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Sharon Mitchell, Julien-Carl Phaneuf, Silvia Matilda Astefanei, Sissel Guttormsen, Amy Wolfe, Esther de Groot & Carolin Sehlbach. (2023) A Changing Landscape for Lifelong Learning in Health Globally. Journal of CME 12:1.
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Katrine Prydz, Peter Dieckmann, David Musson & Torben Wisborg. (2023) The development of a tool to assess medical students’ non-technical skills – The Norwegian medical students’ non-technical skills (NorMS-NTS). Medical Teacher 45:5, pages 516-523.
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Hellen Myezwa, Stephanie Nixon, Joanne Potterton, Adedayo Tunde Ajidahun, Cathy Cameron, Moses Konje, Florence Omoroh, Brian Chanda Chiluba, Theresa Chisoso & Patricia Solomon. (2023) Evaluation of a knowledge translation intervention for HIV and rehabilitation advocacy in physiotherapy in three sub-Saharan African countries. Disability and Rehabilitation 0:0, pages 1-10.
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Holly S. Meyer, Kelsey Larsen, Anita Samuel, Holly Berkley, Morgan Harvey, Candace Norton & Lauren A. Maggio. (2022) Teaching Medical Students How to Teach: A Scoping Review. Teaching and Learning in Medicine 34:4, pages 379-391.
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Christoph S. Burkhart, Salome Dell-Kuster & Claire Touchie. (2022) Who can do this procedure? Using entrustable professional activities to determine curriculum and entrustment in anesthesiology – An international survey. Medical Teacher 44:6, pages 672-678.
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Fabienne Keller, Lara Allet, André Meichtry, Luca Scascighini, Mandy Scheermesser, Markus Wirz & Irina Nast. (2022) Diagnostic and decision-making abilities of Swiss physiotherapists in a simulated direct access setting. Physiotherapy Theory and Practice 0:0, pages 1-16.
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Kaitlin Endres, Sarah Burm, Daniel Weiman, Dalia Karol, Nancy Dudek, Lindsay Cowley & Kori LaDonna. (2022) Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective. Medical Teacher 44:1, pages 79-86.
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Marissa Laureano, Siraj Mithoowani, Eric K Tseng & Michelle P Zeller. (2021) Improving Medical Education in Hematology and Transfusion Medicine in Canada: Standards and Limitations. Advances in Medical Education and Practice 12, pages 1153-1163.
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Roslyn G. Poulos, Mei Ying Boon, Ajesh George, Karen P. Y. Liu, May Mak, Christina Maurice, Debra Palesy, Lisa G. Pont, Christopher J. Poulos, Sarah Ramsey, Paul Simpson, Genevieve Z. Steiner, Amy R. Villarosa, Karen Watson & Deborah Parker. (2021) Preparing for an aging Australia: The development of multidisciplinary core competencies for the Australian health and aged care workforce. Gerontology & Geriatrics Education 42:3, pages 399-422.
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Elaine Van Melle, Andrew K. Hall, Daniel J. Schumacher, Benjamin Kinnear, Larry Gruppen, Brent Thoma, Holly Caretta-Weyer, Lara J. Cooke & Jason R. Frank. (2021) Capturing outcomes of competency-based medical education: The call and the challenge. Medical Teacher 43:7, pages 794-800.
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Fabian Fincke, Sarah Prediger, Kristina Schick, Sophie Fürstenberg, Nadine Spychala, Pascal O. Berberat, Sigrid Harendza & Martina Kadmon. (2020) Entrustable professional activities and facets of competence in a simulated workplace-based assessment for advanced medical students. Medical Teacher 42:9, pages 1019-1026.
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Rachel Roskvist, Kyle Eggleton & Felicity Goodyear-Smith. (2020) Provision of e-learning programmes to replace undergraduate medical students’ clinical general practice attachments during COVID-19 stand-down. Education for Primary Care 31:4, pages 247-254.
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Balakrishnan Ashokka, Chaoyan Dong, Lawrence Siu-Chun Law, Sok Ying Liaw, Fun Gee Chen & Dujeepa D. Samarasekera. (2020) A BEME systematic review of teaching interventions to equip medical students and residents in early recognition and prompt escalation of acute clinical deteriorations: BEME Guide No. 62. Medical Teacher 42:7, pages 724-737.
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Fatemeh Keshmiri, Roghayeh Gandomkar, Sara Mortaz Hejri, Elahe Mohammadi & Azim Mirzazadeh. (2019) Developing a competency framework for Health Professions Education at doctoral level: The first step toward a competency based education. Medical Teacher 41:11, pages 1298-1306.
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Lubberta H. de Jong, Harold G. J. Bok, Wim D. J. Kremer & Cees P. M. van der Vleuten. (2019) Programmatic assessment: Can we provide evidence for saturation of information?. Medical Teacher 41:6, pages 678-682.
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Andrew Macnab. (2019) Death teaches life to the living. Medical Teacher 41:5, pages 601-602.
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Jasmina Sterz, Sebastian H. Hoefer, Maren Janko, Bernd Bender, Farzin Adili, Teresa Schreckenbach, Lukas Benedikt Seifert & Miriam Ruesseler. (2019) Do they teach what they need to? An analysis of the impact of curriculum mapping on the learning objectives taught in a lecture series in surgery. Medical Teacher 41:4, pages 417-421.
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Andrew Smith, Michael Parsons, Tia Renouf, Sarah Boyd & Peter Rogers. (2019) A mixed-methods evaluation of a multidisciplinary point of care ultrasound program. Medical Teacher 41:2, pages 223-228.
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Jamiu O Busari, Huriye Yaldiz & Daniëlle Verstegen. (2018) Serious games as an educational strategy for management and leadership development in postgraduate medical education – an exploratory inquiry. Advances in Medical Education and Practice 9, pages 571-579.
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F. Patterson, C. Roberts, M. D. Hanson, W. Hampe, K. Eva, G. Ponnamperuma, M. Magzoub, A. Tekian & J. Cleland. (2018) 2018 Ottawa consensus statement: Selection and recruitment to the healthcare professions. Medical Teacher 40:11, pages 1091-1101.
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Mandana Shirazi, Kamran Moradi, Ali Asghar Haeri Mehrizi, Fatemeh Keshmiri & Ali Montazeri. (2018) Readiness to change for interprofessional collaboration in healthcare: Development and validation of a theory-based instrument. Journal of Interprofessional Care 32:5, pages 539-548.
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Anne Hudon, Émilie Blackburn, Maude Laliberté, Kadija Perreault, Barbara Mazer, Debbie Ehrmann Feldman, Bryn Williams-Jones & Matthew Hunt. (2018) Supporting ethics educators in Canadian occupational therapy and physical therapy programs: A national interprofessional knowledge exchange project. Journal of Interprofessional Care 32:4, pages 452-462.
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Chris Roberts, Priya Khanna, Louise Rigby, Emma Bartle, Anthony Llewellyn, Julie Gustavs, Libby Newton, James P. Newcombe, Mark Davies, Jill Thistlethwaite & James Lynam. (2018) Utility of selection methods for specialist medical training: A BEME (best evidence medical education) systematic review: BEME guide no. 45. Medical Teacher 40:1, pages 3-19.
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Lindsay Bank, Mariëlle Jippes, Jimmie Leppink, Albert JJA Scherpbier, Corry den Rooyen, Scheltus J van Luijk & Fedde Scheele. (2017) Are they ready? Organizational readiness for change among clinical teaching teams. Advances in Medical Education and Practice 8, pages 807-815.
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Hemant Deepak Shewade, Kathiresan Jeyashree, Selvaraj Kalaiselvi, Chinnakali Palanivel & Krishna Chandra Panigrahi. (2017) Competency-based tool for evaluation of community-based training in undergraduate medical education in India – a Delphi approach. Advances in Medical Education and Practice 8, pages 277-286.
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Alicia T Lucardie, Lizanne Berkenbosch, Jochem van den Berg & Jamiu O Busari. (2017) Flipping the classroom to teach Millennial residents medical leadership: a proof of concept. Advances in Medical Education and Practice 8, pages 57-61.
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Jocelyn Lockyer, Carol Carraccio, Ming-Ka Chan, Danielle Hart, Sydney Smee, Claire Touchie, Eric S. Holmboe & Jason R. Frank. (2017) Core principles of assessment in competency-based medical education. Medical Teacher 39:6, pages 609-616.
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Fatemeh Keshmiri, Mahdi Rezai, Reza Mosaddegh, Kamran Moradi, Peyman Hafezimoghadam, Mohammad Amin Zare, Nader Tavakoli, Mohammad Ali Cheraghi & Mandana Shirazi. (2017) Effectiveness of an interprofessional education model based on the transtheoretical model of behaviour change to improve interprofessional collaboration. Journal of Interprofessional Care 31:3, pages 307-316.
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Marjolein Oerlemans, Patrick Dielissen, Angelique Timmerman, Paul Ram, Bas Maiburg, Jean Muris & Cees van der Vleuten. (2017) Should we assess clinical performance in single patient encounters or consistent behaviors of clinical performance over a series of encounters? A qualitative exploration of narrative trainee profiles. Medical Teacher 39:3, pages 300-307.
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Funmilayo Eniola Olopade, Oluwatosin Adekunle Adaramoye, Yinusa Raji, Abiodun Olubayo Fasola & Emiola Oluwabunmi Olapade-Olaopa. (2016) Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School. Advances in Medical Education and Practice 7, pages 389-398.
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Nienke Renting, Rijk O. B. Gans, Jan C. C. Borleffs, Martha A. Van Der Wal, A. Debbie C. Jaarsma & Janke Cohen-Schotanus. (2016) A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: Exploring its application. Medical Teacher 38:7, pages 738-745.
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James T. Fitzgerald, John C. Burkhardt, Steven J. Kasten, Patricia B. Mullan, Sally A. Santen, Kent J. Sheets, Antonius Tsai, John A. Vasquez & Larry D. Gruppen. (2016) Assessment challenges in competency-based education: A case study in health professions education. Medical Teacher 38:5, pages 482-490.
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Mohamed S. Al-Moamary, Hanan M. Al-Kadri & Hani M. Tamim. (2016) Authentic leadership in a health sciences university. Medical Teacher 38:sup1, pages S19-S25.
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Raneem O. Salem, Najwa Al-Mously, Sara AlFadil & Amal Baalash. (2016) Pre-admission criteria and pre-clinical achievement: Can they predict medical students performance in the clinical phase?. Medical Teacher 38:sup1, pages S26-S30.
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Kajal Shah, Kovin Naidoo & James Loughman. (2016) Development of socially responsive competency frameworks for ophthalmic technicians and optometrists in Mozambique. Clinical and Experimental Optometry 99:2, pages 173-182.
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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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Milena Abbiati, Anne Baroffio & Margaret W. Gerbase. (2016) Personal profile of medical students selected through a knowledge-based exam only: are we missing suitable students?. Medical Education Online 21:1.
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Ahmed Al Ansari, Khalid Al Khalifa, Mohamed Al Azzawi, Rashed Al Amer, Dana Al Sharqi, Anwar Al-Mansoor & Fadi M Munshi. (2015) Cross-cultural challenges for assessing medical professionalism among clerkship physicians in a Middle Eastern country (Bahrain): feasibility and psychometric properties of multisource feedback. Advances in Medical Education and Practice 6, pages 509-515.
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Imad Salah Hassan, Hadi Kuriry, Lina Al Ansari, Ali Al-Khathami, Mohammed Al Qahtani, Thari Al Anazi, Mahfooz Farooqui & Hamdan AL-Jahdali. (2015) Competency-structured case discussion in the morning meeting: enhancing CanMEDS integration in daily practice. Advances in Medical Education and Practice 6, pages 353-358.
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James GM Crossley & Pirashanthie Vivekananda-Schmidt. (2015) Student assistantships: bridging the gap between student and doctor. Advances in Medical Education and Practice 6, pages 447-457.
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Cynthia R. Whitehead, Ayelet Kuper, Brian Hodges & Rachel Ellaway. (2015) Conceptual and practical challenges in the assessment of physician competencies. Medical Teacher 37:3, pages 245-251.
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Mieke Vandewaetere, Dominique Manhaeve, Bert Aertgeerts, Geraldine Clarebout, Jeroen J. G. Van Merriënboer & Ann Roex. (2015) 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93. Medical Teacher 37:1, pages 4-20.
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Elsie Kiguli-Malwadde, E Oluwabunmi Olapade-Olaopa, Sarah Kiguli, Candice Chen, Nelson K Sewankambo, Adesola O Ogunniyi, Solome Mukwaya & Francis Omaswa. (2014) Competency-based medical education in two Sub-Saharan African medical schools. Advances in Medical Education and Practice 5, pages 483-489.
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Alan David Kaye, Olutoyin J Okanlawon & Richard D Urman. (2014) Clinical performance feedback and quality improvement opportunities for perioperative physicians. Advances in Medical Education and Practice 5, pages 115-123.
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Melanie A. Abas, Sekai M. Nhiwatiwa, Walter Mangezi, Helen Jack, Angharad Piette, Frances M. Cowan, Elizabeth Barley, Alfred Chingono, Amy Iversen & Dixon Chibanda. (2014) Building mental health workforce capacity through training and retention
of psychiatrists in Zimbabwe. International Review of Psychiatry 26:4, pages 453-459.
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Karsten A. van Loon, Erik W. Driessen, Pim W. Teunissen & Fedde Scheele. (2014) Experiences with EPAs, potential benefits and pitfalls. Medical Teacher 36:8, pages 698-702.
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Kiran Veerapen & Mary Ellen Purkis. (2014) Implications of early workplace experiences on continuing interprofessional education for physicians and nurses. Journal of Interprofessional Care 28:3, pages 218-225.
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Anne Hudon, Maude Laliberté, Matthew Hunt, Vickie Sonier, Bryn Williams-Jones, Barbara Mazer, Valérie Badro & Debbie Ehrmann Feldman. (2014) What place for ethics? An overview of ethics teaching in occupational therapy and physiotherapy programs in Canada. Disability and Rehabilitation 36:9, pages 775-780.
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Emily Bate, Juliette Hommes, Robbert Duvivier & David C. M. Taylor. (2014) Problem-based learning (PBL): Getting the most out of your students – Their roles and responsibilities: AMEE Guide No. 84. Medical Teacher 36:1, pages 1-12.
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Nadine van der Lee, Joanne P. I. Fokkema, Michiel Westerman, Erik W. Driessen, Cees P. M. van der Vleuten, Albert J. J. A. Scherpbier & Fedde Scheele. (2013) The CanMEDS framework: Relevant but not quite the whole story. Medical Teacher 35:11, pages 949-955.
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Somnath Mookherjee, Anna Chang, Christy K. Boscardin & Karen E. Hauer. (2013) How to develop a competency-based examination blueprint for longitudinal standardized patient clinical skills assessments. Medical Teacher 35:11, pages 883-890.
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Cornelia v Fluit, Sanneke Bolhuis, Tim Klaassen, Marieke DE Visser, Richard Grol, Roland Laan & Michel Wensing. (2013) Residents provide feedback to their clinical teachers: Reflection through dialogue. Medical Teacher 35:9, pages e1485-e1492.
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V. Jha, A. Winterbottom, J. Symons, Z. Thompson, N. Quinton, O. J. Corrado, C. Melville, I. Watt, D. Torgerson & J. Wright. (2013) Patient-led training on patient safety: A pilot study to test the feasibility and acceptability of an educational intervention. Medical Teacher 35:9, pages e1464-e1471.
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Michiel Westerman, Pim W. Teunissen, Joanne P.I. Fokkema, Cees P.M. van der Vleuten, Albert J.J.A. Scherpbier, Carl E.H. Siegert & Fedde Scheele. (2013) The transition to hospital consultant and the influence of preparedness, social support, and perception: A structural equation modelling approach. Medical Teacher 35:4, pages 320-327.
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Lavjay Butani, Debora A. Paterniti, Daniel J. Tancredi & Su-Ting T. Li. (2013) Attributes of residents as teachers and role models – A mixed methods study of stakeholders. Medical Teacher 35:4, pages e1052-e1059.
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Dana Heller Levitt & Frank A. Janks. (2012) Outcome-Based Assessment in Counselor Education. Counseling Outcome Research and Evaluation 3:2, pages 92-103.
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E. Jippes, S.J. Van Luijk, J. Pols, M.C. Achterkamp, P.L.P. Brand & J.M.L. Van Engelen. (2012) Facilitators and barriers to a nationwide implementation of competency-based postgraduate medical curricula: A qualitative study. Medical Teacher 34:8, pages e589-e602.
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Emma J. Stodel, Madeleine Montpetit, Alison Eyre, Michelle Prentice & Mary Johnston. (2012) The Academic Support Process (ASP) website: Helping preceptors develop resident learning plans and track progress. Medical Teacher 34:5, pages e300-e308.
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C. P. M. van der Vleuten, L. W. T. Schuwirth, E. W. Driessen, J. Dijkstra, D. Tigelaar, L. K. J. Baartman & J. van Tartwijk. (2012) A model for programmatic assessment fit for purpose. Medical Teacher 34:3, pages 205-214.
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Fedde Scheele. (2011) The story of health care's Achilles’ heel. Medical Teacher 33:7, pages 578-579.
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Vicky Stergiopoulos, Susan Lieff, Saleem Razack, A. Curtis Lee, Jerry M. Maniate, Stacey Hyde, Sarah Taber & Jason R. Frank. (2010) Canadian residents’ perceived manager training needs. Medical Teacher 32:11, pages e479-e485.
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Jason R. Frank, Rani Mungroo, Yasmine Ahmad, Mimi Wang, Stefanie De Rossi & Tanya Horsley. (2010) Toward a definition of competency-based education in medicine: a systematic review of published definitions. Medical Teacher 32:8, pages 631-637.
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