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Medical Teacher Volume 32, 2010 - Issue 11
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How We …

How we encourage faculty development

Susie J. Schofield University of Dundee, UK; SUSIE SCHOFIELD BSC PGCE MSC is a lecturer in Medical Education at the University of Dundee. Her research interests include staff development, use of technology and peer tutoring.Correspondence[email protected]
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Sally Bradley Dundee Medical School, UK; SALLY BRADLEY is the Quality Assurance Coordinator for Undergraduate Medical Education, NHS Tayside. Her areas of special interests include leadership and inter-professional education.
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Claire Macrae Dundee Medical School, UK; CLAIRE MACRAE is Staff Development Officer for NHS Undergraduate Teaching in Tayside. Her interests are in the strategic direction of staff development and application of business models.
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Dilip Nathwani Dundee Medical School, UK; DILIP NATHWANI is NHS Tayside Director of Medical Education. His education-related interests are development of NHS leadership in undergraduate teaching, performance management, quality improvement and governance of education.
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John Dent University of Dundee, UK; JOHN DENT is a reader in Medical Education and Orthopaedic Surgery at the University of Dundee. He has publications on teaching in ambulatory care settings and on staff development. With Ronald Harden, he has co-edited the internationally acclaimed, multi-author text, ‘A Practical Guide for Medical Teachers’.
Pages 883-886 | Published online: 01 Nov 2010

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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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HO Olasoji, Ahmad Bilyamini Mu’azu & Mairo Hassan Garba. (2019) A study of clinical teachers’ attitude to teaching and perceived learning needs in a medical college in Nigeria. Advances in Medical Education and Practice 10, pages 605-617.
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Eeva Pyörälä. (2014) How we developed a role-based portfolio for teachers’ professional development. Medical Teacher 36:9, pages 765-768.
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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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Articles from other publishers (9)

Rashmi Ramanathan, Jeevithan Shanmugam, Sridhar M Gopalakrishnan, Kalaniti T Palanisamy & Seetharaman Narayanan. (2022) Challenges in the Implementation of Competency-Based Medical Curriculum: Perspectives of Prospective Academicians. Cureus.
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Donald M. Hilty, Howard Y. Liu, Dorothy Stubbe & John Teshima. (2019) Defining Professional Development in Medicine, Psychiatry, and Allied Fields. Psychiatric Clinics of North America 42:3, pages 337-356.
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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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Gary Cheung & Jane Casey. 2019. Seminars in Old Age Psychiatry. Seminars in Old Age Psychiatry 216 229 .
Ken Laidlaw. 2019. Seminars in Old Age Psychiatry. Seminars in Old Age Psychiatry 205 215 .
Gary Cheung & Alice Stephan. (2017) Supervision: ‘a random bag of arrangements’? Perspectives from psychiatrists on how to improve clinical teaching. Australasian Psychiatry 25:5, pages 510-513.
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Johanna Sommer, Cédric Lanier, Noelle Junod Perron, Mathieu Nendaz, Diane Clavet & Marie-Claude Audétat. (2016) A teaching skills assessment tool inspired by the Calgary–Cambridge model and the patient-centered approach. Patient Education and Counseling 99:4, pages 600-609.
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Yvonne Steinert. 2014. Faculty Development in the Health Professions. Faculty Development in the Health Professions 3 25 .
Claire Macrae, Susie Schofield & Rola Ajjawi. 2013. Educating Health Professionals. Educating Health Professionals 297 310 .

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