Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students by Carolyn Joyce Teuwen, Rashmi A. Kusurkar, Hermien Schreurs, Hester E. M. Daelmans, Saskia M. Peerdeman

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Mapping the roots of specialist disparities—Authors’ reply by Lianne Mulder, Anouk Wouters, Eddymurphy U. Akwiwu, Andries S. Koster, Saskia M. Peerdeman, Mahdi Salih, Rashmi A. Kusurkar

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Adaptation and validation of the encoding of observations using CONSUL-MCC: A self-determination theory-based tool to observe consultations in maternity care by Joyce Kors, Veerle Duprez, Linda Martin, Corine J. Verhoeven, Ann van Hecke, Saskia M. Peerdeman, Rashmi A. Kusurkar

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Optimizing Health Professions Education through a Better Understanding of “School-Supported Clinical Learning”: A Conceptual Model by Malou Stoffels, Saskia M. Peerdeman, Hester E. M. Daelmans, Stephanie M. E. van der Burgt, Rashmi A. Kusurkar

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Autonomy-supportive decision-making in maternity care during prenatal consultations: a qualitative interaction analysis by Saskia M Peerdeman, Rashmi A Kusurkar, Anne de la Croix, Linda Martin, Joyce Kors, Corine J M Verhoeven, Petra Bakker

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Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study by Malou Stoffels, Stephanie M. E. van der Burgt, Terese Stenfors, Hester E. M. Daelmans, Saskia M. Peerdeman, Rashmi A. Kusurkar

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Diversity in the pathway from medical student to specialist in the Netherlands: a retrospective cohort studyResearch in context by Lianne Mulder, Anouk Wouters, Eddymurphy U. Akwiwu, Andries S. Koster, Jan Hindrik Ravesloot, Saskia M. Peerdeman, Mahdi Salih, Gerda Croiset, Rashmi A. Kusurkar

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Medical specialists’ basic psychological needs, and motivation for work and lifelong learning: a two-step factor score path analysis by Stéphanie M. E. van der Burgt, Rashmi A. Kusurkar, Janneke A. Wilschut, Sharon L. N. M. Tjin A Tsoi, Gerda Croiset, Saskia M. Peerdeman

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