Publications

Selected publications

Books

Veen, M. (2024). Hoe Plato je uit je grot sleurt. Noordboek.

Veen, M., & Cianciolo, A. T. (Eds.). (2023). Helping a field see itself: Envisioning a philosophy of medical education. Routledge.

Schaepkens, S., van Braak, M., de la Croix, A., Veen, M., et al. (2023). Een boek zonder antwoorden: Over reflectiegesprekken. Studio of Things.

Brown, M. E. L., Veen, M., & Finn, G. M. (Eds.). (2022). Applied philosophy for health professions education: A journey towards mutual understanding. Springer.

Peer-reviewed articles & academic chapters

Veen, M. (2025). Klimaatdesinformatie: Een bedreiging voor de volksgezondheid. Tijdschrift voor Gezondheidszorg en Ethiek.

Chin-Yee, B., Nimmon, L., & Veen, M. (2022). Technical difficulties: Teaching critical philosophical orientations toward technology. Teaching and Learning in Medicine.

Veen, M., & van Braak, M. (2022). Attention as the core of education: Collaborative learning from experiences in GP vocational training in the Netherlands. In T. Feldges (Ed.), Education in Europe. Routledge.

Veen, M. (2021). Creative leaps in theory: The might of abduction. Advances in Health Sciences Education.

Veen, M., & Cianciolo, A. T. (2020). Problems no one looked for: Philosophical expeditions into medical education. Teaching and Learning in Medicine.

de la Croix, A., & Veen, M. (2018). The reflective zombie: Problematizing the conceptual framework of reflection in medical education. Perspectives on Medical Education.

Veen, M., Gremmen, B., te Molder, H., & van Woerkum, C. (2011). Emergent technologies against the background of everyday life: Discursive psychology as a technology assessment tool. Public Understanding of Science.

Essays, public writing & media

Veen, M. (2025). De klimaatcrisis is een desinformatiecrisis. Trouw.

Veen, M. (2025). Boodschapper van een rusteloze wereld. Bergson biography review. Pas Uit.

Veen, M., Booth, A., Jacobse, S., & Varpio, L. (2023). Our diffusion of responsibility problem: The climate crisis. International Clinician Educators (ICE) Blog.

Veen, M. (2023). Earthucation: Using interdisciplinary philosophy, education and science communication to understand the climate crisis. Future Based.

Platforms

Veen, M. (2023–present). Opinion columns on climate, democracy and professional responsibility. Joop (BNNVARA).

Veen, M. (2020–present). Life From Plato's Cave — interdisciplinary philosophy podcast (host and producer).

Veen, M. (2024–present). marioveen.substack.com.

Full bibliography

Houterman, A., & Veen, M. (in press). Earth-bound in times of climate crisis: How Michel Serres' The Natural Contract connects bodies and law. Environmental Philosophy.

Veen, M. (2025). Klimaatdesinformatie: Een bedreiging voor de volksgezondheid. Tijdschrift voor Gezondheidszorg en Ethiek.

Veen, M. (2025). We zijn tijdblind. Beste-ID, antwoord op jaarlijkse vraag.

Veen, M. (2025). De klimaatcrisis is een desinformatiecrisis. Trouw.

Veen, M. (2025). Boodschapper van een rusteloze wereld. Bergson biography review Pas Uit.

Veen, M. (2025). Van realiteitsontkenning naar klimaatrealisme. Klimaatveranda.

Veen, M. (2025). Global weirding in Plato's cave. Substack.

Veen, M. (2025). Ken jezelf: maatschappelijk verantwoord ondernemen en Plato's grot. MVO Vlaanderen.

Khurshid, F., Veen, M., et al. (2025). Navigating thematic analysis: Practical strategies grounded in abductive reasoning. Teaching and Learning in Medicine.

Merkebu, J., Larsen, D. P., Mennin, S., & Veen, M. (2025). The liminal space of metacognitive reflection: The art of contradistinction. Advances in Health Sciences Education.

van Oorschot, F., Brouwers, M., Muris, J., Veen, M., et al. (2025). How does guided group reflection work to support professional identity formation in postgraduate medical education: A scoping review. Medical Teacher.

van Veen, J. T., Schaepkens, S. P. C., Veen, M., et al. (2025). 'I look into the mouth, what do I see?' A study on the co-constructed assessment environment within emergency care simulation-based education. Health Communication.

Veen, M. (2024–2025). Challenging Time: Reading Against Climate Madness. Series on Future Based.

Introduction (2024). Challenging Time: Reading against climate madness.

Part 1 (2024). SAD PLANETS makes me happy.

Part 2 (2024). TURNING TO STONE: What is it like to be a planet?

Part 3 (2024). HERALD OF A RESTLESS WORLD: Philosopher's routine.

Part 4 (2024). PEDAGOGIES OF COLLAPSE: Not the collapse of pedagogy.

Part 5 (2025). RIGHTS OF NATURE: Time to grow.

Veen, M. (2024). Hoe Plato je uit je grot sleurt. Noordboek.

Veen, M. (2024). Op een planeet in crisis moet wetenschap interdisciplinair zijn. Bij Nader Inzien.

Veen, M. (2024). Burgerlijke ongehoorzaamheid: plicht of professioneel gedrag? Beste-ID.

Merkebu, J., Veen, M., et al. (2024). The case for metacognitive reflection: A theory integrative review with implications for medical education. Advances in Health Sciences Education.

Schaepkens, S. P. C., de la Croix, A., & Veen, M. (2024). 'Oh yes, that is also reflection' — Using discursive psychology to describe how GP registrars construct reflection. Medical Education.

de Kleijn, L., Jansen-Groot Koerkamp, E. A. W., van der Kooij, I., Veen, M., et al. (2024). Exploring the facilitators and barriers in opioid deprescribing for non-cancer pain treatment experienced by general practitioners: A qualitative study. European Journal of Pain.

Houterman, A., & Veen, M. (2024). Van een sociaal contract naar een natuurlijk contract. Rechten van de Natuur.

Veen, M. (2023–present). 36 opinion columns on the climate crisis, science denial and disinformation. Joop (BNNVARA).

Veen, M. (2023). De activistische zorgprofessional: Professionele identiteit in tijden van klimaatcrisis. Tijdschrift voor Gezondheidszorg en Ethiek.

Veen, M. (2023). Earthucation. Beste-ID, Jaarlijkse vraag.

Veen, M. (2023). Earthucation: Using interdisciplinary philosophy, education and science communication to understand the climate crisis. Future Based.

Veen, M., & Cianciolo, A. T. (Eds.). (2023). Helping a field see itself: Envisioning a philosophy of medical education. Routledge.

Veen, M., & de la Croix, A. (2023). How to grow a professional identity: Philosophical gardening in the field of medical education. Perspectives on Medical Education.

Veen, M., Booth, A., Jacobse, S., & Varpio, L. (2023). Our diffusion of responsibility problem: The climate crisis. International Clinician Educators (ICE) Blog.

AWIA Collectief (Stommel, W., Koole, T., Van Charldorp, T. C., Jol, G., van Braak, M., Veen, M., et al.). (2023). Hoe werkt dagelijkse communicatie: gesprekken onder de microscoop. Sterck & De Vreese.

Schaepkens, S., van Braak, M., de la Croix, A., Veen, M., et al. (2023). Een boek zonder antwoorden: Over reflectiegesprekken. Studio of Things.

Rietmeijer, C. B. T., van Esch, S. C. M., Blankenstein, A. H., van der Horst, H. E., Veen, M., et al. (2023). A phenomenology of direct observation in residency: Is Miller's 'does' level observable? Medical Education.

van der Gulden, R., Veen, M., & Thoonen, B. P. A. (2023). A philosophical discussion of the support of self-regulated learning in medical education: The treasure hunt approach versus the (Dutch) 'dropping' approach. Teaching and Learning in Medicine.

Salkovic, D., Veen, M., et al. (2023). Musculoskeletal injections during the GP residency: Deliberations of GP residents on the administration of musculoskeletal injections. Nederlands Tijdschrift voor Geneeskunde.

Veen, M., & Brown, M. E. L. (2022). The serious healer: Developing an ethic of ambiguity within health professions education. In M. E. L. Brown, M. Veen, & G. M. Finn (Eds.), Applied philosophy for health professions education. Springer.

Brown, M. E. L., Veen, M., & Finn, G. M. (Eds.). (2022). Applied philosophy for health professions education: A journey towards mutual understanding. Springer.

Brown, M. E. L., Veen, M., & Finn, G. M. (2022). Philosophy as praxis. In M. E. L. Brown, M. Veen, & G. M. Finn (Eds.), Applied philosophy for health professions education. Springer.

Wyatt, T. R., Ajjawi, R., & Veen, M. (2022). 'What does it mean to be?': Ontology and responsibility in health professions education. In M. E. L. Brown, M. Veen, & G. M. Finn (Eds.), Applied philosophy for health professions education. Springer.

Coccia, C., & Veen, M. (2022). Because we care: A philosophical investigation into the spirit of medical education. Teaching and Learning in Medicine.

Chin-Yee, B., Nimmon, L., & Veen, M. (2022). Technical difficulties: Teaching critical philosophical orientations toward technology. Teaching and Learning in Medicine.

Schaepkens, S. P. C., Veen, M., & de la Croix, A. (2022). Is reflection like soap? A critical narrative umbrella review of approaches to reflection in medical education research. Advances in Health Sciences Education.

van Braak, M., Huiskes, M., & Veen, M. (2022). When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: An interactional analysis. Advances in Health Sciences Education.

van Braak, M., Veen, M., et al. (2022). A professional knowledge base for collaborative reflection education: A qualitative description of teacher goals and strategies. Perspectives on Medical Education.

van der Linden, R., Bolt, T., & Veen, M. (2022). 'If it can't be coded, it doesn't exist': A historical-philosophical analysis of the new ICD-11 classification of chronic pain. Studies in History and Philosophy of Science.

Steemers, S., Veen, M., et al. (2022). Multiple factors influencing healthy performance for pre-professional and professional classical violinists: An exploratory study focusing on physical health. Frontiers in Psychology.

van Halewijn, K. F., Warendorff, T., Bohnen, A. M., Veen, M., et al. (2022). General practitioners' explanation and advice on childhood eczema and factors influencing their treatment strategy: A qualitative study. Skin Health and Disease.

Punwasi, R., de Kleijn, L., Rijkels-Otters, J. B. M., Veen, M., et al. (2022). General practitioners' attitudes towards opioids for non-cancer pain: A qualitative systematic review. BMJ Open.

de la Croix, A., Schaepkens, S., & Veen, M. (2022). Zombies in onderwijsland: Health care humanities als medicijn tegen 'skillification'. Tijdschrift voor Gezondheidszorg en Ethiek.

Veen, M. (2021). Wrestling with (in)authenticity. Perspectives on Medical Education.

Veen, M. (2021). Creative leaps in theory: The might of abduction. Advances in Health Sciences Education.

Veen, M., & van der Tuin, I. (2021). When I say… travelling concepts. Medical Education.

van Braak, M., Huiskes, M., Schaepkens, S., & Veen, M. (2021). Shall we all unmute? A conversation analysis of participation in online reflection sessions for general practitioners in training. Languages.

van Braak, M., Giroldi, E., Huiskes, M., Diemers, A. D., Veen, M., et al. (2021). A participant perspective on collaborative reflection: Video-stimulated interviews show what residents value and why. Advances in Health Sciences Education.

Rietmeijer, C. B. T., Deves, M., van Esch, S. C. M., van der Horst, H. E., Blankenstein, A. H., Veen, M., et al. (2021). A phenomenological investigation of patients' experiences during direct observation in residency: Busting the myth of the fly on the wall. Advances in Health Sciences Education.

Rietmeijer, C., & Veen, M. (2021). Phenomenological research in health professions education: Tunneling from both ends. Teaching and Learning in Medicine.

van Braak, M., Biesta, G., & Veen, M. (2021). Waartoe leiden wij op? Huisarts en Wetenschap.

Barnhoorn, P., & Veen, M. (2021). 'Wie is daar?' Over professionele identiteitsvorming van de aios. Huisarts en Wetenschap.

Veen, M. (2020–present). Life From Plato's Cave — interdisciplinary philosophy podcast (host and producer).

Veen, M., Skelton, J., & de la Croix, A. (2020). Knowledge, skills and beetles: Respecting the privacy of private experiences in medical education. Perspectives on Medical Education.

Veen, M., & Cianciolo, A. T. (2020). Problems no one looked for: Philosophical expeditions into medical education. Teaching and Learning in Medicine.

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

de la Croix, A., & Veen, M. (2018). The reflective zombie: Problematizing the conceptual framework of reflection in medical education. Perspectives on Medical Education.

van Braak, M., de Groot, E., Veen, M., et al. (2018). Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing. Perspectives on Medical Education.

Veen, M., & de la Croix, A. (2017). The swamplands of reflection: Using conversation analysis to reveal the architecture of group reflection sessions. Medical Education.

Veen, M., & de la Croix, A. (2016). Collaborative reflection under the microscope: Using conversation analysis to study the transition from case presentation to discussion in GP residents' experience sharing sessions. Teaching and Learning in Medicine.

Veen, M., Sliedrecht, K., Bierma-Zeinstra, S., & Bareman, F. (2016). Waarover gaat het Uitwisselen van Ervaringen in de huisartsopleiding? Huisarts en Wetenschap.

Veen, M., Snijders Blok, B., Bareman, F., & Bueving, H. (2015). Uitwisselen van ervaringen in de huisartsopleiding. Huisarts en Wetenschap.

Veen, M., te Molder, H., Gremmen, B., & van Woerkum, C. (2013). If you can't eat what you like, like what you can: How children with coeliac disease and their families construct dietary restrictions as a matter of choice. Sociology of Health & Illness.

Veen, M., te Molder, H., Gremmen, B., & van Woerkum, C. (2012). Competing agendas in upstream engagement meetings between celiac disease experts and patients. Science Communication.

Veen, M., Bareman, F. P., Beekman, M., & Bueving, H. J. (2012). Consultvoering van aios en ervaren huisartsen. Huisarts en Wetenschap.

Veen, M. (2011). Gluten, pills and talk: Assessing emergent technologies from a patients' perspective. Doctoral dissertation, Wageningen University.

Veen, M., te Molder, H., Gremmen, B., & van Woerkum, C. (2010). Quitting is not an option: An analysis of online diet talk between celiac disease patients. Health.

Veen, M. (2005). Intelligent artificiality: Intermediality and humanization. University of Amsterdam.

Veen, M. (2005). What is a metaphysical experience? Commitment and contemporaneity in cultural analysis. Master's thesis, University of Amsterdam.

Veen, M. (2005). Leather-bound edition. University of Amsterdam.