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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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Kuo-Chen Liao & Chang-Hsuan Peng. (2023) Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research. Teaching and Learning in Medicine 0:0, pages 1-11.
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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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Yihan Yang, Katherine Gielissen, Bryan Brown, Judy M. Spak & Donna M. Windish. (2022) Structure and impact of longitudinal Graduate Medical Education curricula designed to prepare future clinician-educators: A systematic scoping review: BEME Guide No. 74 . Medical Teacher 44:9, pages 947-961.
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Gary Beauchamp, Sammy Chapman, Angelica Risquez, Susan Becaas, Cheryl Ellis, Michaël Empsen, Fiona Farr, Laüra Hoskins, Wouter Hustinx, Liam Murray, Steven Palmaers, Sinead Spain, Natalia Timus, Melanie White, Shona Whyte & Nick Young. (2022) Moving beyond the formal: developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team. Teaching in Higher Education 0:0, pages 1-17.
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Klara Bolander Laksov, Agnes Elmberger, Matilda Liljedahl & Erik Björck. (2022) Shifting to team-based faculty development: a programme designed to facilitate change in medical education. Higher Education Research & Development 41:2, pages 269-283.
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Megan J. Bray, Elizabeth B. Bradley, James R. Martindale & Maryellen E. Gusic. (2021) Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 33:4, pages 434-444.
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Svetlana M. King, Janet Richards, Anne-Marie Murray, Vanessa J. Ryan, Amy Seymour-Walsh, Narelle Campbell & Koshila Kumar. (2021) Informal faculty development in health professions education: Identifying opportunities in everyday practice. Medical Teacher 43:8, pages 874-878.
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Subha Ramani, Judy McKimm, Ardi Findyartini, Vishna Devi Nadarajah, Richard Hays, Margaret S. Chisolm, Helena P. Filipe, Alice Fornari, Elizabeth K. Kachur, Rashmi A. Kusurkar, Harish Thampy & Keith W. Wilson. (2021) Twelve tips for developing a global community of scholars in health professions education. Medical Teacher 43:8, pages 966-971.
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Thea van Lankveld, Harish Thampy, Peter Cantillon, Jo Horsburgh & Manon Kluijtmans. (2021) Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher 43:2, pages 124-136.
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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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Yvonne Steinert. (2020) Faculty development: From rubies to oak. Medical Teacher 42:4, pages 429-435.
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Marco Antonio de Carvalho-Filho, René A. Tio & Yvonne Steinert. (2020) Twelve tips for implementing a community of practice for faculty development. Medical Teacher 42:2, pages 143-149.
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Boyd F. Richards, Elizabeth M. Cardell, Candace J. Chow, Kathryn B. Moore, Krystal L. Moorman, Meghan O’Connor & Sara E. Hart. (2020) Discovering the Benefits of Group Peer Review of Submitted Manuscripts. Teaching and Learning in Medicine 32:1, pages 104-109.
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Nicolas Fernandez & Marie-Claude Audétat. (2019) Faculty development program evaluation: a need to embrace complexity. Advances in Medical Education and Practice 10, pages 191-199.
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Loïse Jeannin. (2019) International staff contributions to their host institution: a case study in South Africa. International Journal for Academic Development 24:3, pages 272-285.
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Jehanne De Grasset, Marie-Claude Audetat, Nadia Bajwa, Nicole Jastrow, Hélène Richard-Lepouriel, Mathieu Nendaz & Noelle Junod Perron. (2018) Medical students’ professional identity development from being actors in an objective structured teaching exercise. Medical Teacher 40:11, pages 1151-1158.
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Clare Morris & Tim Swanwick. (2018) From the workshop to the workplace: Relocating faculty development in postgraduate medical education. Medical Teacher 40:6, pages 622-626.
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Karen M. Lauridsen & Ole Lauridsen. (2018) Teacher capabilities in a multicultural educational environment: an analysis of the impact of a professional development project. International Journal for Academic Development 23:2, pages 98-109.
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Tam T. Phuong, S. Catherine Cole & Jill Zarestky. (2018) A systematic literature review of faculty development for teacher educators. Higher Education Research & Development 37:2, pages 373-389.
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Latha Chandran, Maryellen E. Gusic, J. Lindsey Lane & Constance D. Baldwin. (2017) Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 29:3, pages 337-350.
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Marie-Louise Schreurs, Wilma Huveneers & Diana Dolmans. (2016) Communities of teaching practice in the workplace: Evaluation of a faculty development programme. Medical Teacher 38:8, pages 808-814.
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Ahsan Sethi, Susie Schofield, Rola Ajjawi & Sean McAleer. (2016) How do postgraduate qualifications in medical education impact on health professionals?. Medical Teacher 38:2, pages 162-167.
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Johanna C.G. Jacobs, Arno M.M. Muijtjens, Scheltus J. Van Luijk, Cees P.M. Van Der Vleuten, Gerda Croiset & Fedde Scheele. (2015) Impact of institute and person variables on teachers’ conceptions of learning and teaching. Medical Teacher 37:8, pages 738-746.
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Eeva Pyörälä, Laura Hirsto, Auli Toom, Liisa Myyry & Sari Lindblom-Ylänne. (2015) Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university. International Journal for Academic Development 20:2, pages 150-162.
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Misa Mi. (2015) Expanding Librarian Roles Through a Librarian Initiated and Facilitated Faculty Learning Community. Journal of Library Administration 55:1, pages 24-40.
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David A. Cook & Yvonne Steinert. (2013) Online learning for faculty development: A review of the literature. Medical Teacher 35:11, pages 930-937.
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Susanna Calkins, Nadia Johnson & Greg Light. (2012) Changing conceptions of teaching in medical faculty. Medical Teacher 34:11, pages 902-906.
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