007). Teachers’ Perspective on Innovations: Implications for Educational Design. Teaching and Teacher Education, 23, 985-997.
  • Könings, K. D., van Zundert, M. J. Brand-Gruwel, S. & van Merriënboer, J. J. G. (2007). Participatory design in secondary education: Is it a good idea? Students’ and teachers’ opinions about its desirability and feasibility. Educational Studies, 33, 445-465.
  • Könings, K.D., Brand-Gruwel, S. & van Merriënboer, J.J.G. (2005). Towards more powerful learning environments through combining the perspectives of designers, teachers and students. British Journal of Educational Psychology, 75(4), 645-660.
  • Könings, K. D., Wiers, R. W., Van de Wiel, M. W. J., & Schmidt, H. G. (2005). Problem-based learning as a valuable educational method for physically disabled teenagers? The discrepancy between theory and practice. Journal of Developmental and Physical Disabilities, 17, 107-117.

Publications in books / book chapters:

  • Verstegen, D. M. L., De Jong, N., Van Berlo, J., Camp, A., Könings, K. D., Van Merriënboer, J. J. G., & Donkers, J. (2016). How E-learning Can Support PBL Groups: A Literature Review.In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.) Educational Technologies in Medical and Health Sciences Education (pp. 9-33). Springer International Publishing.
  • Könings, K. D., & Gijselaers, W. H. (2015). Bringing Learning to the Workplace: A Smartphone App for Reflection and Increased Authenticity of Learning. In A. Dailey & K. Dennis (Eds.) Transformative Perspectives and Processes in Higher Education (pp. 117-135). Springer International Publishing.
  • Czabanowska, K., Könings, K. D., & Smith, T. (2013). Teachers’ perceptions of working with the online environment and some lessons learnt from the LEPHIE project. In V. Bjegovic-Mikanovic & Working Group on Innovation and Good Practice in Public Health Education (WGIGP), ASPHER: Modern Teaching – Distance Learning: A Guide To Online And Blended Learning With Case Studies From Public Health (pp. 72-76). Lage, Germany: Jacobs Verlag.
  • Gerken, M., Rienties, B., Giesbers, B., & Könings, K. D. (2012). Enhancing the academic internship learning experience for business education - A critical review and future directions. In: P. Van den Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Learning at the Crossroads of Theory and Practice, Advances in Business Education and Training, 4, 7-22.
  • Könings, K. & Van Dijke, M. H. (2009). Het voorspellen van prestaties: criteria en predictoren. In M. van Dijke, J. Syroit, & J. van Ruysseveldt (Eds.). Strategisch selecteren. Groningen: Wolters-Noordhoff.
  • Könings, K., Proost, K., & Lodewijkx, H. (2009). Adverse impact en de potentiële invloed van test-bias en cognitieve beoordelingsfouten. In M. van Dijke, J. Syroit, & J. van Ruysseveldt (Eds.). Strategisch selecteren. Groningen: Wolters-Noordhoff.
  • Proost, K., Lodewijkx, H., & Könings, K. (2009). Rechtvaardigheid in personeelsselectie. In M. van Dijke, J. Syroit, & J. van Ruysseveldt (Eds.). Strategisch selecteren. Groningen: Wolters-Noordhoff.
  • Syroit, J., Könings, K., & Proost, K. (2009). Besluitvorming in het wervings- en selectieproces. In M. van Dijke, J. Syroit, & J. van Ruysseveldt (Eds.). Strategisch selecteren. Groningen: Wolters-Noordhoff.
  • Könings, K. D. (2007). Student perspectives on education: Implications for instructional redesign. Unpublished doctoral dissertation, Open University of the Netherlands, Heerlen, The Netherlands.

Wi-2 Publications in international journals:

  • Thi Nguyen, V. A., Könings, K. D., Scherpbier, A. J., Wright, P., Luu, H. N., & Merriënboer, J. J. (2017). Preventive medicine as a first-or second-choice course: a cross-sectional survey into students’ motivational differences and implications for information provision. BMC Research Notes, 10(1), 383.
  • Mohtady, H. A., Könings, K. D., & Van Merriënboer, J. J. G. (2016). What Makes Informal Mentorship in the Medical Realm Effective. Mentoring and Tutoring Journal: Partnership in Learning, 24, 306-317. DOI: 10.1080/13611267.2016.1252111
  • Sargeant, J., Armson, H., Driessen, E., Holmboe, E., Könings, K., Lockyer, J., Lynn, L., Mann, K., Ross, K., Silver, I., Soklaridis, S., Warren, A., Zetkulic, M., Boudreau, M., Shearer, C. (2016). Evidence-Informed Facilitated Feedback: The R2C2 Feedback Model. MedEdPORTAL Publications. Available from: https://www.mededportal.org/publication/10387 http://dx.doi.org/10.15766/mep_2374-8265.10387
  • Harrison, C. J., Könings, K. D., Dannefer, E. F., Schuwirth, L. W. T., Wass, V., & Van der Vleuten, C. P. M (2016). Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures. Perspectives on Medical Education, 5, 276–284.
  • De Jong, N., Könings, K. D., & Czabanowska, K. (2014). The Development of Innovative Online Problem-Based Learning: A Leadership Course for Leaders in European Public Health. Journal of University Teaching and Learning Practice, 11(3), 1-11.
  • Placklé, I., Könings, K. D., Jacquet, W., Struyven, K., Libotton, A., Van Merriënboer, J. J. G., & Engels, N. (2014).Students’ Preferred Characteristics of Learning Environments in Vocational Secondary Education. International Journal for Research in Vocational Education and Training, 1, 107-124.