Citations (30)
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Helle Merete Nordentoft & Birgitte Ravn Olesen. (2023) Should I intervene or not? Reflexive learning in Forum Theatre: a peer dialogue on a facilitator’s dilemma. Teaching in Higher Education 28:6, pages 1412-1427.
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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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Irène Garcia, Richard W. James, Paul Bischof & Anne Baroffio. (2017) Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation. Teaching and Learning in Medicine 29:3, pages 313-325.
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Marco Roos, Martina Kadmon, Michael Kirschfink, Eginhard Koch, Jana Jünger, Veronika Strittmatter-Haubold & Thorsten Steiner. (2014) Developing medical educators – a mixed method evaluation of a teaching education program. Medical Education Online 19:1.
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Heidi Schwellnus & Heather Carnahan. (2014) Peer-coaching with health care professionals: What is the current status of the literature and what are the key components necessary in peer-coaching? A scoping review. Medical Teacher 36:1, pages 38-46.
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Tobias B. B. Boerboom, Debbie Jaarsma, Diana H. J. M. Dolmans, Albert J. J. A. Scherpbier, Nicole J. J. M. Mastenbroek & Peter Van Beukelen. (2011) Peer group reflection helps clinical teachers to critically reflect on their teaching. Medical Teacher 33:11, pages e615-e623.
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Articles from other publishers (24)
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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Abdulaziz I Alhassan. (2022) Implementing Faculty Development Programs in Medical Education Utilizing Kirkpatrick’s Model. Advances in Medical Education and Practice Volume 13, pages 945-954.
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Hatice ŞAHİN, Hale SEZER, Ülküm Zafer DÖKÜMCÜ, Ferhan GİRGİN SAĞIN, Eser YILDIRIM SÖZMEN, Şaziye Rüçhan SERTÖZ & Sibel ÜLKER GÖKSEL. (2022) Ege tıp öğretim elemanlarının sürekli mesleki gelişim konusundaki eğitim gereksinimlerinin belirlenmesiDetermination of education needs of Ege medical faculty members on continuous professional development. Ege Tıp Dergisi 61:1, pages 1-7.
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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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Lianne M. Loosveld, Pascal W. M. Van Gerven, Erik W. Driessen, Eline Vanassche & Anthony R. ArtinoJrJr. (2021) MERIT: a mentor reflection instrument for identifying the personal interpretative framework. BMC Medical Education 21:1.
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Hale Sezer & Hatice Şahin. (2021) Faculty development program for coaching in nursing education: A curriculum development process study. Nurse Education in Practice 55, pages 103165.
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M. Mahruf C. Shohel, Md. Ashrafuzzaman, Arif Mahmud, Md Tariqul Islam & Atm Shafiul Alam. 2021. Coaching Applications and Effectiveness in Higher Education. Coaching Applications and Effectiveness in Higher Education
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Deborah Simpson, Karen Marcdante & Kevin H. Souza. (2019) The Power of Peers: Faculty Development for Medical Educators of the Future. Journal of Graduate Medical Education 11:5, pages 509-512.
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Maria Ranieri, Juliana Elisa Raffaghelli & Isabella Bruni. 2019. Handbook of Research on Faculty Development for Digital Teaching and Learning. Handbook of Research on Faculty Development for Digital Teaching and Learning
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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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Helle Merete Nordentoft & Birgitte Ravn Olesen. (2018) A critical reflexive perspective on othering in collaborative knowledge production. Qualitative Research Journal 18:1, pages 55-66.
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Lydia de Lasson, Eva Just, Nikolaj Stegeager & Bente Malling. (2016) Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors. BMC Medical Education 16:1.
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Tobias B.B. Boerboom, Renée E. Stalmeijer, Diana H.J.M. Dolmans & Debbie A.D.C. Jaarsma. (2015) How feedback can foster professional growth of teachers in the clinical workplace: A review of the literature. Studies in Educational Evaluation 46, pages 47-52.
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Ellen F. Goldman, Marilyn Wesner, Ornpawee Karnchanomai & Yolanda Haywood. (2012) Implementing the Leadership Development Plans of Faculty Education Fellows. Academic Medicine 87:9, pages 1177-1184.
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Helle Merete Nordentoft & Karen Wistoft. (2012) Collaborative learning and competence development in school health nursing. Health Education 112:5, pages 448-464.
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Cara L. Tax, Heather Doucette, Nancy R. Neish & J. Peggy Maillet. (2012) A Model for Cultivating Dental Hygiene Faculty Development Within a Community of Practice. Journal of Dental Education 76:3, pages 311-321.
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T.A.M. van Lankveld, A.J. Gercama, J.H. Kleinveld, B.A.M. Hesselink & G. Croiset. (2011) Docentprofessionalisering door docentcommunities: een toepassing bij tutoren. Tijdschrift voor Medisch Onderwijs 30:6, pages 264-271.
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Patricia S. OʼSullivan & David M. Irby. (2011) Reframing Research on Faculty Development. Academic Medicine 86:4, pages 421-428.
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