Books

Brown, M., Veen, M., Finn, G. (Eds.) Applied Philosophy for Health Professions Education: A journey towards mutual understanding. Springer: 2022 https://link.springer.com/book/10.1007/978-981-19-1512-3 

Veen, M. & Cianciolo, A. (Eds.) Helping a Field See Itself: Envisioning a philosophy of medical education. Taylor & Francis: forthcoming 2022

Selected Articles and Chapters

Veen, M., Brown, M.E.L. (2022). The Serious Healer: Developing an Ethic of Ambiguity Within Health Professions Education. In: Brown, M.E.L., Veen, M., Finn, G.M. (eds) Applied Philosophy for Health Professions Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-1512-3_4 

Coccia, C. & Veen, M. (2022). Because We Care: A philosophical investigation into the spirit of medical education. Teaching & Learning in Medicine. https://doi.org/10.1080/10401334.2022.2056744 

Veen, M. Wrestling with (in)authenticity. Perspect Med Educ (2021). https://doi.org/10.1007/s40037-021-00656-x

Veen, M. Creative leaps in theory: the might of abduction. Adv in Health Sci Educ 26, 1173–1183 (2021). https://doi.org/10.1007/s10459-021-10057-8

Veen, M. & van der Tuin, I. (2021), When I say… travelling concepts. Med. Educ., 55: 146-147. https://doi.org/10.1111/medu.14400

Wyatt, T.R., Ajjawi, R., Veen, M. (2022). “What Does It Mean to Be?”: Ontology and Responsibility in Health Professions Education. In: Brown, M.E.L., Veen, M., Finn, G.M. (eds) Applied Philosophy for Health Professions Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-1512-3_12 

van der Linden R, Bolt T, Veen M. ‘If it can’t be coded, it doesn’t exist’. A historical-philosophical analysis of the new ICD-11 classification of chronic pain. Stud Hist Philos Sci. 2022 Jun 21;94:121-132. https://doi.org/10.1016/j.shpsa.2022.06.003 

Punwasi R, de Kleijn L, Rijkels-Otters JBM, Veen M et al General practitioners’ attitudes towards opioids for non-cancer pain: a qualitative systematic review. BMJ Open 2022;12:e054945. https://bmjopen.bmj.com/content/12/2/e054945    

Rietmeijer, C. & Veen, M. (2021): Phenomenological Research in Health Professions Education: Tunneling from Both Ends, Teaching and Learning in Medicine, https://doi.org/10.1080/10401334.2021.1971989

Schaepkens, S.P.C., Veen, M. & de la Croix, A. Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research. Adv in Health Sci Educ (2021). https://doi.org/10.1007/s10459-021-10082-7

van Braak M, Huiskes M, Schaepkens S, Veen M. Shall We All Unmute? A Conversation Analysis of Participation in Online Reflection Sessions for General Practitioners in Training. Languages. 2021; 6(2):72. https://doi.org/10.3390/languages6020072

van Braak, M., Veen, M., Muris, J. et al. A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies. Perspect Med Educ (2021). https://doi.org/10.1007/s40037-021-00677-6

van Braak, M., Biesta, G. & Veen, M. Waartoe leiden wij op?. Huisarts Wet 64, 82–84 (2021). https://doi.org/10.1007/s12445-021-1173-4

Barnhoorn, P., Veen, M. ‘Wie is daar?’ Over professionele identiteitsvorming van de aios. Huisarts Wet 64, 55–57 (2021). https://doi.org/10.1007/s12445-021-1160-9

Rietmeijer, C.B.T., Deves, M., van Esch, S.C.M. et al. A phenomenological investigation of patients’ experiences during direct observation in residency: busting the myth of the fly on the wall. Adv in Health Sci Educ (2021). https://doi.org/10.1007/s10459-021-10044-z

van Braak, M., Giroldi, E., Huiskes, M. et al. A participant perspective on collaborative reflection: video-stimulated interviews show what residents value and why. Adv in Health Sci Educ (2021). https://doi.org/10.1007/s10459-020-10026-7

Veen, M., Skelton, J. & de la Croix, A. Knowledge, skills and beetles: respecting the privacy of private experiences in medical education. Perspect Med Educ 9, 111–116 (2020). https://doi.org/10.1007/s40037-020-00565-5

Veen, M. & Cianciolo, A.T. (2020) Problems No One Looked For: Philosophical Expeditions into Medical Education, Teaching and Learning in Medicine, 32:3, 337-344, DOI: 10.1080/10401334.2020.1748634

de la Croix, A., Veen, M. The reflective zombie: Problematizing the conceptual framework of reflection in medical education. Perspect Med Educ 7, 394–400 (2018). https://doi.org/10.1007/s40037-018-0479-9

de la Croix, A. & Veen, M. (2020) Wek reflectieve zombie tot leven! Didactief, mei 2020.