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Ann-Kathrin Schindler, Mareike Schimmel, Melissa Oezsoy & Thomas Rotthoff. (2024) Measuring teacher identity of physicians – a validation study of a questionnaire instrument. Medical Education Online 29:1.
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Ken Masters, Raquel Correia, Kataryna Nemethy, Jennifer Benjamin, Tamara Carver & Heather MacNeill. (2024) Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163. Medical Teacher 46:1, pages 18-33.
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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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Sophie Wurth, Hubert Maisonneuve, Mohamed Amir Moussa, Baptiste Campion, Nathalie Caire Fon, Claire Peltier & Marie-Claude Audétat. (2023) Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study. Medical Education Online 28:1.
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Mikio Hayashi, Raoul Breugelmans & Katsumi Nishiya. (2023) Identity conflicts of student affairs officers in a medical university. Medical Education Online 28:1.
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Deanna Wai-Ching Lee, Choon Kiat Nigel Tan, Kevin Tan, Xianguang Joel Yee, Yasmin Jion, Herma Roebertsen & Chaoyan Dong. (2023) How community and organizational culture interact and affect senior clinical educator identity. Medical Teacher 0:0, pages 1-9.
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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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Sarah Barradell. (2023) Reimagining Preparedness of Health Professional Graduates Through Stewardship. Teaching and Learning in Medicine 35:4, pages 486-495.
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Kevin C. McMains, Abigail Konopasky, Steven J. Durning & Holly S. Meyer. (2023) Do All Roads Lead to Full Participation? Examining Trajectories of Clinical Educators in Graduate Medical Education through Situated Learning Theory. Teaching and Learning in Medicine 0:0, pages 1-11.
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Wendy Chung-Ya Hu, Van Anh Thi Nguyen, Nga Thanh Nguyen & Renée E Stalmeijer. (2023) Becoming Agents of Change: Contextual Influences on Medical Educator Professionalization and Practice in a LMIC Context. Teaching and Learning in Medicine 35:3, pages 323-334.
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Marleen W. Ottenhoff-de Jonge, Yvonne Steinert, Iris van der Hoeven, Anneke W. M. Kramer & Roeland M. van der Rijst. (2022) How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators. Medical Teacher 44:12, pages 1354-1361.
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Leslie Sheu, Leslie Bernal Charondo & Patricia S. O’Sullivan. (2022) Faculty motivations for leading clinical clerkship electives: A qualitative study. Medical Teacher 44:10, pages 1109-1115.
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Abigail Grover Snook, Asta B. Schram & Solveig A. Arnadottir. (2022) “I am a teacher” – exploring how to support teacher identity formation in physical therapists. Physical Therapy Reviews 27:1, pages 73-80.
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Susan Glassburn, Sheila Dennis & Katherine McCarthy. Navigating Identity Changes Through the Digital Migration: A Collaborative Autoethnography of Social Work Educators. American Journal of Distance Education 0:0, pages 1-15.
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Mariette Volschenk & Anthea Hansen. Medical teachers’ identity learning during major curriculum renewal: A landscapes of practice perspective. Medical Teacher 0:0, pages 1-7.
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Articles from other publishers (40)
Candace S. Percival, Paolo C. Martin, Lauren A. Maggio & Tasha R. Wyatt. (2024) When I say … epistemic injustice. Medical Education 58:5, pages 497-498.
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Lori R. Newman, Alisa Nagler, Mariah Rudd, Rebecca D. Blanchard, Shari A. Whicker, Ariel S. Winn, Amy P. Cohen, Gareth Parry, Alan M. Leichtner & Jennifer C. Kesselheim. (2024) Lost in the pandemic: COVID‐19's impact on health professions educators. The Clinical Teacher.
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Ratna Juwita & Patronella Mateha. (2024) Moving toward a Healthy Eating Pattern: Exploring the Interrelationship of Knowledge, Attitudes, and Behavior in Young Adults. Indonesian Journal of Education Research (IJoER) 5:2, pages 69-75.
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Lauren A. Maggio, Joseph A. Costello, Joseph C. Kolars, Ronald M. Cervero, Kevin M. Jackson, Steven J. Durning & TingLan Ma. (2024) In Search of a “Metric System” for Measuring Faculty Effort: A Qualitative Study on Educational Value Units at U.S. Medical Schools. Academic Medicine 99:4, pages 445-451.
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Chia‐Yu Hu & Yu‐Che Chang. (2024) Empowering rural educators: Strategies for overcoming barriers in clinical teaching. Medical Education.
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Sheena M. Warman, Kate A. Cobb, Heidi J. Janicke, Martin Cake, Melinda Bell, Sarah Kelly, Emma Read & Elizabeth Armitage-Chan. (2024) Veterinary Curriculum Leaders: Motivators, Barriers, and Attributes. Journal of Veterinary Medical Education 51:2, pages 229-239.
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Suzanne Larson & Janet Heather Cooley. (2024) Reflections on an evolving pharmacist professional identity from two pharmacy educators. Currents in Pharmacy Teaching and Learning 16:3, pages 207-211.
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Faiza Kiran, Rukhsana Ayub, Ayesha Rauf & Asiya Zahoor. (2024) Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays. Frontiers in Medicine 10.
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Lisa Schwartz, Mia S. Mackall, Aishwarya Arjunan, McKinsey Goodenberger, Rachel Mills, Chloe Ham & Sarah Witherington. (2024) Graduate training, credentialing, and continuing education to prepare genetic counselors for laboratory roles—Results of a national survey. Journal of Genetic Counseling.
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Katherine S. McOwen, Lara Varpio & Abigail W. Konopasky. (2023) The figured world of medical education senior leaders: Making meaning and enacting agency. Medical Education 58:2, pages 225-234.
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Bilge Delibalta, Şükrü Keleş & Selçuk Akturan. (2024) Clinicians’ perspectives as medical teachers: A qualitative study. HEALTH SCIENCES QUARTERLY 4:1, pages 31-40.
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Myrthe J. M. Verhees, Anneke M. Landstra, Rik Engbers, Jur J. Koksma & Roland F. J. M. Laan. (2024) Exploring workplace-based learning in distributed healthcare settings: a qualitative study. BMC Medical Education 24:1.
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Matthieu Eveillard, Denis Bédard & Marilou Bélisle. (2024) Characteristics of Engagement and Persistence of Teachers in an Innovative Master Programme Focused on the “One Health” Concept: A Qualitative Study. Journal of Veterinary Medical Education.
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Anamica Sinha. 2024. Reconfiguring Pedagogy and Curriculum Practice in Light of Online Teaching. Reconfiguring Pedagogy and Curriculum Practice in Light of Online Teaching
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Jürgen-Christoph von Kleist-Retzow, Max Oberste-Frielinghaus, Yvonne Pudritz, Nurith Epstein, Hans-Martin Bosse, Lorenz Grigull, Thomas Lutz, Bernhard Steinweg, Erol Tutdibi & Martin R. Fischer. (2023) Selbstbild von Kinderärzten als Lehrende an Universitätskliniken in DeutschlandTeacher Identity of pediatricians at university hospitals in Germany. Monatsschrift Kinderheilkunde.
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Muna Alosaimi. (2023) Language teachers’ identity development post COVID-19: a transformative learning perspective. Frontiers in Education 8.
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Eivind A. Valestrand, Leif Martin Hokstad, Edvin Schei, Eirik H. Ofstad, Terese Stenfors & Monika Kvernenes. (2023) The liminal landscape of mentoring—Stories of physicians becoming mentors. Medical Education 57:11, pages 1020-1027.
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Aviad Haramati, Giulia Bonaminio & Neil Osheroff. (2023) Professional Identity Formation of Medical Science Educators: An Imperative for Academic Medicine. Medical Science Educator 34:1, pages 209-214.
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Saskia C.M. Oosterbaan-Lodder, Laura S. Kortekaas, Fedde Scheele & Rashmi A. Kusurkar. (2023) What keeps the flame burning? A qualitative study on tutor motivation to guide students in interprofessional education. Journal of Interprofessional Education & Practice 32, pages 100652.
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Ciara Ann Lee, Timothy James Wilkinson, Julie Anita Timmermans, Anthony Naushad Ali & Megan Grayce Anakin. (2023) Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study. Medical Education 57:8, pages 761-769.
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Julie Browne & Tracey Collett. (2023) Transition theory and the emotional journey to medical educator identity: A qualitative interview study. Medical Education 57:7, pages 648-657.
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Archana Rao, Julian A. Smith & Debra Nestel. (2023) “The other side of the table…’: Early career gynaecological oncologists' transition from trainee to trainer. Australian and New Zealand Journal of Obstetrics and Gynaecology 63:2, pages 254-259.
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Yang YU & Na YU. (2022) A mixed-methods approach on Returnee Teachers’ professional identity and its influencing factors in chinese universities. Education and Information Technologies 28:4, pages 4287-4307.
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Janae K. Heath, Judy-April O. Murayi, Laura Edgar & Brijen J. Shah. (2023) Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development. Gastroenterology 164:3, pages 325-328.e1.
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Diantha Soemantri, Ardi Findyartini, Nadia Greviana, Rita Mustika, Estivana Felaza, Mardiastuti Wahid & Yvonne Steinert. (2022) Deconstructing the professional identity formation of basic science teachers in medical education. Advances in Health Sciences Education 28:1, pages 169-180.
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Karen B. Kirkness, Peter J. Bazira, Gabrielle M. Finn & Isabella E. Nizza. (2022) “Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum. Anatomical Sciences Education 16:2, pages 237-251.
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Jessica L. Johnson, Sally Arif, Timothy J. Bloom, Alex N. Isaacs, Lindsey E. Moseley & Kristin K. Janke. (2023) Preparing Pharmacy Educators as Expedition Guides to Support Professional Identity Formation in Pharmacy Education. American Journal of Pharmaceutical Education 87:1, pages ajpe8944.
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Cintia Pereira de Araujo & Clarice Rosa Olivo. (2023) Preocupações pedagógicas do fisioterapeuta professor e suas percepções sobre a pandemia de COVID-19. Fisioterapia e Pesquisa 30.
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Cintia Pereira de Araujo & Clarice Rosa Olivo. (2023) Pedagogical concerns of physical therapist professors and their perceptions of the COVID-19 pandemic. Fisioterapia e Pesquisa 30.
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Jordan Napier & Mandy Moffat. (2023) Exploring medical educators’ expressions of identity through visual prompts and use of metaphor; a grounded theory study utilising focus groups. MedEdPublish 13, pages 22.
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Anamica Sinha. 2023. Neugestaltung der Pädagogik und der Lehrplanpraxis im Hinblick auf den Online-Unterricht. Neugestaltung der Pädagogik und der Lehrplanpraxis im Hinblick auf den Online-Unterricht
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Christie van Diggele, Stuart Lane & Chris Roberts. (2022) Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership. BMC Medical Education 22:1.
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Megan E.L. BrownCatherine ArdJennifer AdamsAndrew O’ReganGabrielle M. Finn. (2022) Medical Student Identity Construction Within Longitudinal Integrated Clerkships: An International, Longitudinal Qualitative Study. Academic Medicine 97:9, pages 1385-1392.
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Lianne M. Loosveld, Erik W. Driessen, Eline Vanassche, Anthony R. ArtinoJrJr & Pascal W. M. Van Gerven. (2022) Mentoring is in the ‘I’ of the beholder: supporting mentors in reflecting on their actual and preferred way of mentoring. BMC Medical Education 22:1.
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Renée S. Jansen. (2022) Time to reflect: How has COVID‐19 transformed you? A commentary. Medical Education 56:8, pages 782-784.
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Megan E. L. Brown, Jun Hua Lim, Jo Horsburgh, Chance Pistoll, Viral Thakerar, Arti Maini, Caroline Johnson, Laura Beaton, Claire Mahoney & Sonia Kumar. (2022) Identity Development in Disorientating Times: the Experiences of Medical Students During COVID-19. Medical Science Educator 32:5, pages 995-1004.
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Mette Krogh Christensen, Karl-Johan Schmidt Nielsen & Lotte Dyhrberg O’Neill. (2022) Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19. Advances in Health Sciences Education 27:3, pages 577-603.
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Conor Mellon. (2022) Lost and found: an exploration of the professional identity of primary teachers during the Covid-19 pandemic. Journal for Multicultural Education 16:1, pages 77-89.
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Arone Wondwossen Fantaye, Catherine Gnyra, Heather Lochnan, Lorne Wiesenfeld, Paul Hendry, Sharon Whiting & Simon Kitto. (2022) Prioritizing Clinical Teaching Excellence: A Hidden Curriculum Problem. Journal of Continuing Education in the Health Professions 42:3, pages 204-210.
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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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