Citations (48)
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Kuo-Chen Liao & Chang-Hsuan Peng. (2024) Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research. Teaching and Learning in Medicine 36:2, pages 211-221.
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Marleen W. Ottenhoff-de Jonge, Iris van der Hoeven, Neil Gesundheit, Anneke W. M. Kramer & Roeland M. van der Rijst. (2024) Maturing through awareness: An exploratory study into the development of educational competencies, identity, and mission of medical educators. Medical Teacher 46:1, pages 117-125.
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Robin Lüchinger, Matteo Coen, Anne-Claire Bréchet Bachmann, Sara de Oliveira, Hélène Richard-Lepouriel & Noëlle Junod Perron. (2023) What Feedback Content Do Clinical Teachers Address During OSTEs?. Advances in Medical Education and Practice 14, pages 1357-1367.
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John Sandars, David Allan & Jim Price. (2023) Reflective practice by health professions educators to enhance learning and teaching: AMEE Guide No. 166. Medical Teacher 0:0, pages 1-10.
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Brenton L. G. Button, Clare Cook & James Goertzen. (2023) Impact of a professional development session based on learner evaluations within a preceptor community of practice. Medical Teacher 45:7, pages 732-739.
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Klodiana Kolomitro, Joanne Hamilton, Karen Leslie, Lara Hazelton, Kiran Veerapen, Kenna Kelly-Turner & David Keegan. (2021) Viewing faculty development through an organizational lens: Sharing lessons learned. Medical Teacher 43:8, pages 894-899.
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Weichao Chen, John Sandars & Thomas C. Reeves. (2021) Navigating complexity: The importance of design-based research for faculty development. Medical Teacher 43:4, pages 475-477.
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Eeva Pyörälä, Hanna Korsberg & Liisa M. Peltonen. (2021) How teaching academies promote interdisciplinary communities of practice: The Helsinki case. Cogent Education 8:1.
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Articles from other publishers (40)
TingLan Ma, Joseph A. Costello, Ting Dong, Steven J. Durning & Lauren A. Maggio. (2024) Physician educators' perceptions of experiences contributing to teaching. The Clinical Teacher.
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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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Muhamad Saiful Bahri Yusoff. (2024) Strategies for humanizing technology in health profession education. Advances in Biomedical and Health Sciences.
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Udoka Okpalauwaekwe, Carla Holinaty, Tom Smith-Windsor, James W. Barton & Cathy MacLean. (2024) From field of dreams to back to the future? Exploring barriers to participating in continuing professional development (CPD) programs. BMC Medical Education 24:1.
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Frank J. Ascione, Kelly Karpa, Mary T. Keehn, Ghaidaa Najjar, Andrea L. Pfeifle, Brian Sick, Alexa S. Valentino & Zachary A. Weber. (2023) Assessing the value of selected organizational characteristics on IPE success at a sample of big 10 universities: A multi-case qualitative analysis. Journal of Interprofessional Education & Practice 33, pages 100688.
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Mahmoud Kohan, Tahereh Changiz & Nikoo Yamani. (2023) A systematic review of faculty development programs based on the Harden teacher’s role framework model. BMC Medical Education 23:1.
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Herwig Czech, Sabine Hildebrandt, Shmuel P Reis, Tessa Chelouche, Matthew Fox, Esteban González-López, Etienne Lepicard, Astrid Ley, Miriam Offer, Avi Ohry, Maike Rotzoll, Carola Sachse, Sari J Siegel, Michal Šimůnek, Amir Teicher, Kamila Uzarczyk, Anna von Villiez, Hedy S Wald, Matthew K Wynia & Volker Roelcke. (2023) The Lancet Commission on medicine, Nazism, and the Holocaust: historical evidence, implications for today, teaching for tomorrow. The Lancet 402:10415, pages 1867-1940.
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Karine Angélica Cintra, Marcos Carvalho Borges, Maria Paula Panúncio-Pinto, Luiz Ernesto de Almeida Troncon & Valdes Roberto Bollela. (2023) The impact and the challenges of implementing a faculty development program on health professions education in a Brazilian Medical School: a case study with mixed methods. BMC Medical Education 23:1.
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Elaheh Mohammadi & Mahla Salajegheh. (2023) Exploring the viewpoint of faculty members of medical sciences universities about effective factors on their organizational retention: a qualitative study. BMC Medical Education 23:1.
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Rashmi VyasPage S. MorahanShiyao YuanEliana AmaralVanessa BurchHenry H. CamposSnigdha MukherjeeJessica SaltAvinash SupeMarta van ZantenJeanette Mladenovic. (2023) FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education. Academic Medicine 98:10, pages 1131-1138.
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Mirriam Shawa, Beloved Masava, Pritchard Mutimbe, Tawanda Nyoni, Khantse Mokhele, Mapoea Shale, Eva Mukurunge & Champion Nyoni. (2023)
Fidelity of implementing a competency‐based nursing programme during the
COVID
‐19 pandemic: A case study
. Nursing Open 10:7, pages 4346-4358.
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Klodiana Kolomitro, Eleftherios Soleas & Yvonne Steinert. (2023) Developing Faculty Developers: An Underexplored Realm in Professional Development. Journal of Continuing Education in the Health Professions Publish Ahead of Print.
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Kamran Ali, Alaa Daud, Raidan Ba Hattab, Nebu Philip, Manal Matoug‐Elwerfelli, Lamiya Anweigi, Jumma Al Khabuli & Xiangyun Du. (2022) Development of self‐regulation amongst dental students in problem‐based learning curricula: A qualitative study. European Journal of Dental Education 27:2, pages 388-395.
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Christine T. Luo, Jessica A. Bailey, Lalena M. Yarris, Joshua G. Kornegay, Kimberly A. Regner & Ryanne J. Mayersak. (2023) Top emergency medicine faculty development papers since 2000: A Delphi study. AEM Education and Training 7:2.
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Hyekyung Shin & Min-Jeong Kim. (2023) =?UTF-8?B?RmFjdWx0eSBkZXZlbG9wbWVudDogdGhlIG5lZWQgdG8gZW5zdXJlIGVkdWNhdGlvbmFsIGV4Y2VsbGVuY2UgYW5kIGhlYWx0aCBjYXJlIHF1YWxpdHk=?=. Kosin Medical Journal.
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Kwi Hwa Park & Kyung Hye Park. (2023) Current Status and Tasks of Faculty Development Programs for Medical Education in Korea. Korean Medical Education Review 25:1, pages 17-34.
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Md. H Asibur Rahman. (2023) Faculty development programs (FDP) in developing professional efficacy: A comparative study among participants and non-participants of FDP in Bangladesh. Social Sciences & Humanities Open 7:1, pages 100499.
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Jochanan BenbassatJochanan Benbassat. 2023. Teaching Professional Attitudes and Basic Clinical Skills to Medical Students. Teaching Professional Attitudes and Basic Clinical Skills to Medical Students
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Antonella Lotti, Juliana Raffaghelli, Marina De Rossi & Lieta Marinelli. (2022) Could Faculty Development Initiatives Like Workshops and Community of Practice Favour the Introduction of a Problem-based Approach in Higher Education? A Case Study. EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING:2, pages 57-75.
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Chiao-Ling Tsai, Yen-Lin Chiu, Chia-Ter Chao, Mong-Wei Lin, Chao-Chi Ho, Huey-Ling Chen, Bor-Ching Sheu, Chiun Hsu & Chih-Wei Yang. (2022) Effectiveness of tutor shadowing on faculty development in problem-based learning. BMC Medical Education 22:1.
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Anél Wiese & Deirdre Bennett. (2022) Orientation of medical trainees to a new clinical environment (the ready-steady-go model): a constructivist grounded theory study. BMC Medical Education 22:1.
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Michael Gottlieb, Sara M. Krzyzaniak, Sreeja Natesan, Antonia Quinn, Daniel Robinson, Abra Fant, Jonathan Sherbino & Teresa M. Chan. (2022) Education Theory Made Practical: Creating open educational resources via an apprenticeship model. AEM Education and Training 6:6.
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Mahla Salajegheh. (2022) Design, implementation and evaluation of a long-term educational faculty development program for clinical faculty. Journal of Medical Education Development 15:46, pages 54-60.
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Xiangyun Du, Michail Nomikos, Kamran Ali, Adrian Lundberg & Marwan Abu‐Hijleh. (2022) Health educators' professional agency in negotiating their problem‐based learning (PBL) facilitator roles: Q study. Medical Education 56:8, pages 847-857.
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Nathalie Gagnon, Carolle Bernier & Sylvie Houde. (2022) How best can faculty development support teachers in clinical settings?. British Journal of Hospital Medicine 83:5, pages 1-8.
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Yusuf Yilmaz, Kay Wu, Parnian Pardis, Rana Kamhawy, Shawn Mondoux & Teresa M Chan. (2022) What Faculty Want: Academic and Community Emergency Physicians’ Perceptions of Learner Feedback. Cureus.
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Yusuf Yılmaz, Süleyman Ayhan Çalışkan, Şükran Darcan & Feyza Darendeliler. (2022) Flipped learning in faculty development programs: opportunities for greater faculty engagement, self-learning, collaboration and discussion. Turkish Journal of Biochemistry 47:1, pages 127-135.
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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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Majed Bin Othayman, John Mulyata, Abdulrahim Meshari & Yaw Debrah. (2022) Challenges in the evaluation process of training and development programmes in public universities in Saudi Arabian higher education. International Journal of Educational Management 36:2, pages 206-217.
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Jonathan Lio, H. Barrett Fromme, Hongmei Dong, Ivy Jiang & Renslow Sherer. (2023) When educators are locked down: transitioning an international faculty development program from in-person to online during the COVID-19 pandemic in China. MedEdPublish 12, pages 59.
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Elizabeth Kanita Brits, Elize Archer & Sonja Strydom. (2022) Implementing blended learning for clinician teachers: a qualitative study identifying their needs and the impact on faculty development initiatives. MedEdPublish 12, pages 57.
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Blandine Bustamante-Helfrich, Emma Santa Maria, Jessica Bradley, Douglas Warden, Anamika Sengupta, Robyn Phillips-Madson & Toni Ungaretti. (2022) Collaborative faculty development transforms evaluation at a school of osteopathic medicine: an exploratory grounded theory study. MedEdPublish 12, pages 41.
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Cynthia Osman, Chanda Bradshaw & Linda Tewksbury. (2022) Faculty Development Offered by US Medical Schools: A National Survey of Pediatric Educators. Journal of Continuing Education in the Health Professions 42:3, pages 174-179.
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Güneş KORKMAZ, Ayşen Melek AYTUĞ KOŞAN & Çetin TORAMAN. (2021) Grand Rounds Model in terms of Continuing Medical Education and Lifelong LearningSürekli Tıp Eğitimi ve Yaşam Boyu Öğrenme Bağlamında Grand Rounds Öğrenme Döngüsü Modeli. Tıp Eğitimi Dünyası 20:62, pages 16-32.
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Rosa María Fenoll-Brunet. (2021) Valoración del profesorado en Ciencias de la Salud. REDU. Revista de Docencia Universitaria 19:2, pages 33-48.
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Karen M. Scott, Monica Hughes & Jennifer Davids. (2021) Facilitating health professional education research development; an action research approach. The Clinical Teacher 18:6, pages 614-620.
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Shelly-Anne Li, Ruth Chen, X Catherine Tong, Anne K Wong & Teresa M Chan. (2021) Learning while leading: a realist evaluation of an academic leadership programme. BMJ Leader, pages leader-2021-000508.
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Michael Gottlieb, Lalena M. Yarris, Sara M. Krzyzaniak, Sreeja Natesan, Jonathan Sherbino, Michelle Lin & Teresa M. Chan. (2021) Faculty development using a virtual community of practice: Three‐year outcomes of the Academic Life in Emergency Medicine Faculty Incubator program. AEM Education and Training 5:3.
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Isabelle Savard & Luc Côté. (2021) Optimiser le potentiel d’une communauté de pratique auprès de professionnels en santé : des clés de succès. Pédagogie Médicale 22:1, pages 43-52.
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Yusuf Yilmaz, Sarrah Lal, X. Catherine Tong, Michelle Howard, Sharon Bal, Ilana Bayer, Sandra Monteiro & Teresa M. Chan. (2020) Technology-Enhanced Faculty Development: Future Trends and Possibilities for Health Sciences Education. Medical Science Educator 30:4, pages 1787-1796.
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