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Rocío Barrios-Rodríguez, Inmaculada Salcedo-Bellido, José Juan Jiménez-Moleón, Macarena Lozano-Lorca, Noelia Galiano-Castillo, Enrique José Cobos, José Dámaso Vílchez Rienda, Rocío Olmedo-Requena, Carmen Amezcua-Prieto, Sandra Martín-Peláez, Carmen María González Domenech, Juan Pedro Arrebola Moreno, Raúl A. Rica, María Eugenia García-Rubiño & Pilar Requena. (2023) Peer review of teaching: using the nominal group technique to improve a program in a university setting with no previous experience. International Journal for Academic Development 28:4, pages 385-397.
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Ellen Childs, Christy D Remein, Robina M Bhasin, Angelique C Harris, Alyssa Day, Lisa M Sullivan, David L Coleman & Emelia J Benjamin. (2021) How to Launch and Continually Enhance an Effective Medical Campus Faculty Development Program: Steps for Implementation and Lessons Learned. Journal of Healthcare Leadership 13, pages 147-156.
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Muhammad Zafar Iqbal, Karen D. Könings, Mohamed M. Al-Eraky & Jeroen J. G. van Merriënboer. (2021) Entrustable Professional Activities for Small-Group Facilitation: A Validation Study Using Modified Delphi Technique. Teaching and Learning in Medicine 33:5, pages 536-545.
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EB Caron, Teresa A. Lind & Mary Dozier. (2021) Strategies that promote therapist engagement in active and experiential learning: micro-level sequential analysis. The Clinical Supervisor 40:1, pages 112-133.
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Muhammad Zafar Iqbal, Karen D. Könings, Mohamed Al-Eraky, Mona Hmoud AlSheikh & Jeroen J. G. van Merrienboer. (2020) Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach. Medical Education Online 25:1.
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Adriane E. Bell, Holly S. Meyer & Lauren A. Maggio. (2020) Getting Better Together: A Website Review of Peer Coaching Initiatives for Medical Educators. Teaching and Learning in Medicine 32:1, pages 53-60.
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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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Jair J. Aguilar & Seokmin Kang. (2023) Innovating with in-service mathematics teachers’ professional development: The intersection among mixed-reality simulations, approximation-of-practice, and technology-acceptance. International Electronic Journal of Mathematics Education 18:4, pages em0750.
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Laura Cutroni & Angela Paladino. (2023) Peer-ing in: A systematic review and framework of peer review of teaching in higher education. Teaching and Teacher Education 133, pages 104302.
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Simon Kitto, Natalia Danilovich, Paula Rowland, Karen Leslie, Paul Hendry, Amanda Hodgson, Arone Fantaye & Heather Lochnan. (2023) Teaching Observation as a Faculty Development Tool in Medical Education: A Scoping Review. Journal of Continuing Education in the Health Professions.
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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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Ann-Kathrin Ernst, Michaela Zupanic, Gisa Ellrichmann & Anne-Sophie Biesalski. (2022) Germany-wide evaluation of residency in neurological intensive care medicine. BMC Medical Education 22:1.
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A. Leung, P.D. Fine, R. Blizard, I. Tonni, D. Ilhan & C. Louca. (2022) Teacher feedback and student learning–The students’ perspective. Journal of Dentistry 125, pages 104242.
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Craig Noronha, Margaret C. Lo, Tanya Nikiforova, Danielle Jones, Deepa Rani Nandiwada, Tiffany I. Leung, Janeen E. Smith & Wei Wei Lee. (2022) Telehealth Competencies in Medical Education: New Frontiers in Faculty Development and Learner Assessments. Journal of General Internal Medicine 37:12, pages 3168-3173.
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Pam Epler & Jodee Jacobs. 2022. Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms. Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms
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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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Lauren A. Hinrichs, Dana L. Judd, Meghan Hernandez & Mary Jane Rapport. (2022) Peer Review of Teaching to Promote a Culture of Excellence: A Scoping Review. Journal of Physical Therapy Education Publish Ahead of Print.
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Christian Basil Omeh & Chijioke Jonathan Olelewe. (2021) Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming. Education Research International 2021, pages 1-11.
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Jurgita Lenkauskaitė, Remigijus Bubnys, Erika Masiliauskienė & Daiva Malinauskienė. (2021) Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania. Education Sciences 11:11, pages 678.
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Rick Yiu Cho Kwan & Vico C. L. Chiang. (2021) Interdisciplinary Problem-Based Learning in Gerontological Nursing. Journal of Problem-Based Learning 8:1, pages 1-3.
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Anna M. Sene-Mir, Mariona Portell, M. Teresa Anguera & Salvador Chacón-Moscoso. (2020) Manual Material Handling Training: The Effect of Self-Observation, Hetero-Observational and Intrinsic Feedback on Workers’ Knowledge and Behaviour. International Journal of Environmental Research and Public Health 17:21, pages 8095.
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Diana M. Hassel, Maria Fahie, Christiane V. Löhr, Rachel L. Halsey, William Vernau & Elena Gorman. (2020) Inter-Institutional Collaboration for the Development of a Local Peer Observation Process to Enhance Teaching. Journal of Veterinary Medical Education 47:5, pages 555-569.
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Kristy Carlson, Allison Ashford, Marwa Hegagi & Chad Vokoun. (2020) Peer Coaching as a Faculty Development Tool: A Mixed Methods Evaluation. Journal of Graduate Medical Education 12:2, pages 168-175.
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Ingrid Philibert, Lyuba Konopasek & Janet Riddle. (2019) The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics. Journal of Graduate Medical Education 11:4s, pages 47-63.
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EB Caron & Mary Dozier. (2019) Effects of Fidelity-Focused Consultation on Clinicians’ Implementation: An Exploratory Multiple Baseline Design. Administration and Policy in Mental Health and Mental Health Services Research 46:4, pages 445-457.
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Sarah B. Merriam, Brielle Spataro, Megan E. Hamm, Melissa A. McNeil & Deborah J. DiNardo. (2018) Video Observation With Guided Reflection: A Method for Continuing Teaching Education. Journal of Graduate Medical Education 10:4, pages 416-422.
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Allison B. Blackmer, Angela M. Thompson, Meghan N. Jeffres, Ashley E. Glode, Nila Mahyari & Megan Thompson. (2018) Clinical pharmacy academic career transitions: Viewpoints from the fieldPart 1: Understanding feedback, evaluation, and advancement. Currents in Pharmacy Teaching and Learning 10:2, pages 123-127.
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