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Stijntje W. Dijk, Ardi Findyartini, Peter Cantillon, Francois Cilliers, Ugo Caramori, Patricia O’Sullivan & Karen M. Leslie. (2023) Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165. Medical Teacher 0:0, pages 1-14.
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Davinder Sandhu. (2018) Postgraduate medical education – Challenges and innovative solutions. Medical Teacher 40:6, pages 607-609.
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Susan van Schalkwyk & Julia Blitz. (2023) Curriculum renewal towards critically conscious graduates: Implications for faculty development. Medical Education 58:3, pages 299-307.
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Irene Steinberg, Sabine Nabecker, Robert Greif & Gerardo Cortese. (2024) Teaching airway teachers: a post-course quantitative and qualitative survey. BMC Medical Education 24:1.
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Javad Nazarian-Jashnabadi, Shabnam Rahnamay Bonab, Gholamreza Haseli, Hana Tomaskova & Mostafa Hajiaghaei-Keshteli. (2023) A dynamic expert system to increase patient satisfaction with an integrated approach of system dynamics, ISM, and ANP methods. Expert Systems with Applications 234, pages 121010.
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M. Sorbello, K.T. Saracoglu, G. Cortese, Xavier Onrubia, Ana Isabel Pereira, Özgur Canbay, Ayten Saracoglu, Pavel Michalek, Pedro Charco Mora, Arnd Timmermann & Greif Robert. (2022) Back home full in oxygen after Antalya: A report of the European Airway Conference 2022. Trends in Anaesthesia and Critical Care 47, pages 20-26.
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Peter Cantillon, Willem De Grave & Tim Dornan. (2022) The social construction of teacher and learner identities in medicine and surgery. Medical Education 56:6, pages 614-624.
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Frank Mulindwa, Irene Andia, Kevin McLaughlin, Pritch Kabata, Joseph Baluku, Robert Kalyesubula, Majid Kagimu & Ponsiano Ocama. (2022) A quality improvement project assessing a new mode of lecture delivery to improve postgraduate clinical exposure time in the Department of Internal Medicine, Makerere University, Uganda. BMJ Open Quality 11:2, pages e001101.
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Frank J. Ascione, Tazin Daniels, Ghaidaa Najjar, Vani Patterson & Caren M. Stalburg. (2022) Evaluating the effectiveness of an intensive faculty development program based on the community of practice model. Journal of Interprofessional Education & Practice 26, pages 100486.
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Rebecca Mary Fish, Suzanne Jane Gawne & Laura Machin. (2021) Balancing medical education with service in the workplace: a qualitative case study. Journal of Workplace Learning 34:2, pages 176-187.
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Amy M. Sullivan, Christine P. Beltran, Brittany L. Ranchoff, Margaret M. Hayes, K. Meredith Atkins, Carrie D. Tibbles, Amy P. Cohen, David A. Cohen, Grace C. Huang & Richard M. Schwartzstein. (2022) Enhancing Clinical Teaching in Critical Thinking, High-Value Care, and Health Care Equity. Journal of Continuing Education in the Health Professions 42:3, pages 164-173.
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Saurabh Shrivastava, Shivasakthy Manivasakan, Prateek Saurabh Shrivastava & Lavakumar Somu. (2022) Perception of Faculty toward Challenges in Teaching and the Role of Medical Education Workshops in Addressing Them: A Mixed-Methods Study. Avicenna Journal of Medicine 12:01, pages 021-030.
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Christine M. Cuthbertson. 2020. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Sandrijn M. van Schaik. (2020) Accessible and Adaptable Faculty Development to Support Curriculum Reform in Medical Education. Academic Medicine 96:4, pages 495-500.
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Biyun Tang, Danfeng Lin, Fengjiang Zhang, Mengling Yan & Anwen Shao. (2021) The “Plan-Do-Check-Action” Plan Helps Improve the Quality of the “Standardized Training of Resident Physicians”: An Analysis of the Results of the First Pass Rate. Frontiers in Public Health 8.
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SaurabhRamBihariLal Shrivastava & PrateekSaurabh Shrivastava. (2020) Faculty development programs in medical education. International Journal of Health and Allied Sciences 9:2, pages 200.
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Patricia S. O’Sullivan. (2019) What Questions Guide Investing in Our Faculty?. Academic Medicine 94:11S, pages S11-S13.
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María Nolla Domenjó. (2019) Aprendizaje y prácticas clínicas. Educación Médica 20:2, pages 100-104.
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Gabriel Reedy & Margaret Bearman. (2019) Along the Axes of Difference: Setting Scholarship and Practice Agendas for Faculty Development. Journal of Continuing Education in the Health Professions 39:4, pages 260-264.
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