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Juebei Chen, Xiangyun Du, Dan Jiang, Aida Guerra & Bente Nørgaard. (2024) A review study with a systematic approach: pedagogical development for educators in higher engineering education. European Journal of Engineering Education 49:2, pages 299-329.
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Tim M. Stevens, Indira N.Z. Day, Perry J. den Brok, Frans J. Prins, Hanneke J.H.E. Assen, Marlies ter Beek, Gunter Bombaerts, Remco Coppoolse, Petra H.M. Cremers, Rik Engbers, Madeleine Hulsen, Rachelle J.A. Kamp, Jur J. Koksma, Kariene Mittendorff, Jan Riezebos, Roeland M. van der Rijst, Margje W. J. van de Wiel & Jan D. Vermunt. (2024) Teacher professional learning and development in the context of educational innovations in higher education: A typology of practices. Higher Education Research & Development 43:2, pages 437-454.
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Shenglan Fu & Azzeddine Boudouaia. (2024) Teacher Educators and their Professional Development: Learning from the Past, Looking to the Future. Asia Pacific Journal of Education 44:1, pages 190-193.
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Michael Bordonaro. (2023) Perspective on faulty faculty development. Medical Teacher 0:0, pages 1-2.
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S. H. Christiansen, C. Juebei & D. Xiangyun. (2023) Cross-institutional collaboration in engineering education – a systematic review study. European Journal of Engineering Education 48:6, pages 1102-1129.
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Jody E. Steinauer, Nancy A. Hueppchen, Hope A. Ricciotti, Frank T. Stritter, Debra A. DaRosa, Kelly S. Toepper & Lee A. Learman. (2023) The APGO Academic Scholars and Leaders Program: Supporting obstetrics and gynecology faculty development for 20 years. Medical Teacher 45:10, pages 1155-1162.
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Kimberly Davis, Sarah A. Marrs, Ishan C. Williams, Kristin Zimmerman, Constance L. Coogle, Edward F. Ansello, Pamela L. Parsons, Patricia W. Slattum & Leland H. Waters. (2023) An interprofessional geriatrics faculty development program: exploration of the barriers and facilitators of capstone projects. Gerontology & Geriatrics Education 0:0, pages 1-15.
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Hannah G. Kay, Margaret Rose Mahoney & Roger A. Edwards. (2023) The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review. Medical Teacher 45:8, pages 893-905.
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Kyle T. Fassett, Stephen C. Hiller, Allison BrckaLorenz & Thomas F. Nelson Laird. (2023) Teaching Development Opportunities & Faculty Practice at Four-Year Institutions. College Teaching 71:3, pages 165-175.
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Javier Fernández Ruiz & Ernesto Panadero. (2023) Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content. Assessment & Evaluation in Higher Education 48:4, pages 485-501.
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Yusuf Yilmaz, Ming-Ka Chan, Denyse Richardson, Adelle Atkinson, Ereny Bassilious, Linda Snell & Teresa M. Chan. (2023) Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education. Medical Teacher 45:4, pages 395-403.
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Tim Clement, Duncan Howard, Eldon Lyon & Elizabeth Molloy. (2023) Using a logic model to evaluate a novel video-based professional development activity for general practice clinical educators. Teacher Development 27:2, pages 172-202.
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Tierney Kinnison, Christine Thuranira-McKeever, Ruwani Kalupahana & Ayona Silva-Fletcher. (2023) Multi-level impact of continuing professional development on Sri Lanka’s veterinary sector. Open Learning: The Journal of Open, Distance and e-Learning 38:1, pages 4-21.
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Daniella Tassoni, Fiona Kent, Jacinta Simpson & Melanie K. Farlie. (2023) Supporting health professional educators in the workplace: A scoping review. Medical Teacher 45:1, pages 49-57.
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Muhammad Zafar Iqbal, Karen D. Könings, Mohamed M. Al-Eraky & Jeroen J. G. van Merriënboer. (2021) Entrustable Professional Activities for Small-Group Facilitation: A Validation Study Using Modified Delphi Technique. Teaching and Learning in Medicine 33:5, pages 536-545.
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Lisanne S. Welink, Esther de Groot, Marie-Louise E. L. Bartelink, Kaatje Van Roy, Roger A. M. J. Damoiseaux & Peter Pype. (2021) Learning Conversations with Trainees: An Undervalued but Useful EBM Learning Opportunity for Clinical Supervisors. Teaching and Learning in Medicine 33:4, pages 382-389.
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C. F. Chia, V. D. Nadarajah, V. Lim & S. Kutzsche. (2021) Transfer of knowledge, skills and confidence from a faculty development programme for health professions educators into practice. Medical Teacher 43:sup1, pages S46-S52.
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Dawn Gilmore. (2021) Implementing a coaching model for the development of online teachers. International Journal for Academic Development 26:2, pages 121-133.
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Helen M Shields, James P Honan, Jeffrey D Goldsmith, Rachna Madan, Stephen R Pelletier, Christopher L Roy & Lindsey C Wu. (2020) Is Asking Questions on Rounds a Teachable Skill? A Randomized Controlled Trial to Increase Attendings’ Asking Questions. Advances in Medical Education and Practice 11, pages 921-929.
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C. Preci, M. Bonfatti, C. Garuti, L. Corbelli, A. Romani, P. Fiandri, A. Venturelli, G. Ferrari, L. Ghirotto & Maria Stella Padula. (2020) Continuity of care and chronicity in medical students’ education: ‘adopt’ a chronic patient. Education for Primary Care 31:6, pages 365-370.
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Natalie Simper. (2020) Assessment thresholds for academic staff: constructive alignment and differentiation of standards. Assessment & Evaluation in Higher Education 45:7, pages 1016-1030.
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Johanna C. G. Jacobs, Janneke Wilschut, Cees van der Vleuten, Fedde Scheele, Gerda Croiset & Rashmi A. Kusurkar. (2020) An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles. Medical Teacher 42:9, pages 1000-1004.
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Lisette van Bruggen, Olle ten Cate & H. Carrie Chen. (2020) Developing a Novel 4-C Framework to Enhance Participation in Faculty Development. Teaching and Learning in Medicine 32:4, pages 371-379.
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Giovanna Sirianni, Susan Glover Takahashi & Jeff Myers. (2020) Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper. Medical Teacher 42:8, pages 909-915.
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Elaheh Mohammadi, Azim Mirzazadeh, Amir Ali Sohrabpour, Hooman Shahsavari, Mehdi Yaseri & Sara Mortaz Hejri. (2020) Enhancement of role modelling in clinical educators: A randomized controlled trial. Medical Teacher 42:4, pages 436-443.
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Yvonne Steinert. (2020) Faculty development: From rubies to oak. Medical Teacher 42:4, pages 429-435.
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Tim Clement, Duncan Howard, Eldon Lyon, Jonathan Silverman & Elizabeth Molloy. (2020) Video-triggered professional learning for general practice trainers: using the ‘cauldron of practice’ to explore teaching and learning. Education for Primary Care 31:2, pages 112-118.
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Wangnan Cao, Jingyi Cai & Chun Chang. (2020) Scale development for competencies among medical teachers on undergraduate education: A Delphi study from a top Chinese university. Innovations in Education and Teaching International 57:2, pages 198-208.
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Gerald E Crites, Andrea Berry, Elissa Hall, Denise Kay, Mohammed K Khalil & Larry Hurtubise. (2020) Applying multiple frameworks to establish effective virtual collaborative teams in academia: a review and recommendations. Medical Education Online 25:1.
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Boyd F. Richards, Elizabeth M. Cardell, Candace J. Chow, Kathryn B. Moore, Krystal L. Moorman, Meghan O’Connor & Sara E. Hart. (2020) Discovering the Benefits of Group Peer Review of Submitted Manuscripts. Teaching and Learning in Medicine 32:1, pages 104-109.
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Christine J Orr & Ranil R Sonnadara. (2019) Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum. Advances in Medical Education and Practice 10, pages 229-244.
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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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HO Olasoji, Ahmad Bilyamini Mu’azu & Mairo Hassan Garba. (2019) A study of clinical teachers’ attitude to teaching and perceived learning needs in a medical college in Nigeria. Advances in Medical Education and Practice 10, pages 605-617.
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W. James Jacob, Weiyan Xiong, Huiyuan Ye, Shuo Wang & Xueshuang Wang. (2019) Strategic best practices of flagship university professional development centers. Professional Development in Education 45:5, pages 801-813.
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Anne M. Rodino & Michael D. Wolcott. (2019) Assessing Preceptor Use of Cognitive Apprenticeship: Is the Maastricht Clinical Teaching Questionnaire (MCTQ) a Useful Approach?. Teaching and Learning in Medicine 31:5, pages 506-518.
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Miriam Lacasse, Marie-Claude Audétat, Élisabeth Boileau, Nathalie Caire Fon, Marie-Hélène Dufour, Marie-Claude Laferrière, Alexandre Lafleur, Ève La Rue, Shirley Lee, Mathieu Nendaz, Emmanuelle Paquette Raynard, Caroline Simard, Yvonne Steinert & Johanne Théorêt. (2019) Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56. Medical Teacher 41:9, pages 981-1001.
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Tracy M. Christianson, Lesley Bainbridge & Colleen Halupa. (2019) A pilot study on interprofessional education: how prepared are faculty to teach?. Professional Development in Education 45:4, pages 659-669.
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M. M. Milota, G. J. M. W. van Thiel & J. J. M. van Delden. (2019) Narrative medicine as a medical education tool: A systematic review. Medical Teacher 41:7, pages 802-810.
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Adlane Deeb El Afi. (2019) The impact of professional development training on teachers’ performance in Abu Dhabi Cycle Two and Three schools. Teacher Development 23:3, pages 366-386.
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Søren Hast Prins, Signe Gjedde Brøndt & Bente Malling. (2019) Implementation of workplace-based assessment in general practice. Education for Primary Care 30:3, pages 133-144.
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Jane Uygur, Ellen Stuart, Muireann De Paor, Emma Wallace, Seamus Duffy, Marie O’Shea, Susan Smith & Teresa Pawlikowska. (2019) A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51 . Medical Teacher 41:1, pages 3-16.
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Ciaran Sugrue, Tomas Englund, Tone Dyrdal Solbrekke & Trine Fossland. (2018) Trends in the practices of academic developers: trajectories of higher education?. Studies in Higher Education 43:12, pages 2336-2353.
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Kathryn A. Sutherland. (2018) Holistic academic development: Is it time to think more broadly about the academic development project?. International Journal for Academic Development 23:4, pages 261-273.
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Tara Holland, Sarah Bean Sherman & Sara Harris. (2018) Paired Teaching: A Professional Development Model for Adopting Evidence-Based Practices. College Teaching 66:3, pages 148-157.
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J. Rush Pierce$suffix/text()$suffix/text(), Patrick Rendón & Deepti Rao. (2018) Peer Observation of Rounds Leads to Collegial Discussion of Teaching. Teaching and Learning in Medicine 30:2, pages 233-238.
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Andrea C. Lörwald, Felicitas-Maria Lahner, Robert Greif, Christoph Berendonk, John Norcini & Sören Huwendiek. (2018) Factors influencing the educational impact of Mini-CEX and DOPS: A qualitative synthesis. Medical Teacher 40:4, pages 414-420.
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Marion van Lierop, Laury de Jonge, Job Metsemakers & Diana Dolmans. (2018) Peer group reflection on student ratings stimulates clinical teachers to generate plans to improve their teaching. Medical Teacher 40:3, pages 302-309.
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Rachel H. Ellaway, Rebecca Malhi, Sameer Bajaj, Ian Walker & Douglas Myhre. (2018) A critical scoping review of the connections between social mission and medical school admissions: BEME Guide No. 47. Medical Teacher 40:3, pages 219-226.
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Tam T. Phuong, S. Catherine Cole & Jill Zarestky. (2018) A systematic literature review of faculty development for teacher educators. Higher Education Research & Development 37:2, pages 373-389.
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Anthony Kiryagana Isabirye & Mpine Makoe. (2018) Phenomenological Analysis of the Lived Experiences of Academics who Participated in the Professional Development Programme at an Open Distance Learning (ODL) University in South Africa. Indo-Pacific Journal of Phenomenology 18:1, pages 29-39.
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Allyn Walsh, Sudha Koppula, Viola Antao, Cheri Bethune, Stewart Cameron, Teresa Cavett, Diane Clavet & Marion Dove. (2018) Preparing teachers for competency-based medical education: Fundamental teaching activities. Medical Teacher 40:1, pages 80-85.
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Jennifer A Inra, Stephen Pelletier, Navin L Kumar, Edward L Barnes & Helen M Shields. (2017) An active learning curriculum improves fellows’ knowledge and faculty teaching skills. Advances in Medical Education and Practice 8, pages 359-364.
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Kellee L Oller, Cuc T Mai, Robert J Ledford & Kevin E O’Brien. (2017) Faculty development for the evaluation system: a dual agenda. Advances in Medical Education and Practice 8, pages 205-210.
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Renée Allvin, Magnus Berndtzon, Liisa Carlzon, Samuel Edelbring, Håkan Hult, Magnus Hultin, Klas Karlgren, Italo Masiello, Marie-Louise Södersved Källestedt & Éva Tamás. (2017) Confident but not theoretically grounded – experienced simulation educators’ perceptions of their own professional development. Advances in Medical Education and Practice 8, pages 99-108.
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Joost W. van den Berg, Nicole J. J. M. Mastenbroek, Renée A. Scheepers & A. Debbie C. Jaarsma. (2017) Work engagement in health professions education. Medical Teacher 39:11, pages 1110-1118.
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Idoia Fernández & M. Dolors Márquez. (2017) Educational development units in Spain: current status and emerging trends. International Journal for Academic Development 22:4, pages 343-359.
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Klara Bolander Laksov & Tanja Tomson. (2017) Becoming an educational leader – exploring leadership in medical education. International Journal of Leadership in Education 20:4, pages 506-516.
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Klodiana Kolomitro & Lauren M. Anstey. (2017) A survey on evaluation practices in teaching and learning centres. International Journal for Academic Development 22:3, pages 186-198.
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Latha Chandran, Maryellen E. Gusic, J. Lindsey Lane & Constance D. Baldwin. (2017) Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 29:3, pages 337-350.
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James Michael Fisher, Ellen Tullo, Kwong Chan & Andrew Teodorczuk. (2017) Twelve tips for teaching about patients with cognitive impairment. Medical Teacher 39:5, pages 452-457.
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Olanrewaju O. Sorinola, Jill Thistlethwaite, David Davies & Ed Peile. (2017) Realist evaluation of faculty development for medical educators: What works for whom and why in the long-term. Medical Teacher 39:4, pages 422-429.
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Aliaa Amr Alamoudi, Basem Salama El-Deek, Yoon Soo Park, Lana Adey Al Shawwa & Ara Tekian. (2017) Evaluating the long-term impact of faculty development programs on MCQ item analysis. Medical Teacher 39:sup1, pages S45-S49.
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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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Alanna Stone, Maria Wamsley, Patricia O'Sullivan, Jason Satterfield, Derek D. Satre & Katherine Julian. (2017) Faculty development efforts to promote screening, brief intervention, and referral to treatment (SBIRT) in an internal medicine faculty-resident practice. Substance Abuse 38:1, pages 31-34.
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Aileen Barrett, Rose Galvin, Yvonne Steinert, Albert Scherpbier, Ann O’Shaughnessy, Mary Horgan & Tanya Horsley. (2016) A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43 . Medical Teacher 38:12, pages 1188-1198.
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Tracie Marcella Addy, Janet Hafler & France Galerneau. (2016) Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach. Teaching and Learning in Medicine 28:4, pages 415-423.
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Julia Blitz, Jill Edwards, Bob Mash & Steve Mowle. (2016) Training the trainers: beyond providing a well-received course. Education for Primary Care 27:5, pages 375-379.
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Marie-Louise Schreurs, Wilma Huveneers & Diana Dolmans. (2016) Communities of teaching practice in the workplace: Evaluation of a faculty development programme. Medical Teacher 38:8, pages 808-814.
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Yvonne Steinert, Karen Mann, Brownell Anderson, Bonnie Maureen Barnett, Angel Centeno, Laura Naismith, David Prideaux, John Spencer, Ellen Tullo, Thomas Viggiano, Helena Ward & Diana Dolmans. (2016) A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical Teacher 38:8, pages 769-786.
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Harish Thampy & Kirsten Bond. (2016) Sharing experiences of clinical teaching: an evaluation of contrasting workshops. Education for Primary Care 27:4, pages 320-321.
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Constance L. Coogle, Lewis Hackett, Myra G. Owens, Edward F. Ansello & Jennifer H. Mathews. (2016) Perceived self-efficacy gains following an interprofessional faculty development programme in geriatrics education. Journal of Interprofessional Care 30:4, pages 483-492.
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H. Carrie Chen, Shannon Fogh, Brent Kobashi, Arianne Teherani, Olle ten Cate & Patricia O’Sullivan. (2016) An interview study of how clinical teachers develop skills to attend to different level learners. Medical Teacher 38:6, pages 578-584.
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Clare Holdsworth, Elizabeth H. Skinner & Clare M. Delany. (2016) Using simulation pedagogy to teach clinical education skills: A randomized trial. Physiotherapy Theory and Practice 32:4, pages 284-295.
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M. Lammerding-Koeppel, T. Ebert, A. Goerlitz, G. Karsten, C. Nounla, S. Schmidt, C. Stosch & P. Dieter. (2016) German MedicalTeachingNetwork (MDN) implementing national standards for teacher training. Medical Teacher 38:4, pages 378-384.
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R. H. Ellaway, L. O’Gorman, R. Strasser, D. C. Marsh, L. Graves, P. Fink & C. Cervin. (2016) A critical hybrid realist-outcomes systematic review of relationships between medical education programmes and communities: BEME Guide No. 35. Medical Teacher 38:3, pages 229-245.
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Catherine De Rijdt, Filip Dochy, Sofie Bamelis & Cees van der Vleuten. (2016) Classification of staff development programmes and effects perceived by teachers. Innovations in Education and Teaching International 53:2, pages 179-190.
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Rabia Ahmed, Ameer Farooq, Dale Storie, Lisa Hartling & Anna Oswald. (2016) Building capacity for education research among clinical educators in the health professions: A BEME (Best Evidence Medical Education) Systematic Review of the outcomes of interventions: BEME Guide No. 34. Medical Teacher 38:2, pages 123-136.
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Charlene M. Dewey, Teri L. Turner, Linda Perkowski, Jean Bailey, Larry D. Gruppen, Janet Riddle, Geeta Singhal, Patricia Mullan, Ann Poznanski, Tyson Pillow, Lynne S. Robins, Steven C. Rougas, Leora Horn, Marine V. Ghulyan & Deborah Simpson. (2016) Twelve tips for developing, implementing, and sustaining medical education fellowship programs: Building on new trends and solid foundations. Medical Teacher 38:2, pages 141-149.
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Dario M. Torre, Cees van der Vleuten & Diana Dolmans. (2016) Theoretical perspectives and applications of group learning in PBL. Medical Teacher 38:2, pages 189-195.
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Ahsan Sethi, Susie Schofield, Rola Ajjawi & Sean McAleer. (2016) How do postgraduate qualifications in medical education impact on health professionals?. Medical Teacher 38:2, pages 162-167.
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Erin Abu-Rish Blakeney, Andrea Pfeifle, Mandy Jones, Leslie Walter Hall & Brenda K. Zierler. (2016) Findings from a mixed-methods study of an interprofessional faculty development program. Journal of Interprofessional Care 30:1, pages 83-89.
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Alyssa M. Lederer, Catherine M. Sherwood-Laughlin, Katherine D. Kearns & Valerie D. O'Loughlin. (2016) Development and Evaluation of a Doctoral-Level Public Health Pedagogy Course for Graduate Student Instructors. College Teaching 64:1, pages 19-27.
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Kerry Wilbur. (2016) Evaluating the online platform of a blended-learning pharmacist continuing education degree program. Medical Education Online 21:1.
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David M. Irby, Patricia S. O’sullivan & Yvonne Steinert. (2015) Is it time to recognize excellence in faculty development programs?. Medical Teacher 37:8, pages 705-706.
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H. G. A. Ria Jochemsen-Van Der Leeuw, Nienke Buwalda, Margreet Wieringa-De Waard & Nynke Van Dijk. (2015) Learning from a role model: A cascade or whirlpool effect?. Medical Teacher 37:5, pages 482-489.
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Eeva Pyörälä, Laura Hirsto, Auli Toom, Liisa Myyry & Sari Lindblom-Ylänne. (2015) Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university. International Journal for Academic Development 20:2, pages 150-162.
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Mohamed M. Al-Eraky, Jeroen Donkers, Gohar Wajid & Jeroen J. G. Van Merrienboer. (2015) Faculty development for learning and teaching of medical professionalism. Medical Teacher 37:sup1, pages S40-S46.
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Leslie Walter Hall & Brenda K. Zierler. (2015) Interprofessional Education and Practice Guide No. 1: Developing faculty to effectively facilitate interprofessional education. Journal of Interprofessional Care 29:1, pages 3-7.
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Stephen L. Yelon, J. Kevin ford & William A. Anderson. (2014) Twelve tips for increasing transfer of training from faculty development programs. Medical Teacher 36:11, pages 945-950.
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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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Olle ten Cate, Karen Mann, Peter McCrorie, Sari Ponzer, Linda Snell & Yvonne Steinert. (2014) Faculty development through international exchange: The IMEX initiative. Medical Teacher 36:7, pages 591-595.
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Deborah B. Smith & Cynthia C. Gadbury-Amyot. (2014) Process evaluation of a teaching and learning centre at a research university. Assessment & Evaluation in Higher Education 39:4, pages 427-442.
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Hamza Mohammad Abdulghani, Shaffi Ahamed Shaik, Nehal Khamis, Abdulmajeed Abdulrahman Al-Drees, Mohammad Irshad, Mahmoud Salah Khalil, Ali Ibrahim Alhaqwi & Arthur Isnani. (2014) Research methodology workshops evaluation using the Kirkpatrick’s model: Translating theory into practice. Medical Teacher 36:sup1, pages S24-S29.
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Fedde Scheele, Scheltus Van Luijk, Hanneke Mulder, Coby Baane, Corry Den Rooyen, Matthijs De Hoog, Joanne Fokkema, Erik Heineman & Henk Sluiter. (2014) Is the modernisation of postgraduate medical training in the Netherlands successful? Views of the NVMO Special Interest Group on Postgraduate Medical Education. Medical Teacher 36:2, pages 116-120.
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Marco Roos, Martina Kadmon, Michael Kirschfink, Eginhard Koch, Jana Jünger, Veronika Strittmatter-Haubold & Thorsten Steiner. (2014) Developing medical educators – a mixed method evaluation of a teaching education program. Medical Education Online 19:1.
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Dania E Al Agili. (2013) A needs assessment for a master’s program in dental public health in Jeddah Saudi Arabia. Advances in Medical Education and Practice 4, pages 55-68.
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David A. Cook & Yvonne Steinert. (2013) Online learning for faculty development: A review of the literature. Medical Teacher 35:11, pages 930-937.
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Anja Karg, Peter M. Boendermaker, Paul L.P. Brand & Janke Cohen-Schotanus. (2013) Integrating continuing medical education and faculty development into a single course: Effects on participants’ behaviour. Medical Teacher 35:11, pages e1594-e1597.
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Diana H.J.M. Dolmans, Ineke H.A.P. Wolfhagen & Jeroen J.G. Van Merriënboer. (2013) Twelve tips for implementing whole-task curricula: How to make it work. Medical Teacher 35:10, pages 801-805.
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Olanrewaju O. Sorinola & Jill Thistlethwaite. (2013) A systematic review of faculty development activities in family medicine. Medical Teacher 35:7, pages e1309-e1318.
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Jip de Jong, Mechteld Visser, Nynke Van Dijk, Cees van der Vleuten & Margreet Wieringa-de Waard. (2013) A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24. Medical Teacher 35:6, pages e1181-e1196.
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Tejinder Singh, Willem de Grave, Jaishree Ganjiwale, Avinash Supe, William P. Burdick & Cees van der Vleuten. (2013) Impact of a fellowship program for faculty development on the self-efficacy beliefs of health professions teachers: A longitudinal study. Medical Teacher 35:5, pages 359-364.
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Agaath
M. Dekker-Groen, Marieke
F. van der Schaaf & Karel
M. Stokking. (2013) A teacher competence development programme for supporting students’ reflection skills. Teachers and Teaching 19:2, pages 150-171.
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Stewart Mennin, Summers Kalishman, Mary Ann Eklund, Stacey Friedman, Page S. Morahan & William Burdick. (2013) Project-based faculty development by international health professions educators: Practical strategies. Medical Teacher 35:2, pages e971-e977.
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Idoia Fernández, Genaro Guisasola, Mikel Garmendia, Itziar Alkorta & Alba Madinabeitia. (2013) ¿Puede la formación tener efectos globales en la universidad? Desarrollo docente, metodologías acticas y curriculum híbrido. Journal for the Study of Education and Development 36:3, pages 387-400.
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NicoleK. Roberts & LisaD. Coplit. (2013) Future Focus for Professional Development. Teaching and Learning in Medicine 25:sup1, pages S57-S61.
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Susanna Calkins, Nadia Johnson & Greg Light. (2012) Changing conceptions of teaching in medical faculty. Medical Teacher 34:11, pages 902-906.
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Nancy L. Dudek, Meridith B. Marks, Timothy J. Wood, Suzan Dojeiji, Glen Bandiera, Rose Hatala, Lara Cooke & Leslie Sadownik. (2012) Quality evaluation reports: Can a faculty development program make a difference?. Medical Teacher 34:11, pages e725-e731.
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Judith M. van Es, Mechteld R.M. Visser & Margreet Wieringa-de Waard. (2012) Do GP trainers use feedback in drawing up their Personal Development Plans (PDPs)? Results from a quantitative study. Medical Teacher 34:11, pages e718-e724.
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Barbara de la Harpe & Christina David. (2012) Major influences on the teaching and assessment of graduate attributes. Higher Education Research & Development 31:4, pages 493-510.
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Johanna C. G. Jacobs, Scheltus J. Van Luijk, Henk Van Berkel, Cees P. M. Van der Vleuten, Gerda Croiset & Fedde Scheele. (2012) Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education. Medical Teacher 34:7, pages e483-e491.
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Aditee
Pradhan Narayan, ShariA. Whicker & KathleenA. McGann. (2012) An Innovative Process for Faculty Development in Residency Training. Teaching and Learning in Medicine 24:3, pages 248-256.
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T. B. B. Boerboom, D. H. J. M. Dolmans, A. D. C. Jaarsma, A. M. M. Muijtjens, P. Van Beukelen & A. J. J. A. Scherpbier. (2011) Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers’ supervisory skills during clinical rotations. Medical Teacher 33:2, pages e84-e91.
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P. J. Mcleod & Y. Steinert. (2010) The evolution of faculty development in Canada since the 1980s: Coming of age or time for a change?. Medical Teacher 32:1, pages e31-e35.
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Soleiman Ahmady, Tahereh Changiz, Mats Brommels, AndrewF. Gaffney & Italo Masiello. (2009) The status of faculty development programmes in Iran after the medical education reform: a systematic and comprehensive approach. International Journal for Academic Development 14:2, pages 99-110.
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Peter J. Mcleod & Yvonne Steinert. (2009) Peer coaching as an approach to faculty development. Medical Teacher 31:12, pages 1043-1044.
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T. B. B. Boerboom, D. H. J. M. Dolmans, A. M. M. Muijtjens, A. D. C. Jaarsma, P. VAN Beukelen & A. J. J. A. Scherpbier. (2009) Does a faculty development programme improve teachers’ perceived competence in different teacher roles?. Medical Teacher 31:11, pages 1030-1031.
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J. Johansson, K. Skeff & G. Stratos. (2009) Clinical teaching improvement: The transportability of the Stanford Faculty Development Program. Medical Teacher 31:8, pages e377-e382.
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MeridithB. Marks, TimothyJ. Wood, Janet Nuth, Claire Touchie, Heather O'Brien & Alison Dugan. (2008) Assessing Change in Clinical Teaching Skills: Are We Up for the Challenge?. Teaching and Learning in Medicine 20:4, pages 288-294.
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Maria Weurlander & Terese Stenfors‐Hayes. (2008) Developing medical teachers’ thinking and practice: impact of a staff development course. Higher Education Research & Development 27:2, pages 143-153.
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BrentC. Williams, AmyR. Schigelone, JamesT. Fitzgerald & JeffreyB. Halter. (2008) Successful Implementation of a Faculty Development Program in Geriatrics for Non-Primary Care Physician Educators. Gerontology & Geriatrics Education 28:3, pages 5-27.
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Mark Waters & David Wall. (2008) Educational CPD: An exploration of the attitudes of UK GP trainers using focus groups and an activity theory framework. Medical Teacher 30:8, pages e250-e259.
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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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Robert L. Trowbridge & Peter W. Bates. (2008) A successful approach to faculty development at an independent academic medical center. Medical Teacher 30:1, pages e10-e14.
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