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Svetlana M. King, Shafeena Anas, Ricardo Carnicer Hijazo, Johanna Jordaan, Jean D. F. Potter & Naomi Low-Beer. (2024) Twelve tips for designing and implementing an academic coaching program. Medical Teacher 0:0, pages 1-7.
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Sven Peter Charlotte Schaepkens & Thijs Lijster. (2023) Mind The Gap: A Philosophical Analysis of Reflection’s Many Benefits. Teaching and Learning in Medicine 35:3, pages 368-377.
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Elizabeth Lamb, Bryan Burford & Hugh Alberti. (2022) The impact of role modelling on the future general practitioner workforce: a systematic review. Education for Primary Care 33:5, pages 265-279.
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Cedomir Gladovic, Joanna Hong-Meng Tai & Phillip Dawson. (2022) Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study. Assessment & Evaluation in Higher Education 47:2, pages 231-244.
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Judith M. Sieben, Sylvia Heeneman, Mascha M. Verheggen & Erik W. Driessen. (2021) Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study. Medical Teacher 43:4, pages 388-396.
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Morris Gordon, Madalena Patricio, Laura Horne, Alexandra Muston, Sebastian R. Alston, Mohan Pammi, Satid Thammasitboon, Sophie Park, Teresa Pawlikowska, Eliot L. Rees, Andrea Jane Doyle & Michelle Daniel. (2020) Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63. Medical Teacher 42:11, pages 1202-1215.
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Olle ten Cate, Suzan Dahdal, Thomas Lambert, Florian Neubauer, Anina Pless, Philippe Fabian Pohlmann, Harold van Rijen & Corinne Gurtner. (2020) Ten caveats of learning analytics in health professions education: A consumer’s perspective. Medical Teacher 42:6, pages 673-678.
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Daniel Carter & Luke Starr. (2020) Medical students’ perspective on teaching from GP Speciality Trainees. Education for Primary Care 31:3, pages 195-195.
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Sara Mortaz Hejri, Mohammad Jalili, Rasoul Masoomi, Mandana Shirazi, Saharnaz Nedjat & John Norcini. (2020) The utility of mini-Clinical Evaluation Exercise in undergraduate and postgraduate medical education: A BEME review: BEME Guide No. 59 . Medical Teacher 42:2, pages 125-142.
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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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Jorrick Beckers, Diana H.J.M. Dolmans, Michelle M.H. Knapen & Jeroen J.G. van Merriënboer. (2019) Walking the tightrope with an e-portfolio: imbalance between support and autonomy hampers self-directed learning. Journal of Vocational Education & Training 71:2, pages 260-288.
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Lauren Gorfinkel, Jan Klimas, Breanne Reel, Huiru Dong, Keith Ahamad, Christopher Fairgrieve, Mark McLean, Annabel Mead, Seonaid Nolan, Will Small, Walter Cullen, Evan Wood & Nadia Fairbairn. (2019) In-hospital training in addiction medicine: A mixed-methods study of health care provider benefits and differences. Substance Abuse 40:2, pages 207-213.
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Stephanie E. Combs, Carmen Kessel, Pascal O. Berberat & Michael J. Atkinson. (2019) Students’ expectations in an international Master of Science course in radiation biology. International Journal of Radiation Biology 95:2, pages 233-237.
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Annette Davis, Terry Haines & Cylie Williams. (2019) Do footwear styles cause falls or increase falls risk in healthy older adults? A systematic review. Footwear Science 11:1, pages 13-23.
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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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Era Buck, Courtney West, Lori Graham, Ann W Frye & Cayla R Teal. (2019) Challenges to assessing professional identity in medical students: a tale of two measures. Medical Education Online 24:1.
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Jillian L. Clarke & David Boud. (2018) Refocusing portfolio assessment: Curating for feedback and portrayal. Innovations in Education and Teaching International 55:4, pages 479-486.
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Stephanie Dowling, Jason Last, Henry Finnigan & Walter Cullen. (2018) Continuing education for general practitioners working in rural practice: a review of the literature. Education for Primary Care 29:3, pages 151-165.
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Manjunath Siddaiah-Subramanya, Harveen Singh & Kor Woi Tiang. (2017) Research during medical school: is it particularly difficult in developing countries compared to developed countries?. Advances in Medical Education and Practice 8, pages 771-776.
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Renato Soleiman Franco, Camila Ament Giuliani dos Santos Franco, Olívia Pestana, Milton Severo & Maria Amélia Ferreira. (2017) The use of portfolios to foster professionalism: attributes, outcomes, and recommendations. Assessment & Evaluation in Higher Education 42:5, pages 737-755.
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Jack Kopechek, Cheryl Bardales, A. Todd Lash, Curtis Walker$suffix/text()$suffix/text(), Sheryl Pfeil & Cynthia H. Ledford. (2017) Coaching the Coach: A Program for Development of Faculty Portfolio Coaches. Teaching and Learning in Medicine 29:3, pages 326-336.
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Pamela Curtis, Gordon Taylor, Ruth Riley, Tom Pelly & Michael Harris. (2017) Written reflection in assessment and appraisal: GP and GP trainee views. Education for Primary Care 28:3, pages 141-149.
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Jan Klimas, Keith Ahamad, Christoper Fairgrieve, Mark McLean, Annabel Mead, Seonaid Nolan & Evan Wood. (2017) Impact of a brief addiction medicine training experience on knowledge self-assessment among medical learners. Substance Abuse 38:2, pages 141-144.
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Sylvia Heeneman & Willem de Grave. (2017) Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system – An activity theory analysis. Medical Teacher 39:4, pages 368-376.
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Erwin Chung Chen Tse Sak Kwun. (2017) Differences in the education of future doctors between the UK and France. Education for Primary Care 28:2, pages 131-132.
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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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Sharon Buckley, Lucy Ambrose, Elizabeth Anderson, Jamie J. Coleman, Marianne Hensman, Christine Hirsch, James Hodson, David Morley, Sarah Pittaway & Jonathan Stewart. (2016) Tools for structured team communication in pre-registration health professions education: a Best Evidence Medical Education (BEME) review: BEME Guide No. 41. Medical Teacher 38:10, pages 966-980.
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Nele R.M. Michels, Marijke Avonts, Griet Peeraer, Kris Ulenaers, Luc F. Van Gaal, Leo L. Bossaert, Erik W. Driessen, Arno M.M. Muijtjens & Benedicte Y. De Winter. (2016) Content validity of workplace-based portfolios: A multi-centre study. Medical Teacher 38:9, pages 936-945.
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Jason Chertoff, Ashleigh Wright, Maureen Novak, Joseph Fantone, Amy Fleming, Toufeeq Ahmed, Marianne M. Green, Adina Kalet, Machelle Linsenmeyer, Joshua Jacobs, Christina Dokter & Zareen Zaidi. (2016) Status of portfolios in undergraduate medical education in the LCME accredited US medical school. Medical Teacher 38:9, pages 886-896.
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Pamela Curtis, Sarita Gorolay, Anthony Curtis & Michael Harris. (2016) What do General Practitioners think of written reflection? A focus group study. Education for Primary Care 27:4, pages 292-298.
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Sezer Domac, Elizabeth S. Anderson & Roger Smith. (2016) Learning to be interprofessional through the use of reflective portfolios?. Social Work Education 35:5, pages 530-546.
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Shannon Arntfield, Brittney Parlett, Christine N. Meston, Tavis Apramian & Lorelei Lingard. (2016) A model of engagement in reflective writing-based portfolios: Interactions between points of vulnerability and acts of adaptability. Medical Teacher 38:2, pages 196-205.
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Betty Onyura, Lindsay Baker, Blair Cameron, Farah Friesen & Karen Leslie. (2016) Evidence for curricular and instructional design approaches in undergraduate medical education: An umbrella review. Medical Teacher 38:2, pages 150-161.
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Monique de Bruijn-Smolders, Caroline F. Timmers, Jason C.L. Gawke, Wouter Schoonman & Marise Ph. Born. (2016) Effective self-regulatory processes in higher education: research findings and future directions. A systematic review. Studies in Higher Education 41:1, pages 139-158.
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Ashley P. Duggan, Andrea Vicini, Lucas Allen & Allen F. Shaughnessy. (2015) Learning to See Beneath the Surface: A Qualitative Analysis of Family Medicine Residents’ Reflections About Communication. Journal of Health Communication 20:12, pages 1441-1448.
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Amy Hayton, Ilho Kang, Raymond Wong & Lawrence K. Loo. (2015) Teaching Medical Students to Reflect More Deeply. Teaching and Learning in Medicine 27:4, pages 410-416.
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Kim Watty & Jade McKay. (2015) Pedagogy and ePortfolios: purpose aligned to design (or the why and how). International Journal of Pedagogies and Learning 10:3, pages 194-207.
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Sezer Domac, Liz Anderson, Michelle O’Reilly & Roger Smith. (2015) Assessing interprofessional competence using a prospective reflective portfolio. Journal of Interprofessional Care 29:3, pages 179-187.
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James G. M. Crossley. (2014) Addressing learner disorientation: Give them a roadmap. Medical Teacher 36:8, pages 685-691.
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George W. Saba, Calvin L. Chou, Jason Satterfield, Arianne Teherani, Karen Hauer, Ann Poncelet & Huiju Carrie Chen. (2014) Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students. Medical Education Online 19:1.
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Jeremy M. Brown, Helen McNeill & Nigel J. Shaw. (2013) Triggers for reflection: exploring the act of written reflection and the hidden art of reflective practice in postgraduate medicine. Reflective Practice 14:6, pages 755-765.
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Vimmi Passi, Samantha Johnson, Ed Peile, Scott Wright, Fred Hafferty & Neil Johnson. (2013) Doctor role modelling in medical education: BEME Guide No. 27. Medical Teacher 35:9, pages e1422-e1436.
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Donald M. Hilty, Malathi Srinivasan, Glen L. Xiong, Jessica Ferranti & Su-Ting T. Li. (2013) Lessons from psychiatry and psychiatric education for medical learners and teachers. International Review of Psychiatry 25:3, pages 329-337.
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Jennifer A. Gordon & Craig M. Campbell. (2013) The role of ePortfolios in supporting continuing professional development in practice. Medical Teacher 35:4, pages 287-294.
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Elizabeth Jones. (2013) Practice-based evidence of evidence-based practice: professional practice portfolios for the assessment of work-based learning. Quality in Higher Education 19:1, pages 56-71.
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Thierry Daboval, Gregory P. Moore & Emanuela Ferretti. (2013) How we teach ethics and communication during a Canadian neonatal perinatal medicine residency: An interactive experience. Medical Teacher 35:3, pages 194-200.
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Sandrijn van Schaik, Jennifer Plant & Patricia O'Sullivan. (2013) Promoting self-directed learning through portfolios in undergraduate medical education: The mentors’ perspective. Medical Teacher 35:2, pages 139-144.
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JenniferR. Kogan & Eric Holmboe. (2013) Realizing the Promise and Importance of Performance-Based Assessment. Teaching and Learning in Medicine 25:sup1, pages S68-S74.
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Fabrizio Consorti, Mariagiovanna Notarangelo, Laura Potasso & Emanuele Toscano. (2012) Developing professionalism in Italian medical students: an educational framework. Advances in Medical Education and Practice 3, pages 55-60.
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Caroline Norrie, John Hammond, Lynda D’Avray, Valentina Collington & Jan Fook. (2012) Doing it differently? A review of literature on teaching reflective practice across health and social care professions. Reflective Practice 13:4, pages 565-578.
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Anthony J O'sullivan, Amanda C Howe, Susan Miles, Peter Harris, Chris S Hughes, Philip Jones, Helen Scicluna & Sam J Leinster. (2012) Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An evaluation from two medical schools. Medical Teacher 34:1, pages e21-e28.
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Robin King, Barbara Hooper & Wendy Wood. (2011) Using bibliographic software to appraise and code data in educational systematic review research. Medical Teacher 33:9, pages 719-723.
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Linda Z. Nieman & Lee Cheng. (2011) Chronic illness needs educated doctors: An innovative primary care training program for chronic illness education. Medical Teacher 33:6, pages e340-e348.
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Ann-Christin Haffling, Anders Beckman, Annika Pahlmblad & Gudrun Edgren. (2010) Students’ reflections in a portfolio pilot: Highlighting professional issues. Medical Teacher 32:12, pages e532-e540.
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Michelle Mclean. (2010) Scholarship, publication and career advancement in the health professions education: Guide Supplement 43.1–Viewpoint. Medical Teacher 32:6, pages 526-529.
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Jan Van Tartwijk & Erik W. Driessen. (2009) Portfolios for assessment and learning: AMEE Guide no. 45. Medical Teacher 31:9, pages 790-801.
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Claire Tochel, Alex Haig, Anne Hesketh, Ann Cadzow, Karen Beggs, Iain Colthart & Heather Peacock. (2009) The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher 31:4, pages 299-318.
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