About

Vision

To be the leading innovator in transforming medical and military training through advanced, tailor-made learning environments. Our vision is to set new standards in educational excellence, harnessing the power of neuroscience and cutting-edge active-learning strategies to empower learners with superior understanding and skills that meet the challenges of tomorrow.

Mission

Our mission is to develop, adapt, and facilitate innovative learning environments that redefine training in high-risk sectors, such as medicine and the armed forces. We are committed to employing proven active-learning strategies like PBL and TBL, coupled with our unique NAST methodology, to ensure individual learning needs are comprehensively met. By integrating advanced statistical analyses and research, we aim to consistently enhance training effectiveness, shorten learning curves, and optimize training efficiency, all while upholding the highest standards of educational integrity and scientific rigor.

Jerome I. Rotgans

BIO

Initially trained as a Maritime Officer at the Maritime Institute De Ruyter and the Royal Netherlands Navy, Jerome has over 20 years of work experience in academia. He started his academic career in curriculum design of master programmes and became skilled in the development and execution of problem-based learning curricula. He obtained his PhD in Educational Psychology in 2009 from Erasmus University Rotterdam, the Netherlands.

Jerome has expertise in advanced quantitative methods, such as structural equation modelling, multi-level factorial experimental designs, and advanced psychometric analysis. As a consequence, Jerome enjoys teaching statistics and methodology courses.

He started his research career by investigating the role of student motivation in learning. In particular, he investigates how situational interest can be triggered in active-learning environments, such as problem-based learning and team-based learning. He has organised numerous symposia and workshops on the topic at international conferences, such as the annual AERA meetings, EARLI, and AMEE.

From 2013 onwards, he gradually moved to medical education and intensified his research on clinical reasoning. Whereas his first studies investigated the effects of time pressure on diagnostic performance, he has established one of the first neuroimaging research programmes to study diagnostic reasoning and dual-process theory.

Overall, Jerome has secured US$1.8M in external funding, half of which as the Principal Investigator. He has published more than 70 papers and has currently an H-index of 17 in Web of Science and 28 in Google Scholar.

Besides his research, Jerome was the Assistant Dean, Assessment and the Lead Study Skills Counsellor for the MBBS programme (until 2022) at Lee Kong Chian School of Medicine. He taught scientific methods and statistics to undergraduate medical students. He was also the Scientist Course Lead for the Scientific Enquiry and Evidence-Based Medicine (SEEM) module and the Category Lead Medical Education for the Year 4 Scholarly Projects module as well as the Year 3 Lead for the Student-Researcher Immersion Programme (SRIP).

In 2019 he was awarded the inaugural KIPRIME fellowship of the Karolinska Institutet for his contributions to the field of medical education research. He is now a Visiting Professor at Karolinska Institutet, Stockholm, Sweden.

With the recent inception of Rotgans Research, Jerome has diligently directed his scholarly pursuits towards the pragmatic application of neuroscience in professions characterized by time-critical decision-making and high-risk operations, such as the military and healthcare.

To that end he has developed the first protocol for the application of neuroadaptive simulator training (NAST) that is capable of detecting learning deficiencies and provide personalized training to maximise training duration and effectiveness.  

A Member of the American Psychological Association

My publications

Rotgans, J.I., Raihan Jumat, & Henk G. Schmidt (2022). The hidden value of Multisource Progress Assessment in medical education. Health Professions Education. Volume 8, Issue 2, preprint.  

 

Cleland, J.A., Lim, K.B., & Rotgans, J.I. (2022). Classroom versus online Team-Based Learning: Effects on Students’ learning and performance. Health Professions Education. Volume 8, Issue 1, pp.9-16. DOI: 10.55890/2452-3011.1015

 

Hofstädter-Thalmann, E., Rotgans, J.I., Aybar, N.A., & Nordquist, J. (2022). Effective learning in virtual conferences: The application of five principles of learning. Journal of European CME. DOI: 10.1080/21614083.2021.2019435.

 

Mai, A., Nada, S., Ali Hassan, A., Silvia, M., Rotgans, I.J., Hatouf, S., Nouf, A., Mohi, M., & Schmidt, H.G. (2022). Failure to demonstrate effects of interruptions on diagnostic reasoning: Three experiments. BMC Medical Education. Volume 22, Issue 1. DOI: doi.org/10.1186/s12909-022-03212-1.

 

Rotgans, J.I. (2021). Learning to diagnose x-rays: A neuroscientific study of practice-related activation changes in the prefrontal cortex. Diagnosis. Volume 9, Issue 2. DOI:10.1515/dx-2021-0104.

 

Chandrasekaran, R, Radzi, S. Peh, Z.K., Rajalingam, P., Rotgans, J.I., & Mogali, R.S. (2021). A validated instrument measuring students’ perceptions on plastinated and three-dimensional printed anatomy tools. Anatomical Sciences Education. Online first. DOI:10.1002/ase.2147.

 

Hamdy, H., Sreedharan, J., Rotgans, J.I., Zary, N., Bahaus, S.A., Venbkatramana, M., Elzayat, E.A.F., Lamba, P.K.S., &, Momen, N.K.A., (2021). Virtual clinical encounter examination (VICEE); A novel approach of assessing medical students’ non-psychomotor clinical competency. Medical Teacher. Volume 43, Issue 10, pp.1203-1209. Doi: 10.1080/0142159X.2021.1935828.

 

Hays, G., & Hendry, A., Tang, M. & Rotgans, J.I., (2021). Psychometric properties of a new measure of conceptual knowledge: The concept retrieval technique. Current Psychology. Doi: s12144-021-01669-9.

 

Rotgans, J.I., & Cleland, J.A., (2021). Dyadic explanations during preparatory self-study enhance learning:  A randomised-controlled study. Medical Education. Volume 55, Issue 9, pp.1091-1099. Doi: 10.1111/medu.14519.

 

Rosby, L.V., Rotgans, J.I., Tan, G., Low-Beer, N., Marmede, S., Zwaan, L., &  Schmidt, H.G. (2021). Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise. Advances in Health Sciences Education. Volume 26, Issue 3, pp.1059-1074. Doi: 10.1007/s10459-021-10037-y.

 

Schmidt, H.G., & Rotgans, J.I. (2021). Epistemic curiosity and situational interest: Distant cousins or identical twins? Educational Psychology Review. Volume 33, pp.325-352. Doi: 10.1007/s10648-020-09539-9.

 

Loh, K.W., Rotgans, J.I., Tan, K., & Tan, N.C.K. (2020). Predictors of clinical reasoning in neurological localisation: A study in internal medicine residents. The Asia-Pacific Scholar. Volume 5, Issue 83, pp.54-51. Doi: https:doi.org/10.29060/TAPS.2020-5-3/OA2170.

 

 

Mamede, S., Hautz, W.E., Berendonk, C., Hautz, S.C., Sauter, T., Rotgans, J.I., Zwaan, L., & Schmidt, H.G. (2020). Think twice: Effects of returning to the case to reflect upon the initial diagnosis on diagnostic accuracy. Academic Medicine. Volume 95, Issue 8, pp.1223-1229. Doi: 10.1097/ACM.0000000000003153.

 

ALQahtani, D.A., Mahzari, M.M., ALQahtani, A.A., & Rotgans, J.I. (2020). Time pressure experienced by internal medicine residents in an educational hospital in Saudi-Arabia: A qualitative study. Health Professions Education. Volume 6, Issue 3, pp.354-367. Doi: 10.1016/j.hpe.2020.05.005.

 

Rotgans, J.I., & Schmidt, H.G.  (2019). There is no shortcut for de-biasing biases. Medical Education. Volume 53, Issue 11, pp.1064-1066. Doi: doi.org/10.1111/medu.13958.

 

Schmidt, H.G., Rotgans, J.I., & Yew, E.H.J. (2019). Cognitive constructivist foundations of problem-based learning. In: M. Moallem, W. Hung & N. Dabbagh (Eds.) The Willey Handbook of Problem-Based Learning. pp.25-51.

 

Sreenivasulu, R., Rotgans, J.I., Rosby, L., Ferenczi, M.A., & Low-Beer, N. (2019). Summative and formative style of anatomy practical examinations: Do they have impact on students’ performance and drive learning? Anatomical Sciences Education. Volume 13, Issue 5, pp.581-590.  Doi: 10.1002/ase.1931.

 

Rotgans, J.I. (2019). Failure to falsify supports dual-process theory. A reply to Watsjold and Coltheart (2019). Medical Education. Volume 54, Issue 5, pp. 531-531. DOI: doi.org10.1111/medu.13887.

 

Car, L.T., Kyaw, B.M., Dunleavy, G., Smart, N.A., Semwal, M., Rotgans, J.I., Low-Beer, N., Campbell, J. (2019). Health professions digital problem-based learning: A systematic review and meta-analysis by the Digital Health Education collaboration. Journal of Medical Internet Research. Volume 21, Issue 2, pp.1-12. DOI10.2196/12945.

 

Koh, Y.Y.J., Rotgans, J.I., Rajalingam, P., Gagnon, P.D., Low-Beer, N., & Schmidt, H.G. (2019). Effects of graded versus ungraded individual readiness assurance scores in Team-based learning: A quasi-experimental study. Advances in Health Sciences Education. Volume 24, Issue 3, pp.477-488. DOI: 10.1007/s10459-019-09878-5.

 

Rotgans, J.I. & Schmidt, H.G. (2019). Effects of problem-based learning on motivation, interest, and learning. In: M. Moallem, W. Hung & N. Dabbagh (Eds.) The Willey Handbook of Problem-Based Learning. pp.157-181

 

Schmidt, H.G., Rotgans, J.I., Rajalingam, P., & Low-Beer, N.  (2019). A psychological foundation for Team-Based Learning: Knowledge reconsolidation. Academic Medicine. Volume 94, Issue 12, pp.1878-1883.  DOI: 10.1097/ACM0000000000002810.

 

Rotgans, J.I., Schmidt, H.G., Rajalingam, P., Ferenczi M.A., & Low-Beer, N. (201X). A students’ model of Team-Based Learning. Health Professions Education. Volume 5, Issue 4, pp.284-294. DOI: 10.1016/j.hpe.2018.10.003.

 

Rotgans, J.I., Rosby, L.V., Mamede, S., Low-Beer, N., Tan, J.S.G., Zwaan, L., & Schmidt, H.G.  (2019). Evidence for Dual-Process Theory in Medicine: A functional near-infrared spectroscopy study. Medical Education. Volume 53, pp. 143-152. DOI: doi.org/10.1111/medu.13681.

 

Rotgans, J.I., & Tan, N.C.K. (2018). Standard setting in medical education: Which cut-off cuts it? Health Professions Education. Volume 4, Issue 4, pp. 233-235. DOI: 10.1016/j.hpe.2018.10.002.

 

Rosby, L.V., Rotgans, J.I., Tan, J.S.G., Low-Beer, N., Mamede, S., Zwaan, L., & Schmidt (2018). Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes. Medical Teacher. Volume 40, Issue 10, pp. 1030-1035. DOI: 10.1080/0142159X.2017.1418502.

 

ALQahtani, D.A., Rotgans, J.I., Mamede, S., & Schmidt, H.G. (2018). Factors underlying suboptimal diagnostic performance of physicians under time pressure. Medical Education. Volume 52, pp. 1288-1298. DOI: doi.org/10.1111/medu.13686.

 

Rotgans, J.I., & Schmidt, H.G. (2018). How individual interest influences situational interest and how both are related to knowledge acquisition: A micro-analytical investigation. The Journal of Educational Research. Volume 111, Issue 5, pp. 530-540. DOI: 10.1080/00220671.2017.1310710.

 

Rotgans, J.I., Schmidt, H.G., Rajalingam, P., Canning, C.A., Ferenczi, M.A., & Low-Beer, N. (2018). How cognitive engagement fluctuates during a Team-Based Learning session and how it predicts academic achievement. Advances in Health Sciences Education. Volume 23, Issue 2, pp. 339-351. DOI: 10.1007/s10459-017-9801-2.

 

Rajalingam, P., Rotgans, J.I., Zari, N., Gangon, P., Ferenczi, M.A., & Low-Beer, N. (2018). Implementation of Team-Based Learning on a large scale. Three factors to keep in mind. Medical Teacher. Volume 40, Issue 6, pp. 582-588. DOI: 10.1080/0142159X.2018.1451630.

 

Rumayan, A., Ahmed, N., Subait, R., Chamdi, G., Mahzari, M., Mohamed, T. Hamad, B., Rotgans, J.I., Donmez, M., Mamede, S., & Schmidt, H.G. (2018). Teaching clinical reasoning through hypothetico-deduction is (slightly) better than self-explanation in tutorial groups: An experimental study. Perspective on Medical Education. Volume 7, Issue 2, pp. 93-99. DOI: 10.1007/s40037-018-0409-x.

 

Schmidt, H.G. & Rotgans, J.I., (2017).  Like it or not: Individual interest is not a cause but a consequence of learning. Rejoinder to Hidi and Renninger (2017). British Educational Research Journal. Volume 43, Issue 6, pp. 1266-1268. DOI: 10.1002/berj.3307.

 

Rotgans, J.I. & Schmidt, H.G. (2017). The role of interest in learning: Knowledge acquisition at the intersection of situational and individual interest. IN: The psychology of interest. Paul O’Keefe & Judith Harackiewicz (Eds.), pp.69-93, Springer: New York. ISBN: 978-3-319-55507-2 (print) 978-3-319-55509-6 (online). DOI:10.1007/978-3-319-55509-06.

 

Ahn, H.S., Rotgans, J.I., Rajalingam, P., Lee, J.J.R., Koh, Y.Y.J., & Low-Beer, N. (2017). Assessing how students learning in Team-based learning: Validation of the Knowledge Re-Consolidation Inventory. Health Professions Education. Volume 3, Issue 2, pp. 118-127. DOI: 10.1016/j.hpe.2017.10.001.

 

Rotgans, J.I., Rosby, L.V., & Low-Beer, N. (2017). The arrival of neuroscience to diagnostic reasoning: Four issues to keep in mind (Editorial). Health Professions Education. Volume 3, Issue 1, pp. 1-4. DOI: 10.1016/j.hpe.2017.01.004.

 

Rotgans, J.I., & Schmidt, H.G. (2017). The relation between individual interest and knowledge acquisition. British Educational Research Journal. Volume 43, Issue 2, pp. 350-371. DOI: 10.1002/berj.3268.

 

Rotgans, J.I. & Schmidt, H.G. (2017). Interest development: Arousing situational interest affects the growth trajectory of individual interest.Contemporary Educational Psychology. Volume 49C, pp.175-184. DOI: 10.1016/j.cedpsych.2017.02.003.

 

Rotgans, J.I., Low-Beer, N., & Rosby, L.V.  (2016). The relevance of neuroscientific research for understanding clinical reasoning (Editorial). Health Professions Education. Volume 1, Issue 2, pp.1-2. DOI: 10.1016/j.hpe.2016.02.001.

 

ALQahtani, D.A., Rotgans, J.I., Ahmed, N.E., Al Alwan, I., & Magzoub, M.E.M. (2016). The influence of time pressure and case complexity on physicians’ diagnostic performance. Health Professions Education. Volume 1, Issue 2, pp. 99-105. DOI: 10.1016/j.hpe.2016.01.006.

 

ALQahtani, D.A., Rotgans, J.I., Mamede, S., Mohamedani, Altayeb, & Schmidt, H.G. (2016). Does time pressure have a negative effect on diagnostic accuracy? Academic Medicine. Volume 91, Issue 5, pp. 710-716. DOI: 10.1097/ACM.0000000000001098.

 

Rotgans, J.I., (2015). It is time to progress beyond the System 1 vs. System 2 dichotomy. Perspectives on Medical Education. Volume 4, Issue 4, pp.163-164. DOI: 10.1007/s40037-015-0202-z.

 

Rotgans, J.I. (2015). Validation study of a general subject-matter interest measure: The Individual Interest Questionnaire (IIQ). Health Professions Education. Volume 1, Issue 1, pp. 67-75. DOI: 10.1016/j.hpe.2015.11.009.

 

Rotgans, J.I. & Schmidt, H.G. (2014). Situational Interest and Learning: Thirst for knowledge. Learning and Instruction. Volume 32, August Issue, pp.37-50. DOI: 10.1016/j.learninstruc.2014.01.002.

 

Rotgans, J.I. & Schmidt, H.G. (2014). Interest in subject matter: The mathematics predicament. Higher Education Studies. Volume 4, Issue 6, pp.31-42. DOI: 10.5539/hes.v4n6p31.

 

Rotgans, J.I. (2012). The themes, institutions, and people of medical education research 1988-2010: Content analysis of abstracts from six journals. Medical Education. Volume 17, Issue 4, pp. 515-527. DOI: 10.1007/s10459-011-9328-x.

 

Rotgans, J.I. & Schmidt, H.G. (2012). The intricate relationship between motivation and achievement: Examining the mediating role of self-regulated learning and achievement-related classroom behaviors. International Journal of Teaching and Learning in Higher Education. Volume 24, Issue 2, pp. 197-208.

 

Rotgans, J.I. & Schmidt, H.G. (2012). Problem-based learning and student motivation: The role of interest in learning and achievement. In: G. O’Grady, E. H. J. Yew, K. Goh (Eds.) One-day, one problem: An approach to problem-based learning by Republic Polytechnic, Singapore.

 

Sockalingam, N., Rotgans, J.I., & Schmidt, H.G. (2012). Assessing the quality of problems in problem-based learning. International Journal of Teaching and Learning in Higher Education. Volume 4, Issue 1, pp. 43-51.

 

Chong, S., Rotgans, J.I., Loh, W.M., & Mak, M. (2012). Modelling the determinants of school leaders’ perceptions of beginning teachers’ efficacy.Evaluation & Research in Education. Volume 18, Issue 3, pp.231-244. DOI: 10.1080/13803611.2012.661921.

 

Choy, J.L.F., O’Grady, G., & Rotgans, J.I. (2012). Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours. Instructional Science. Volume 40, Issue 1, pp. 159-172. DOI: 10.1007/s11251-011-9171-8.

 

Rotgans, J.I. & Schmidt, H.G. (2011). Situational interest and achievement in the active-learning classroom. Learning and Instruction. Volume 21, Issue 1, pp. 58-67. DOI: 10.1016/j.learninstruc.2009.11.001.

 

Rotgans, J.I. & Schmidt, H.G. (2011). The role of teachers in facilitating situational interest in an active-learning classroom. Teaching and Teacher Education. Volume 27, Issue 1, pp. 37-42. DOI: 10.1016/j.tate.2010.06.025.

 

Rotgans, J.I., O’Grady, G., & Alwis, W.A.M. (2011). Introduction: Studies on the learning process in the one-day, one-problem approach to problem-based learning. Special Issue, Advances in Health Sciences Education. Volume 16, Issue 4, pp.443-448. DOI: 10.1007/s10459-011-9299-y.

 

Rotgans, J.I. & Schmidt, H.G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education. Volume 16, Issue 4, pp.465-479. DOI: 10.1007/s10459-011-9272-9.

 

Schmidt, H.G., Rotgans, J.I., & Yew, E.H.J. (2011). The process of problem-based learning. What works and why. Medical Education. Volume 45, Issue 8, pp. 792-806, DOI: 10.1111/j.1365-2923.2011.04035.x.

 

Sockalingam N., Rotgans, J.I., & Schmidt, H.G. (2011). The relationships between problem-characteristics, achievement-related behaviors, and academic achievement in problem-based learning. Advances in Health Sciences Education. Volume 16, Issue 4, pp.481-490. DOI: 10.1007/s10459-010-9270-3.

 

Choo, S.S.Y., Rotgans, J.I., Yew, E.H.J., & Schmidt, H.G. (2011). Effect of scaffold worksheets on student learning in problem-based learning. Advances in Health Sciences Education. Volume 16, Issue 4, pp.517-528. DOI: 10.1007/s10459-011-9288-1.

 

Williams J.C., Alwis, W.A.M., Rotgans, J.I., & Schmidt, H.G. (2011). Are the performances of PBL tutors stable across time and context? A generalizability study of social congruence, expertise and cognitive congruence. Advances in Health Sciences Education. Volume 16, Issue 4, pp.505-515. DOI: 10.1007/s10459-011-9295-2.

 

Sockalingam, N., Rotgans, J.I., & Schmidt, H.G. (2011). Student and tutor perceptions on characteristics of effective problems in problem-based learning. Higher Education. Volume 62, Issue 1, pp.1-16. DOI: 10.1007/s10734-010-9361-3.

 

Tan, A.G., Li, J., & Rotgans, J.I. (2011). Creativity Self-Efficacy Scale as predictor for classroom behaviour in a Chinese student context. The Open Education Journal. Volume 4, Issue 1, pp.90-94.

 

Rotgans, J.I. & Schmidt, H.G. (2010). The Motivated Strategies for Learning Questionnaire: A measure for students’ general motivational beliefs and learning strategies. Asia-Pacific Education Researcher. Volume 19, Issue 2, pp.357-369. DOI: 10.3860/taper.v19i21603.

 

Rotgans, J.I. & Schmidt, H.G. (2009). Examination of the context-specific nature of self-regulated learning. Educational Studies. Volume 35, Issue 3, pp. 239-253. DOI: 10.1080/03055690802648051.

 

Rotgans, J.I. (2009). Motivation, achievement-related behaviours, and educational outcomes. Doctoral Thesis Publishing. Erasmus University Rotterdam: http://hdl.handle.net/1765/15984. Ruby Printing, Singapore.

 

Rotgans, J.I. & Schmidt, H.G. (2008). Cross-cultural validation of self-regulated learning in Singapore. In O.S. Tan, D.M. McInerney, A.D. Liem, & A. Tan (Eds.), Volume 7 of Research in Multicultural Education and International Perspectives, “What the West can learn from the East: Asian Perspectives on the Psychology of Learning and Motivation” (pp.245-266). Information Age Publishing.

 

Conference papers

Rotgans, J.I. (2020, Apr 17 – 21) Neuroscientific Correlates of Diagnostic Reasoning and the Transfer of Learning in Medicine [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/wps7yru (Conference Cancelled).

 

Rosby, L. V., Rotgans, J. I., Tan, G. J., Low-Beer, N., Mamede, S., Zwaan, L. & Schmidt, H. G. (2020, Apr 17 – 21) Promotion of Knowledge Transfer in Junior Medical Students Using an Online Training Exercise [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/t4w6maf (Conference Cancelled).

 

Rotgans, J.I., Schmidt, H.G., Koh, J., Low-Beer, N. & Rajalingam, P. (2019 Apr). Neuroscientific correlates of learning to diagnose chest x-rays: A functional near-infrared spectroscopy study. AERA Annual Meeting, Toronto, Canada.

 

Rajalingam, P., Rotgans, J.I., Koh, J.  (2019 Apr). Evaluating the quality of student-generated questions in an undergraduate medical program that uses Team-Based Learning. AERA Annual Meeting, Toronto, Canada.

 

Koh, J. Rotgans, J.I., Rajalingam, P. (2019 Apr). Effects of graded versus ungraded individual readiness assurance scores in Team-Based Learning: A quasi-experimental study. AERA Annual Meeting, Toronto, Canada.

 

Rotgans, J.I. (2019 Mar). Neuroscientific correlates of learning to diagnose chest x-rays: A functional near-infrared spectroscopy study. Inaugural Singapore-Ireland collaborative research symposium. Lee Kong Chian School of Medicine, Singapore.

 

Tan, N.C.K, Ferenczi, M.A., Wong, T.Y., Tham, K.Y.  & Rotgans, J.I. (2019 Jan.). Standard-setting in undergraduate medical education: Comparing 3 methods for summative MCQ tests. Asia Pacific Medical Education Conference, Singapore.

 

Tam, K.Y., & Rotgans, J.I. (2018 Nov.). OSCE reliability. Transform Medical Education Conference 2018. Lee Kong Chian School of Medicine, Singapore.

 

Rotgans, J.I. (2018 Nov.). Evidence supporting Dual-Process Theory of medical diagnosis: The neuroscience of learning to diagnose chest x-rays. Transform Medical Education Conference 2018. Lee Kong Chian School of Medicine, Singapore.

 

Rotgans, J.I. (2018 Nov.). Team-Based Learning: Status quo and future directions. Transform Medical Education Conference 2018. Lee Kong Chian School of Medicine, Singapore.

 

Rotgans, J.I. (2018 Nov.). Interest development. Arousing situational interest affects the growth trajectory of individual interest. Inaugural Science of Learning Symposium: From laboratories to learning. National Institute of Education, Singapore.

 

Rotgans, J.I., & Schmidt, H.G. (2018 Apr.). Evidence supporting Dual-Process Theory of Medical diagnosis: A functional near-infrared spectroscopy study. AERA Annual Meeting, New York City, U.S.A.

 

Rajalingam, P., Rotgans, J.I., & Schmidt, H.G. (2018 Apr.). Cognitive engagement in the Team-Based Learning classroom. AERA Annual Meeting, New York City, U.S.A.

 

Rotgans, J.I. & Rajalingam, P (2017 Sep.). Innovative quantitative methods for analysing active learning data. MERU Conference, Imperial College London, UK.

 

Schmidt, H.G. & Rotgans, J.I. (2017 Apr.). Situational interest and epistemic curiosity: Identical twins or distant cousins? AERA Annual Meeting, San Antonio, Texas, U.S.A.

 

Schmidt, H.G. & Rotgans, J.I. (2017 Apr.). Individual interest, situational interest, and knowledge acquisition: A micro-analytical investigation. AERA Annual Meeting, San Antonio, Texas, U.S.A.

 

Rotgans, J.I. Rajalingmam, P, & Schmidt, H.G. (2017 Jan.). A causal model of Team-Based Learning. Asia-Pacific Medical Education Conference (APMEC), Singapore. (Merit Award for presentation).

 

Rosby, L., Rotgans, J.I. Tan, J.S.G., Schmidt, H.G., Low-Beer N. (2017 Jan.). Diagnostic performance in novice medical students: Use of a novel study design to investigate the impact of online training. Asia-Pacific Medical Education Conference (APMEC), Singapore. (Best Abstract Award).

 

Rotgans, J.I. (2017 Jan.). A Neuroscientific research programme on diagnostic reasoning in medicine. Inaugural Meeting Cognitive Neuroscience Centre, LKCMedicine, Singapore.

 

Rotgans, J.I. & Schmidt, H.G. (2016 Apr.). The relationship between individual interest and knowledge acquisition: A cross-lagged panel analysis. AERA Annual Meeting, Washington D.C., U.S.A.

 

Lim, T.K., Rotgans, J.I., Mamede, S., & Schmidt, H.G. (2016 Jan.). Combatting diagnostic error: Testing a simplified deliberate reflection technique. Asia Pacific Medical Education Conference, Singapore. (Best Abstract Award).

 

Rotgans, J.I. & Schmidt, H.G. (2015 Aug.). How individual interest influences situational interest and classroom learning: A micro-analytical investigation. EARLI conference, Cyprus.

 

Rotgans, J.I. & Schmidt, H.G. (2015 Apr.). Surprise-induced awareness of a knowledge deficit promotes situational interest and learning. AERA Annual Meeting, Chicago, U.S.A.

 

Rotgans, J.I. (2014 Jun.). Situational interest and learning: The underlying psychological mechanisms. EARLI: International Conference on Motivation 2014, Helsinki, Finland.

 

Rotgans, J.I. & Schmidt, H.G. (2014 Apr.). Situational interest and knowledge acquisition in problem-based learning. AERA Annual Meeting, Philadelphia, U.S.A.

 

Rotgans, J.I. (2013 Sep.). Interest and Learning: Knowledge deprivation drives situational interest. 7th SELF Biennial international conference and ERAS conference 2013, Singapore.

 

Rotgans, J.I. & Schmidt, H.G. (2012 May.). Research program on situational interest in authentic instructional settings. Interest and self-concept of ability in K-16 mathematics and science learning, Swarthmore College, U.S.A.

 

Rotgans, J.I. & Schmidt, H.G. (2012). Problem-based learning and student motivation: The role of interest in learning and achievement. International PBL Symposium, Republic Polytechnic, Singapore.

 

Rotgans, J.I. & Schmidt, H.G. (2012 Apr). Situational interest and achievement in the Active-learning classroom – A micro-analytical measurement approach. AERA Annual Meeting, Vancouver, Canada.

 

Rotgans, J.I. & Schmidt, H.G. (2012 Apr). Situational Interest in Mathematics: A micro-analytical comparison of problem-based learning vs. direct instruction. AERA Annual Meeting, Vancouver, Canada.

 

Rotgans, J.I. & Schmidt, H.G. (2011). Problem-based learning and student motivation: The role of interest in learning and achievement. Symposium: Factors influencing student achievement in problem-based learning. EARLI 2011 conference, Exeter, United Kingdom.

 

Choo, S.S.Y., Rotgans, J.I., & Yew, E.H.J. (2011). Effect of worksheet scaffolds on student learning in problem-based learning. 4th Redesigning Pedagogy International Conference, Singapore.

 

Rotgans, J.I. (2011). Situational interest in mathematics: A micro-analytical comparison of problem-based learning vs. direct instruction. Panel discussion: Centre for Research in Pedagogy and Practice – An overview. 4th Redesigning Pedagogy International Conference, Singapore.

 

Rotgans, J.I. & Schmidt, H.G. (2010). The role of teachers in facilitating situational interest in an active-learning classroom. Paper presented at the annual meeting of the American Educational Research Association (AERA), Denver, U.S.A.

 

Choy, J.L.F., O’Grady, G., & Rotgans, J.I. (2010). Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Paper presented at the annual meeting of the American Educational Research Association (AERA), Denver, U.S.A.

 

Rotgans, J.I. & Schmidt, H.G. (2009). Situational interest, task engagement, and academic achievement in an active learning environment.Paper presented at the annual meeting of the American Educational Research Association (AERA), San Diego, U.S.A.

 

Rotgans, J.I. & Schmidt, H.G. (2009). Situational interest and academic achievement in an active learning environment. Paper presented at the 2nd International PBL Symposium, Singapore.

 

William, J.C., Rotgans, J.I. & Schmidt, H.G. (2009). Do they do what they say they do? A comparison of teacher self-reports and student observations of their teachers’ classroom practices. Paper presented at the 2nd International PBL Symposium, Singapore.

 

William J.C., Rotgans, J.I. & Schmidt, H.G.  (2009). Moving towards management: Aligning teacher and leadership perspectives on teaching. Paper presented at the 2nd International PBL Symposium, Singapore.

Choy, J.L.F., O’Grady, G., & Rotgans, J.I. (2009). Relationship between approaches to learning and achievement: Examining the mediating role of achievement-related classroom behaviours. Paper presented at the 2nd International PBL Symposium, Singapore.

 

Tan, C.P. & Rotgans, J.I. (2009). Influence of ego-resiliency and learning strategies on student engagement in a problem-based learning classroom environment. Paper presented at the 2nd International PBL Symposium, Singapore.

 

Iliescu F. & Rotgans, J.I. (2009). The influence of the problem format on triggering situational interest in the problem-based learning classroom. Paper presented at the 2nd International PBL Symposium, Singapore.

 

Rotgans, J.I. & Schmidt, H.G. (2008). Situational interest, learning, and achievement in problem-based learning: A pilot study. Paper presented at the Asian-Pacific Educational Research Association (APERA) Conference, Singapore.

 

Rotgans, J.I. & Schmidt, H.G. (2008). Measuring self-regulation, motivation, and academic achievement. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York City, U.S.A.

 

Rotgans, J.I. & Schmidt, H.G. (2008). Examination of the context-specific nature of self-regulated learning. Paper presented at the 15thInternational Learning Conference, Chicago, U.S.A.

 

Rotgans, J.I., Williams, J.C., Yew, E.H.J., Sockalingam, N. & Lew, D.N.M. (2006). Doctoral research at Republic Polytechnic on problem-based learning. Poster presented at the International Problem-Based Learning Symposium, Singapore.

 

Rotgans, J.I. (2005). Implementing concept learning in modularized problem-based learning curricula. Paper presented at the Conference of the International Society for the Scholarship of Teaching and Learning, Vancouver, Canada.

 

Rotgans, J.I. & Nyst, M. (2005). Concept learning as integral part of Republic Polytechnic’s problem-based learning curriculum. In F.E.H. Tay, T.S. Chuan, & S.Han-Ming (Eds.) Proceedings of the International Conference on Education 2005. National University of Singapore, Singapore.

 

Rotgans, J.I. (2003). Problem-based learning in maritime education and training. Paper presented at the International Workshop on Problem Based Learning in Maritime Education and Training, University of Izmir, Turkey.