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Heather Bacon, Belinda Vigors, Darren J. Shaw, Natalie Waran, Cathy M. Dwyer & Catriona Bell. (2023) Zookeepers – The most important animal in the zoo?. Journal of Applied Animal Welfare Science 26:4, pages 634-646.
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Rebecca L. Hite, Levi Johnson, Jessica Gottlieb, Jon McNaughtan & Richard Carlos L. Velasco. (2023) Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy. The Educational Forum 0:0, pages 1-19.
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Kelly Shinkaruk, Eloise Carr, Jocelyn M Lockyer & Kent G. Hecker. (2023) Exploring the development of interprofessional competence and professional identity: A Situated Learning Theory study. Journal of Interprofessional Care 37:4, pages 613-622.
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James G. Boyle, Matthew R. Walters, Susan Jamieson & Steven J. Durning. (2023) Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159. Medical Teacher 0:0, pages 1-11.
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Suchismita Sarkar, Ranjana Verma & Sonu Singh. (2022) Faculty and Students’ Perceptions on Experiential Learning Based Anatomy Dissection Hall Sessions for Medical Undergraduates. Advances in Medical Education and Practice 13, pages 543-554.
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Jeffrey B. Bird, Doreen M. Olvet, David Orner, Joanne M. Willey & Judith M Brenner. (2022) Exploring the impact of postponing core clerkships on future performance. Medical Education Online 27:1.
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Rebecca Ataman & Robyn J. Ibey. (2022) Applying Clinical Reasoning Theories to Kinesiology: Advancing the Education of Future Healthcare Professionals. International Journal of Kinesiology in Higher Education 6:3, pages 137-150.
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James G. Boyle, Matthew R. Walters, Susan Jamieson & Steven J. Durning. (2022) Sharing the Bandwidth in Cognitively Overloaded Teams and Systems: Mechanistic Insights from a Walk on the Wild Side of Clinical Reasoning. Teaching and Learning in Medicine 34:2, pages 215-222.
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Qian Hui Chew & Kang Sim. (2021) Impact of COVID-19 Pandemic on Undergraduate Psychiatry Teaching, Educational Environment, and Learning Processes. Advances in Medical Education and Practice 12, pages 1371-1377.
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Caitriona A. Dennis & Nancy Davies. (2021) Twelve tips for promoting consistent, good quality medical education across diverse clinical settings through faculty development approaches. Medical Teacher 43:11, pages 1255-1260.
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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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Alan Bleakley. (2021) Re-visioning clinical reasoning, or stepping out from the skull. Medical Teacher 43:4, pages 456-462.
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Ryuichi Ohta, Yoshinori Ryu & Manabu Yoshimura. (2021) Realist evaluation of interprofessional education in primary care through transprofessional role play: what primary care professionals learn together. Education for Primary Care 32:2, pages 91-99.
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Qian Hui Chew, Eelin Tan, Min Yi Sum & Kang Sim. (2021) Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis. Medical Education Online 26:1.
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Ralph Pinnock, Jenny McDonald, Darren Ritchie & Steven J. Durning. (2020) Humans and machines: Moving towards a more symbiotic approach to learning clinical reasoning. Medical Teacher 42:3, pages 246-251.
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Verity Schaye, Kinga L. Eliasz, Michael Janjigian & David T. Stern. (2019) Theory-guided teaching: Implementation of a clinical reasoning curriculum in residents. Medical Teacher 41:10, pages 1192-1199.
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Ralph Pinnock, Megan Anakin & Madelyne Jouart. (2019) Clinical reasoning as a threshold skill. Medical Teacher 41:6, pages 683-689.
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Simona Mureșan, Anca Meda Georgescu, Leonard Azamfirei, Cristina Oana Marginean & David CM Taylor. (2019) Medical education in Romania: Tradition and innovation. Medical Teacher 41:6, pages 619-624.
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Ryuichi Ohta, Yoshiyuki Kamiyama & Tomoyuki Makishi. (2019) Inquiry into short-term learning on Japanese rural islands: a qualitative study. Education for Primary Care 30:2, pages 88-95.
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Christopher Yi Wen Chan, Min Yi Sum, Giles Ming Yee Tan, Phern-Chern Tor & Kang Sim. (2018) Adoption and correlates of the Dundee Ready Educational Environment Measure (DREEM) in the evaluation of undergraduate learning environments – a systematic review. Medical Teacher 40:12, pages 1240-1247.
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Eric S. Holmboe, Jonathan Sherbino, Robert Englander, Linda Snell & Jason R. Frank. (2017) A call to action: The controversy of and rationale for competency-based medical education. Medical Teacher 39:6, pages 574-581.
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K. S. Blondon, F. Maître, V. Muller-Juge, N. Bochatay, S. Cullati, P. Hudelson, N. V. Vu, G. L. Savoldelli & M. R. Nendaz. (2017) Interprofessional collaborative reasoning by residents and nurses in internal medicine: Evidence from a simulation study. Medical Teacher 39:4, pages 360-367.
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Paul Orsmond & Stephen Merry. (2017) Tutors’ assessment practices and students’ situated learning in higher education: chalk and cheese. Assessment & Evaluation in Higher Education 42:2, pages 289-303.
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Lars Marcus, Matteo Giusti & Stephan Barthel. (2016) Cognitive affordances in sustainable urbanism: contributions of space syntax and spatial cognition. Journal of Urban Design 21:4, pages 439-452.
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Subha Ramani, Karen Mann, David Taylor & Harish Thampy. (2016) Residents as teachers: Near peer learning in clinical work settings: AMEE Guide No. 106. Medical Teacher 38:7, pages 642-655.
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Annette Burgess & George Ramsey-Stewart. (2015) Anatomy by whole body dissection: a focus group study of students’ learning experience. Advances in Medical Education and Practice 6, pages 533-537.
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John Sandars, Rakesh S. Patel, Poh Sun Goh, Patricia K. Kokatailo & Natalie Lafferty. (2015) The importance of educational theories for facilitating learning when using technology in medical education. Medical Teacher 37:11, pages 1039-1042.
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Rakesh Patel, John Sandars & Sue Carr. (2015) Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for teaching: AMEE Guide No. 95. Medical Teacher 37:3, pages 211-227.
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Annette Burgess, Kim Oates, Kerry Goulston & Craig Mellis. (2014) First year clinical tutorials: students’ learning experience. Advances in Medical Education and Practice 5, pages 451-456.
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Ting Dong, Kimberly A. Swygert, Steven J. Durning, Aaron Saguil, William R. Gilliland, David Cruess, Kent J. DeZee, Jeffrey LaRochelle & Anthony R. Artino$suffix/text()$suffix/text(). (2014) Validity Evidence for Medical School OSCEs: Associations With USMLE® Step Assessments. Teaching and Learning in Medicine 26:4, pages 379-386.
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Christopher J. Watling. (2014) Unfulfilled promise, untapped potential: Feedback at the crossroads. Medical Teacher 36:8, pages 692-697.
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David C. M. Taylor & Hossam Hamdy. (2013) Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher 35:11, pages e1561-e1572.
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Sharon J. Wayne, Sally A. Fortner, Judith A. Kitzes, Craig Timm & Summers Kalishman. (2013) Cause or effect? The relationship between student perception of the medical school learning environment and academic performance on USMLE Step 1. Medical Teacher 35:5, pages 376-380.
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E. Bate & D.C.M. Taylor. (2013) Twelve tips on how to survive PBL as a medical student. Medical Teacher 35:2, pages 95-100.
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Sarah Yardley, Pim W. Teunissen & Tim Dornan. (2012) Experiential learning: AMEE Guide No. 63. Medical Teacher 34:2, pages e102-e115.
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