Citations (56)
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Marije P. Hennus, Jennie B. Jarrett, David R. Taylor & Olle ten Cate. (2023) Twelve tips to develop entrustable professional activities. Medical Teacher 45:7, pages 701-707.
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Renée E. Stalmeijer, Jill R. D. Whittingham, Guy W. G. Bendermacher, Ineke H. A. P. Wolfhagen, Diana H. J. M. Dolmans & Carolin Sehlbach. (2023) Continuous enhancement of educational quality – fostering a quality culture: AMEE Guide No. 147. Medical Teacher 45:1, pages 6-16.
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Binia-Laureen Grebener, Janina Barth, Sven Anders, Tim Beißbarth & Tobias Raupach. (2021) A prediction-based method to estimate student learning outcome: Impact of response rate and gender differences on evaluation results. Medical Teacher 43:5, pages 524-530.
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Nicolas Fernandez & Marie-Claude Audétat. (2019) Faculty development program evaluation: a need to embrace complexity. Advances in Medical Education and Practice 10, pages 191-199.
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Mekin Sezik, Erol Gurpinar & Nese Zayim. (2019) Nationwide content analysis of undergraduate obstetrics and gynaecology clinical curricula in Turkish medical schools
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Katherine A. Moreau. (2017) Twelve tips for planning and conducting a participatory evaluation. Medical Teacher 39:4, pages 334-340.
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Lawrence Cheung. (2016) Applying a reflexive framework to evaluate a communication skills curriculum. Advances in Medical Education and Practice 7, pages 587-592.
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Mohammad Mahdi Parvizi, Mitra Amini, Mohammad Reza Dehghani, Peyman Jafari & Zahra Parvizi. (2016) Psychometric properties of the Persian version of the Ambulatory Care Learning Educational Environment Measure (ACLEEM) questionnaire, Shiraz, Iran. Advances in Medical Education and Practice 7, pages 559-566.
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Renée Stalmeijer, Jill Whittingham, Willem de Grave & Diana Dolmans. (2016) Strengthening internal quality assurance processes: facilitating student evaluation committees to contribute. Assessment & Evaluation in Higher Education 41:1, pages 53-66.
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David A. Cook & Rachel H. Ellaway. (2015) Evaluating technology-enhanced learning: A comprehensive framework. Medical Teacher 37:10, pages 961-970.
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Lynne
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Ann W. Frye & Paul A. Hemmer. (2012) Program evaluation models and related theories: AMEE Guide No. 67. Medical Teacher 34:5, pages e288-e299.
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Hilary Sanfey, Ilene Harris, Sue Pollart & Alan Schwartz. (2011) Evaluation of the University of Virginia Leadership in Academic Medicine Program. Teaching and Learning in Medicine 23:4, pages 347-358.
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S. Mukhopadhyay & S. Smith. (2010) Curriculum evaluation from the trainees' perspective: Application to the ALWP ATSM. Journal of Obstetrics and Gynaecology 30:8, pages 795-799.
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Janke Cohen-Schotanus, Johanna Schönrock-Adema & Henk G. Schmidt. (2010) Quality of courses evaluated by ‘predictions’ rather than opinions: Fewer respondents needed for similar results. Medical Teacher 32:10, pages 851-856.
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Dianne F. Carmody, Angela Jacques, Harriet Denz-Penhey, Ian Puddey & John P. Newnham. (2009) Perceptions by medical students of their educational environment for obstetrics and gynaecology in metropolitan and rural teaching sites. Medical Teacher 31:12, pages e596-e602.
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G. Peeraer, B.Y. De Winter, A.M.M. Muijtjens, R. Remmen, L. Bossaert & A.J.J.A. Scherpbier. (2009) Evaluating the effectiveness of curriculum change. Is there a difference between graduating student outcomes from two different curricula?. Medical Teacher 31:3, pages e64-e68.
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Peter Barss, Michal Grivna, Fatma Al-Maskari & Geraldine Kershaw. (2008) Strengthening public health medicine training for medical students: Development and evaluation of a lifestyle curriculum. Medical Teacher 30:9-10, pages e196-e218.
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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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Deniz Uzun, Theresa de Sousa, Steffani Görl, Silvia Brandt, Maria Giraki, Hari Petsos, Thorsten Blauhut, Stefan Heitkamp, Amira Begic, Karina Obreja, Babak Sayahpour, Sarah Bühling, Nicolas Plein, Andreas Möltner, Susanne Gerhardt-Szép & Tuğba Zahn. (2023) ZApprO versus ZÄPrO: Ergebnisse einer ersten VergleichsstudieZApprO versus ZÄPrO: results of a first comparative study. Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz 66:12, pages 1397-1408.
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Katherine A. Moreau & Kaylee Eady. (2023) Program Evaluation Use in Graduate Medical Education. Journal of Graduate Medical Education 15:1, pages 15-18.
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Prattama Santoso Utomo, Amandha Boy Timor Randita, Rilani Riskiyana, Felicia Kurniawan, Irwin Aras, Cholis Abrori & Gandes Retno Rahayu. (2022) Predicting medical graduates’ clinical performance using national competency examination results in Indonesia. BMC Medical Education 22:1.
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Shera Hosseini, Yusuf Yilmaz, Kaushal Shah, Michael Gottlieb, Christine R. Stehman, Andrew K. Hall & Teresa M. Chan. (2022) Program evaluation: An educator's portal into academic scholarship. AEM Education and Training 6:S1.
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Funda TAYFUN KÜPESİZ & Erol GÜRPINAR. (2022) Determination of Learning Styles of Hematologists in Turkey and Evaluation of the Effect on Educational SuccessTürkiye'deki Hematoloji Uzmanlarının Öğrenme Stillerinin Belirlenmesi ve Eğitim Başarısı Üzerine Etkisinin Değerlendirilmesi. Tıp Eğitimi Dünyası 21:63, pages 5-17.
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Ye Ji Kang, Jun Soo Hwang, Yanyan Lin, Hyo Jeong Lee, Sang Yun Han & Do-Hwan Kim. (2021) Exploring the preconception of the first year of medical students on medicine before entering medical school. Korean Journal of Medical Education 33:4, pages 369-379.
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Inge M. Smit, Mariette Volschenk & Liezl Koen. (2021) Evaluation of an undergraduate psychiatric clinical rotation: Exploring student perceptions. South African Journal of Psychiatry 27.
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So-Jung Yune, Sang-Yeoup Lee & Sunju Im. (2020) Educational Program Evaluation System in a Medical School. Korean Medical Education Review 22:2, pages 131-142.
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Claire Junga Kim, Hwa Young Lee, Young Mi Park & Hee Jung Yi. (2020) A Qualitative Study of Students’ Perception on Premedical Curriculum. The Ewha Medical Journal 43:1, pages 12-18.
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Céres Larissa Barbosa de Oliveira, Simone Appenzeller & Cezar Augusto Muniz Caldas. (2020) MiniCex as an Assessment Tool of a Medical Course Internship Program. Revista Brasileira de Educação Médica 44:1.
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Céres Larissa Barbosa de Oliveira, Simone Appenzeller & Cezar Augusto Muniz Caldas. (2020) MiniCex como Instrumento para Avaliação de Programa no Internato de um Curso de Medicina. Revista Brasileira de Educação Médica 44:1.
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Sílvia Cristina Marques Nunes Pricinote, Artur Lorenzo Sena Gomes, Alberto Monteiro Filho, Bruno Leonardo Wadson Silva, Reinaldo Elias de Souza Junior, Denise Milioli Ferreira, Maria do Rosário Ferraz Roberti & Marcos Rassi Fernandes. (2020) Percepção Discente sobre o Ambiente Educacional da Disciplina de Semiologia Médica. Revista Brasileira de Educação Médica 44:1.
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Linda Snell, Daisuke Son & Hirotaka Onishi. 2018. Understanding Medical Education. Understanding Medical Education
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Gamze ÇAPA KAYA, Şule KOLUAÇIK, Neslihan AKTAŞ & Berna MUSAL. (2018) Dokuz Eylül Üniversitesi Tıp Fakültesi Tıpta Uzmanlık Eğitimi Programlarına İlişkin Eğitici ve Öğrenci GeribildirimleriTrainers and Trainee Feedback on Residency Training Programs in Dokuz Eylül University Medical Faculty. Tıp Eğitimi Dünyası 17:52, pages 5-13.
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Kadambari D, Kumar S, Zayapragassarazan Z & Parija SCKadambari D, Kumar S, Zayapragassarazan Z & Parija SC. 2018. Improving Discipline-Based Undergraduate Medical Curriculum. Improving Discipline-Based Undergraduate Medical Curriculum
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Sheila W. Chauvin. (2015) Applying Educational Theory to Simulation-Based Training and Assessment in Surgery. Surgical Clinics of North America 95:4, pages 695-715.
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Michelle Mclean, François Cilliers & Jacqueline M. Van Wyk. (2015) Développement professoral : hier, aujourd’hui et demain Guide AMEE n°36. Pédagogie Médicale 15:3, pages 183-237.
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Maristela Reis dos Santos, Ana Lucia Goulart, Milton Harumi Miyoshi & Amélia Miyashiro Nunes dos Santos. (2014) A importância de um questionário de avaliação de unidade curricular. Revista Brasileira de Educação Médica 38:2, pages 190-197.
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Faizal Haji, Marie‐Paule Morin & Kathryn Parker. (2013) Rethinking programme evaluation in health professions education: beyond ‘did it work?’. Medical Education 47:4, pages 342-351.
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Lionel Patrick Green-Thompson, Patricia McInerney, Dianne Mary Manning, Ntsiki Mapukata-Sondzaba, Shalote Chipamaunga & Tlangelani Maswanganyi. (2012) Reflections of students graduating from a transforming medical curriculum in South Africa: a qualitative study. BMC Medical Education 12:1.
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M. Dylan Bould, Viren N. Naik & Stanley J. Hamstra. (2011) Review article: New directions in medical education related to anesthesiology and perioperative medicineArticle de synthèse: Nouvelles orientations en formation médicale liées à l’anesthésiologie et à la médecine périopératoire. Canadian Journal of Anesthesia/Journal canadien d'anesthésie 59:2, pages 136-150.
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Priyanga Ranasinghe, Sashimali A Wickramasinghe, Ruwan Wickramasinghe, Asela Olupeliyawa & Indika Karunathilaka. (2011) The students' voice: Strengths and weaknesses of an undergraduate medical curriculum in a developing country, a qualitative study. BMC Research Notes 4:1.
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