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Catherine A. Bilyeu, Amy W. McDevitt & Dana L. Judd. (2024) A blended approach to developing psychomotor skills in novice learners in a doctor of physical therapy curriculum. Medical Teacher 46:2, pages 196-203.
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Tovah Tripp, Ofelia Martinez, Margaret Dreker, Christopher Duffy & Miriam Hoffman. (2023) Expanding the scope of problem-based-learning at Hackensack Meridian School of Medicine; integrating domain-general skills with domain-specific content. Medical Teacher 0:0, pages 1-8.
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Hannah T. McGinness, Patrina H. Y. Caldwell, Hasantha Gunasekera & Karen M. Scott. (2023) ‘Every Human Interaction Requires a Bit of Give and Take’: Medical Students’ Approaches to Pursuing Feedback in the Clinical Setting. Teaching and Learning in Medicine 35:4, pages 411-421.
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Kirsty Brownlie. (2023) A penny for your thoughts: promoting compassionate medical practice through reflection. Reflective Practice 24:3, pages 389-399.
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Leora Branfield Day, James Rassos, Maxime Billick & Shiphra Ginsburg. (2022) ‘Next steps are…’: An exploration of coaching and feedback language in EPA assessment comments. Medical Teacher 44:12, pages 1368-1375.
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Rachel Phillips & Helen Allbutt. (2021) Peer feedback on video consultations for GPST1s in S.E. Scotland: a pilot study using the Framework Method. Education for Primary Care 32:6, pages 356-362.
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Karen D. Könings, Serge Mordang, Frank Smeenk, Laurents Stassen & Subha Ramani. (2021) Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138. Medical Teacher 43:8, pages 924-936.
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Denyse Richardson, Benjamin Kinnear, Karen E. Hauer, Teri L. Turner, Eric J. Warm, Andrew K. Hall, Shelley Ross, Brent Thoma & Elaine Van Melle. (2021) Growth mindset in competency-based medical education. Medical Teacher 43:7, pages 751-757.
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Michael D. Wolcott, Jacqueline E. McLaughlin, Devin K. Hubbard, Traci R. Rider & Kelly Umstead. (2021) Twelve tips to stimulate creative problem-solving with design thinking. Medical Teacher 43:5, pages 501-508.
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Katharine Boursicot, Sandra Kemp, Tim Wilkinson, Ardi Findyartini, Claire Canning, Francois Cilliers & Richard Fuller. (2021) Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference. Medical Teacher 43:1, pages 58-67.
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Qabass Omran, Elhaam Avini, Zara Ahmed & Fatemazahra Mohamed. (2020) Response to: history-taking in general practice: guidance for medical students. Education for Primary Care 31:6, pages 386-386.
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John Q. Young, Rebekah Sugarman, Jessica Schwartz & Patricia S. O’Sullivan. (2020) Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences. Teaching and Learning in Medicine 32:5, pages 541-551.
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Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees P. M. van der Vleuten. (2019) Meaningful feedback through a sociocultural lens. Medical Teacher 41:12, pages 1342-1352.
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Andrea Carolin Lörwald, Daniel Bauer, Felicitas-Maria Lahner, Robert Greif, Christoph Berendonk, John Norcini & Sören Huwendiek. (2018) The Authors reply: Factors influencing the educational impact of mini-CEX and DOPS. Medical Teacher 40:8, pages 868-868.
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Nina Lundegren, Pia Lindberg & Christina Gummesson. (2024) Experiences of the use of portfolio in dental education – A qualitative meta‐ethnographic literature review. European Journal of Dental Education 28:2, pages 567-575.
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Carl A. Gold, Rachel Jensen, Marzena Sasnal, Heather S. Day, Rebecca K. Miller-Kuhlmann, Rebecca L. Blankenburg, Caroline E. Rassbach, Arden M. Morris, James R. KorndorfferJr.Jr. & Aussama K. Nassar. (2024) Impact of a coaching program on resident perceptions of communication confidence and feedback quality. BMC Medical Education 24:1.
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Nina W. Zhao, Lindsey M. Haddock & Bridget C. O’Brien. (2024) Not so simple: evaluating consequences validity evidence for a workplace-based assessment in surgery. Global Surgical Education - Journal of the Association for Surgical Education 3:1.
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Linda Prescott-Clements, Jenny Soreskog-Turp, Britta Crawford & Kirsty Williams. (2024) The Development and Implementation of a National Veterinary Graduate Development Programme (VetGDP) to Support Veterinarians Entering the UK Workforce. Journal of Veterinary Medical Education 51:2, pages 209-214.
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Jason R. Frank, Jolanta Karpinski, Jonathan Sherbino, Linda S. Snell, Adelle Atkinson, Anna Oswald, Andrew K. Hall, Lara Cooke, Susan Dojeiji, Denyse Richardson, Warren J. Cheung, Rodrigo B. Cavalcanti, Timothy R. Dalseg, Brent Thoma, Leslie Flynn, Wade Gofton, Nancy Dudek, Farhan Bhanji, Brian M.-F. Wong, Saleem Razack, Robert Anderson, Daniel Dubois, Andrée Boucher, Marcio M. Gomes, Sarah Taber, Lisa J. Gorman, Jane Fulford, Viren Naik, Kenneth A. Harris, Rhonda St. Croix & Elaine Van Melle. (2024) Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education. Perspectives on Medical Education 13:1.
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Milad Memari, Katherine Gavinski & Marie K. Norman. (2024) Beware False Growth Mindset: Building Growth Mindset in Medical Education Is Essential but Complicated. Academic Medicine 99:3, pages 261-265.
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Gemma Elizabeth Derrick, Alessandra Zimmermann, Helen Greaves, Jonathan Best & Richard Klavans. (2023) Targeted, actionable and fair: Reviewer reports as feedback and its effect on ECR career choices. Research Evaluation 32:4, pages 648-657.
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Adam P. Sawatsky, Joanna R. Rea, Luke T. Hafdahl, Brianna E. Vaa Stelling, Jill M. Huber, Majken T. Wingo & Emily L. Leasure. (2023) From Apprenticeship to Assembly Line: Recovering Relationships in Medical Education. Journal of Graduate Medical Education 15:6, pages 627-631.
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Kuo‐Chen LiaoRola Ajjawi, Chang‐Hsuan Peng, Chang‐Chyi JenqLynn V. Monrouxe. (2023) Striving to thrive or striving to survive: Professional identity constructions of medical trainees in clinical assessment activities. Medical Education 57:11, pages 1102-1116.
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Sandra PerezAlan SchwartzKaren E. HauerReena KaraniLaura E. HirshfieldMargaret McNamaraDuncan HenryKatherine L. LuptonMajka WoodsArianne Teherani. (2023) Developing Evidence for Equitable Assessment Characteristics Based on Clinical Learner Preferences Using Discrete Choice Experiments. Academic Medicine 98:11S, pages S108-S115.
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Navin L. Kumar, Alexander S. Vogel & Christen K. Dilly. (2023) Diagnosing the Struggling Fellow. Gastroenterology 165:5, pages 1102-1105.e1.
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Katharine A. Robb, Marcy E. Rosenbaum, Lauren Peters, Susan Lenoch, Donna Lancianese & Jane L. Miller. (2023) Feedback conversations: First things first?. Patient Education and Counseling 115, pages 107849.
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Aleksandra Mineyko & Melissa Morrison. (2023) Documenting Performance and Feedback in Medical Education: An Essential Skill. Medical Science Educator 33:6, pages 1399-1403.
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Ligia Cordovani, Cody Tran, Anne Wong, Susan M. Jack & Sandra Monteiro. (2023) Undergraduate Learners’ Receptiveness to Feedback in Medical Schools: A Scoping Review. Medical Science Educator 33:5, pages 1253-1269.
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Kelsey A. Miller, Joshua Nagler, Margaret Wolff, Daniel J. Schumacher & Martin V. Pusic. (2023) It Takes a Village: Optimal Graduate Medical Education Requires a Deliberately Developmental Organization. Perspectives on Medical Education 12:1.
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Tamara McColl, Quinten Paterson, Stella Yiu, Alkarim Velji, Rob Woods, Jason Frank, Kirk Magee, Avik Nath, Mackenzie Russell, Lisa Thurgur, Daniel K. Ting, Fareen Zaver & Warren J. Cheung. (2023) Ready for practice? National recommendations for emergency medicine transition to practice curriculum. Canadian Journal of Emergency Medicine 25:7, pages 558-567.
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Colleen Y. Colbert, Cecile M. Foshee, Allison Prelosky-Leeson, Mary Schleicher & Rachel King. (2023) Differentiated Instruction as a Viable Framework for Meeting the Needs of Diverse Adult Learners in Health Professions Education. Medical Science Educator 33:4, pages 975-984.
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Ghazala Mudassir, Sumreena Mansoor & Maryam Habib. (2023) Perceptions of Medical Teachers Regarding Certification and Master’s in Health Profession Education. Journal of Rawalpindi Medical College 27:2.
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Alyssa Lip, Christopher J. Watling & Shiphra Ginsburg. (2023) What does “Timely” Mean to Residents? Challenging Feedback Assumptions in Postgraduate Education. Perspectives on Medical Education 12:1.
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Janeane Dart, Charlotte Rees, Susan Ash, Louise McCall & Claire Palermo. (2023) Shifting the narrative and practice of assessing professionalism in dietetics education: An Australasian qualitative study. Nutrition & Dietetics 80:3, pages 240-252.
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Pranshu Sharma, Brandon M. Veremis, Margarita S. Katser & Vidya Ramaswamy. (2022) When students prefer feedback to grades: Evidence from one course. Journal of Dental Education 87:S1, pages 868-871.
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Simranjeet Singh, Warren J. Cheung, Sebastian Dewhirst, Timothy J. Wood & Jeffrey M. Landreville. (2023) The influence of clinical coaching teams on quality of entrustable professional activity assessments. AEM Education and Training 7:3.
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Mohammed Gadoora Fadelalla, Sabreen Elbakri & Michael Poon. (2023) Intraoperative feedback: A survey of surgical trainees’ perspective. Scottish Medical Journal 68:2, pages 58-62.
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Chris B. T. Rietmeijer, Suzanne C. M. van Esch, Annette H. Blankenstein, Henriëtte E. van der Horst, Mario Veen, Fedde Scheele & Pim W. Teunissen. (2022) A phenomenology of direct observation in residency: Is Miller's ‘does’ level observable?. Medical Education 57:3, pages 272-279.
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Cody A. Sasek. (2023) Implications of Entrustable Professional Activities for Motivation and Learning. Journal of Physician Assistant Education 34:1, pages 15-19.
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Sylvia Mustika Sari, Yoyo Suhoyo, Deddy Mulyana & Mora Claramita. (2023) The interactional communication of feedback in clinical education: A focused ethnographic study in a hierarchical and collectivist culture. Heliyon 9:3, pages e14263.
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Laura Berton Eidt. (2023) Feedback in medical education: beyond the traditional evaluation. Revista da Associação Médica Brasileira 69:1, pages 9-12.
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Gabriel Hervas. (2023) Formación y desarrollo profesional a través del enfoque japonés del lesson study. Principios para su diseño y aplicación. Educación Médica 24:1, pages 100784.
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Jenny McDonald, Samantha Ryan, Sylvia Heeneman & Wendy Hu. (2022) Informed self-assessment during the transition to medical school: a longitudinal narrative study. BMJ Open 12:12, pages e065203.
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Aleksandr Belakovskiy & Elizabeth K. Jones. (2022) Telehealth and Medical Education. Primary Care: Clinics in Office Practice 49:4, pages 575-583.
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Justin J. Mowchun & Claire Hogue Davila. (2022) How Am I Doing in Small Group? Student Perceptions of Feedback in Case-Based Learning Sessions. Medical Science Educator 32:6, pages 1487-1493.
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John Q. YoungRebekah SugarmanJessica SchwartzPatricia S. O’Sullivan. (2020) Faculty and Resident Engagement With a Workplace-Based Assessment Tool: Use of Implementation Science to Explore Enablers and Barriers. Academic Medicine 95:12, pages 1937-1944.
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Paul L. P. Brand, A. Debbie C. Jaarsma & Cees P. M. Van der Vleuten. (2020) Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment. Perspectives on Medical Education 10:1, pages 50-56.
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Heather Armson, Jocelyn M Lockyer, Marygrace Zetkulic, Karen D Könings & Joan Sargeant. (2019) Identifying coaching skills to improve feedback use in postgraduate medical education. Medical Education 53:5, pages 477-493.
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Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees PM. van der Vleuten. (2019) Feedback Redefined: Principles and Practice. Journal of General Internal Medicine 34:5, pages 744-749.
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