Books
Mario Veen (2024) Hoe Plato Je Uit Je Grot Sleurt. Te bestellen bij Uitgeverij Noordboek: https://noordboek.nl/boek/hoe-plato-je-uit-je-grot-sleurt/
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.) (2023) Helping a Field See Itself: Envisioning a philosophy of medical education. Routledge: https://www.routledge.com/Helping-a-Field-See-Itself-Envisioning-a-Philosophy-of-Medical-Education/Veen-Cianciolo/p/book/9781032204147
AWIA Collectief (2023). Onder de motorkap van gesprekken: Hoe werkt dagelijkse communicatie? Sterck & De Vreese: https://noordboek.nl/boek/onder-de-motorkap-van-gesprekken/
Selected Articles and Chapters
Veen, M. (2023) Earthucation: Using interdisciplinary philosophy, education and science communication to understand the climate crisis. Future Based https://tinyurl.com/22zvydmr
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, Augsuts 29, 2023.
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