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Katharine Boursicot, Sandra Kemp, John Norcini, Vishna Devi Nadarajah, Susan Humphrey-Murto, Elize Archer, Jen Williams, Eeva Pyörälä & Riitta Möller. (2023) Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence. Medical Teacher 45:9, pages 978-983.
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Megbowon Funmilola Kemi & Uwah Chijioke. (2021) African proverbs as pedagogical tools in the contemporary education system. South African Journal of African Languages 41:3, pages 231-239.
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Caroline Wilson, Christine Broughan & Melissa Marselle. (2019) A new framework for the design and evaluation of a learning institution's student engagement activities. Studies in Higher Education 44:11, pages 1931-1944.
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Ronald M. Harden & Pat Lilley. (2018) Best practice for assessment. Medical Teacher 40:11, pages 1088-1090.
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Lasse Eronen & Eija Kärnä. (2018) Students Acquiring Expertise through Student-Centered Learning in Mathematics Lessons. Scandinavian Journal of Educational Research 62:5, pages 682-700.
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Nuraan Agherdien, Michelle Mey & Paul Poisat. (2018) Factors Impacting on Students’ Readiness for Higher Education. Africa Education Review 15:1, pages 52-71.
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Mona Lisa Dahms, Claus Monrad Spliid & Jens Frederik Dalsgaard Nielsen. (2017) Teacher in a problem-based learning environment – Jack of all trades?. European Journal of Engineering Education 42:6, pages 1196-1219.
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Constance R. Tucker. (2017) If medical education was a discipline, she would have five core competencies. Medical Teacher 39:7, pages 783-784.
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D. Lekkas & T. A. Winning. (2017) Using quality enhancement processes to achieve sustainable development and support for sessional staff. International Journal for Academic Development 22:1, pages 70-83.
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Richard Fuller, Matt Homer, Godfrey Pell & Jennifer Hallam. (2017) Managing extremes of assessor judgment within the OSCE. Medical Teacher 39:1, pages 58-66.
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Małgorzata Wiśniewska & Piotr Grudowski. (2016) High-quality academic teachers in business school. The case of The University of Gdańsk, Poland. Total Quality Management & Business Excellence 27:9-10, pages 1158-1170.
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Carolyn I. Robinson, Theresa M. Harvey & Monica Tseng (曾翊瑄). (2016) Perceptions of Taiwanese nursing students’ English-language progression following interactive scenario development and role play. Contemporary Nurse 52:5, pages 590-601.
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Subha Ramani, Karen Mann, David Taylor & Harish Thampy. (2016) Residents as teachers: Near peer learning in clinical work settings: AMEE Guide No. 106. Medical Teacher 38:7, pages 642-655.
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Christoph Nikendei, Miriam Friedman Ben-David, Stewart Mennin & Sören Huwendiek. (2016) Medical educators: How they define themselves – Results of an international web survey. Medical Teacher 38:7, pages 715-723.
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Hugh A. Stoddard & Nicole J. Borges. (2016) A typology of teaching roles and relationships for medical education. Medical Teacher 38:3, pages 280-285.
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Guanchao Jiang, Hong Chen, Qiming Wang, Baorong Chi, Qingnan He, Haipeng Xiao, Qinghuan Zhou, Jing Liu & Shan Wang. (2016) National Clinical Skills Competition: an effective simulation-based method to improve undergraduate medical education in China. Medical Education Online 21:1.
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Ann Harris & Zhong Hua. (2015) Communication is key: A study of the development of communication key skills in China. English in Education 49:2, pages 167-187.
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Lynda Shevellar. (2015) From bearers of problems to bearers of culture: developing community in the community development classroom. International Journal of Qualitative Studies in Education 28:4, pages 457-475.
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Ronald M. Harden. (2015) Have we got assessment wrong? Thoughts from the Ottawa Conference and the need for a Pumpkin Plan. Medical Teacher 37:3, pages 209-210.
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Irene Nga Yee Cheng & Winnie Wing Mui So. (2015) Teachers’ environmental literacy and teaching – stories of three Hong Kong primary school teachers. International Research in Geographical and Environmental Education 24:1, pages 58-79.
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Nidhi G. Huff, Brita Roy, Carlos A. Estrada, Robert M. Centor, Analia Castiglioni, Lisa L. Willett, Richard M. Shewchuk & Stuart Cohen. (2014) Teaching behaviors that define highest rated attending physicians: A study of the resident perspective. Medical Teacher 36:11, pages 991-996.
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Tengku Sarina Aini Tengku Kasim & Yusmini Md Yusoff. (2014) Active Teaching Methods: Personal Experience of Integrating Spiritual and Moral Values. Religious Education 109:5, pages 554-570.
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Eeva Pyörälä. (2014) How we developed a role-based portfolio for teachers’ professional development. Medical Teacher 36:9, pages 765-768.
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Joseph W. Clyde, Melanie M. Domenech Rodríguez & Christian Geiser. (2014) Medical professionalism: an experimental look at physicians’ Facebook profiles. Medical Education Online 19:1.
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Amelie Fougner. (2013) Peer Tutoring in Social Work Education: A Study of Changes in the Authority of Knowledge and Relationships between Students and Teachers in Norway. Social Work Education 32:4, pages 493-505.
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Dilek Guldal, Adam Windak, Roar Maagaard, Justin Allen & Niels K. Kjaer. (2012) Educational expectations of GP trainers. A EURACT needs analysis. European Journal of General Practice 18:4, pages 233-237.
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Awdah Al-Hazimi. (2012) Development and evaluation of study guide template for an integrated cardiovascular module. Medical Teacher 34:sup1, pages S6-S13.
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Annette Heijne, Birgitta Nordgren, Maria Hagströmer & Cecilia Fridén. (2012) Assessment by portfolio in a physiotherapy programme. Advances in Physiotherapy 14:1, pages 38-46.
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Alam Sher Malik & Rukhsana Hussain Malik. (2012) Twelve tips for effective lecturing in a PBL curriculum. Medical Teacher 34:3, pages 198-204.
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Lukas Lochner & Wim H. Gijselaers. (2011) Improving lecture skills: A time-efficient 10-step pedagogical consultation method for medical teachers in healthcare professions. Medical Teacher 33:2, pages 131-136.
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Michelle McLean. (2010) How to professionalise your practice as a health professions educator. Medical Teacher 32:12, pages 953-955.
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Michelle McLean & Trevor Gibbs. (2010) Twelve tips to designing and implementing a learner-centred curriculum: Prevention is better than cure. Medical Teacher 32:3, pages 225-230.
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Vivien Cook. (2009) Mapping the work-based learning of novice teachers: Charting some rich terrain. Medical Teacher 31:12, pages e608-e614.
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GailL. Rose & MargaretR. Rukstalis. (2008) Imparting medical ethics: the role of mentorship in clinical training. Mentoring & Tutoring: Partnership in Learning 16:1, pages 77-89.
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Michelle McLean, Francois Cilliers & Jacqueline M. Van Wyk. (2008) Faculty development: Yesterday, today and tomorrow. Medical Teacher 30:6, pages 555-584.
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Subha Ramani & Sam Leinster. (2008) AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher 30:4, pages 347-364.
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Carolien Bulte, Aaron Betts, Kathryn Garner & Steven Durning. (2007) Student teaching: views of student near-peer teachers and learners. Medical Teacher 29:6, pages 583-590.
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Edward W. Taylor, Elizabeth J. Tisdell & Maryellen E. Gusic. (2007) Teaching beliefs of medical educators: perspectives on clinical teaching in pediatrics. Medical Teacher 29:4, pages 371-376.
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Zarrin Seema Siddiqui, Diana Jonas-Dwyer & Sandra E. Carr. (2007) Twelve tips for peer observation of teaching. Medical Teacher 29:4, pages 297-300.
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Sue Kilminster, David Cottrell, Janet Grant & Brian Jolly. (2007) AMEE Guide No. 27: Effective educational and clinical supervision. Medical Teacher 29:1, pages 2-19.
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Joy Higgs & Lindy McAllister. (2007) Educating clinical educators: using a model of the experience of being a clinical educator. Medical Teacher 29:2-3, pages e51-e57.
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Francis Roussel, Jean-François Gehanno, Joel Ladner & Jacques Benichou. (2006) Do teaching faculty resources affect the choice of medical career?. Medical Teacher 28:8, pages 734-741.
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Subha Ramani. (2006) Twelve tips to promote excellence in medical teaching. Medical Teacher 28:1, pages 19-23.
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Margery H. Davis, Indika Karunathilake & Ronald M. Harden. (2005) AMEE Education Guide no. 28: The development and role of departments of medical education. Medical Teacher 27:8, pages 665-675.
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