Books
Veen, M. (2024) Hoe Plato Je Uit Je Grot Sleurt. Uitgeverij Noordboek
Veen, M. & Cianciolo, A. (Eds.) (2023) Helping a Field See Itself: Envisioning a philosophy of medical education. Routledge.
Brown, M., Veen, M., Finn, G. (Eds.) (2022) Applied Philosophy for Health Professions Education: A journey towards mutual understanding. Springer.
AWIA Collectief (2023). Onder de motorkap van gesprekken: Hoe werkt dagelijkse communicatie? Sterck & De Vreese
Schaepkens, S., Van Braak, M., De la Croix, A., Veen, M. & Heeren, L. (2023). Een boek zonder antwoorden: Over reflectiegesprekken. Studio of Things.
Substack: https://marioveen.substack.com/profile/posts
Selected Articles and Chapters
Veen, M. (2023) Earthucation: Using interdisciplinary philosophy, education and science communication to understand the climate crisis. Future Based, January 2023
Veen, M. (2025). Klimaatdesinformatie: Een bedreiging voor de volksgezondheid. Tijdschrift voor Gezondheidszorg en Ethiek: 35:2-7.
Veen, M. (2025). Challenging Time: Reading against the climate crisis. Series of book discussions on Future Based
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. (2024). Op een planeet in crisis moet wetenschap interdisciplinair zijn. Bij Nader Inzien. 16 december 2024.
Veen, M. (2023). De activistische zorgprofessional: professionele identiteit in tijden van klimaatcrisis. Tijdschrift voor Gezondheidszorg en Ethiek: 33:90-96.
Veen, M. Booth, A., Jacobse, S., Varpio, L. (2023). Our diffusion of responsibiliity problem: the climate crisis. International Clinician Educators (ICE) Blog.
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 https://pmejournal.org/articles/10.5334/pme.367
Schaepkens, SPC, de la Croix, A, Veen, M. (2024). ‘Oh yes, that is also reflection’—Using discursive psychology to describe how GP registrars construct reflection. Med Educ; 1-9. https://onlinelibrary.wiley.com/doi/10.1111/medu.15183
Merkebu, J., Veen, M., Hosseini, S. & Varpio, L.. (2024) “The case for metacognitive reflection: a theory integrative review with implications for medical education.” Advances in Health Sciences Education: 1-20. https://link.springer.com/article/10.1007/s10459-023-10310-2
van Oorschot, F., Brouwers, M., Muris, J., Veen, M., Timmerman, A., & Dulmen, S. (2024). How does guided group reflection work to support professional identity formation in postgraduate medical education: A scoping review. Medical teacher, 1-11. https://doi.org/10.1080/0142159X.2024.2339409
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, DOI: 10.1080/10401334.2023.2187810
Veen, M., Van Braak, M. 2022. Attention as the Core of Education: Collaborative learning from experiences in GP vocational training in The Netherlands. In: Feldges, T. (ed.) Education in Europe. Routlegde.
Chin-Yee, B., Nimmon, L., Veen, M. (2022). Technical Difficulties: Teaching critical philosophical orientations towards technology. Teaching & Learning in Medicine. DOI:10.1080/10401334.2022.2130334
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
Rietmeijer, CBT, van Esch, SCM, Blankenstein, AH, et al. A phenomenology of direct observation in residency: Is Miller’s ‘does’ level observable? Med Educ. 2022; 1- 8. doi:10.1111/medu.15004
van Braak, M., Huiskes, M. & Veen, M. When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: an interactional analysis. Adv in Health Sci Educ 27, 965–988 (2022). https://doi.org/10.1007/s10459-022-10122-w
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 (2022). 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. https://didactiefonline.nl/artikel/wek-reflectieve-zombie-tot-leven