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Deepaysh D.C.S. Dutt, Hessom Razavi & Sandra E. Carr. (2023) Self-determination theory in ophthalmology education: factors influencing autonomy, competence and relatedness in medical students. Medical Education Online 28:1.
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Fraide A. Ganotice$suffix/text()$suffix/text(), Karen M. K. Chan, Siu Ling Chan, Sarah so Ching Chan, Kelvin Kai Hin Fan, May P. S. Lam, Rebecca Ka Wai Liu, Gloria H. Y. Wong, Grace Wai Yee Yuen, Jacqueline K. Yuen, Susanna Siu Sze Yeung, Ma Jenina N. Nalipay, Francis Hang Sang Tsoi & George L. Tipoe. (2023) Applying motivational framework in medical education: a self-determination theory perspectives. Medical Education Online 28:1.
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S. Anthony Sara, Anna Schwarz, Michelle I. Knopp & Eric J. Warm. (2023) Twelve tips for creating a longitudinal quality improvement and safety education for early health professions students. Medical Teacher 0:0, pages 1-7.
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Deepaysh D. C. S. Dutt, Sandra E. Carr, Tabitha M. Scott, Constantinos Petsoglou, John Grigg & Hessom Razavi. (2023) Educators’ consideration of learner motivation in ophthalmology education in medical school: Influences on teaching practice and course design. Medical Teacher 0:0, pages 1-12.
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Saskia C. M. Oosterbaan-Lodder, Joyce Kors, Cora L. F. Visser, Birgitte Mørk Kvist, Rashmi A. Kusurkar & Fedde Scheele. (2023) Twelve tips for designing, implementing and sustaining interprofessional training units on hospital wards. Medical Teacher 0:0, pages 1-7.
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Adam Neufeld. (2023) Moving the Field Forward: Using Self-Determination Theory to Transform the Learning Environment in Medical Education. Teaching and Learning in Medicine 0:0, pages 1-6.
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Uswatun Qoyyimah, Parlo Singh, Beryl Exley, Catherine Doherty & Yosi Agustiawan. (2023) Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools. Journal of Language, Identity & Education 22:2, pages 121-136.
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Fatma Alzahraa Abdelsalam Elkhamisy & Asmaa Fady Sharif. (2022) Project-based learning with memes as an innovative competency-boosting tool: a phenomenological interpretive study. Interactive Learning Environments 0:0, pages 1-18.
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James C. D McMillan & Linda Jones. (2022) A qualitative study exploring how students’ conceptualisations of lifelong learning develop in an undergraduate medical training programme. PRACTICE 4:3, pages 212-225.
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Setthanan Jarukasemkit, Phanuwich Kaewkamjornchai & Karen M. Tam. (2022) System dynamics modeling to understand mental model of public humiliation in medical education. Medical Teacher 44:8, pages 872-877.
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Francisco Molina, Maria D. Molina & Carlos Molina. (2022) Motivating Learning Through Digital Apps: The Importance of Relatedness Satisfaction. International Journal of Human–Computer Interaction 0:0, pages 1-15.
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Karen V. A. Morris. (2022) Consumerist views of higher education and links to student wellbeing and achievement: an analysis based on the concept of autonomy as depicted in self-determination theory. Journal of Further and Higher Education 46:6, pages 836-849.
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Justin L. Bullock, Lee Seligman, Cindy J. Lai, Patricia S. O’Sullivan & Karen E. Hauer. (2022) Moving toward Mastery: Changes in Student Perceptions of Clerkship Assessment with Pass/Fail Grading and Enhanced Feedback. Teaching and Learning in Medicine 34:2, pages 198-208.
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Leslie Sheu, Sarah Goglin, Sally Collins, Patricia Cornett, Sara Clemons & Patricia S. O’Sullivan. (2022) How Do Clinical Electives during the Clerkship Year Influence Career Exploration? A Qualitative Study. Teaching and Learning in Medicine 34:2, pages 187-197.
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Adam Neufeld & Greg Malin. (2022) Need Fulfillment and Resilience Mediate the Relationship between Mindfulness and Coping in Medical Students. Teaching and Learning in Medicine 34:1, pages 78-88.
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Marjolein Versteeg, Guusje Bressers, Marjo Wijnen-Meijer, Belinda W. C. Ommering, Arnout Jan de Beaufort & Paul Steendijk. (2021) What Were You Thinking? Medical Students’ Metacognition and Perceptions of Self-Regulated Learning. Teaching and Learning in Medicine 33:5, pages 473-482.
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Miriam H. Wijbenga, Pim W. Teunissen, Stephan P. J. Ramaekers, Erik W. Driessen & Robbert J. Duvivier. (2021) Initiation of student participation in practice: An audio diary study of international clinical placements. Medical Teacher 43:10, pages 1179-1185.
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Lee Seligman, Abdikarin Abdullahi, Arianne Teherani & Karen E. Hauer. (2021) From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative Feedback. Teaching and Learning in Medicine 33:3, pages 314-325.
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Kimberly A. Gifford, Lynn Thoreson, Ann E. Burke, Tai M. Lockspeiser, Laura Z. Lockwood, Suzanne Reed, Daniel J. Schumacher & John D. Mahan. (2021) Describing Overarching Curricular Goals for Individualized Education. Teaching and Learning in Medicine 33:3, pages 282-291.
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Adena Young-Jones, Chantal Levesque, Sophie Fursa & Jason McCain. (2021) Autonomy-supportive language in the syllabus: supporting students from the first day. Teaching in Higher Education 26:4, pages 541-556.
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Christian Jaramillo-Baquerizo, Martin Valcke, Ruben Vanderlinde & Nathalie Aelterman. (2021) Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives. Journal of Higher Education Policy and Management 43:3, pages 315-329.
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Adam Neufeld, Annik Mossière & Greg Malin. (2020) Basic psychological needs, more than mindfulness and resilience, relate to medical student stress: A case for shifting the focus of wellness curricula. Medical Teacher 42:12, pages 1401-1412.
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Grace Inegbedion & Md. Mofakkarul Islam. (2020) Youth motivations to study agriculture in tertiary institutions. The Journal of Agricultural Education and Extension 26:5, pages 497-512.
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Dean Parmelee, Brenda Roman, Irina Overman & Maryam Alizadeh. (2020) The lecture-free curriculum: Setting the stage for life-long learning: AMEE Guide No. 135. Medical Teacher 42:9, pages 962-969.
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Cesar Orsini & Veena Rodrigues. (2020) Supporting motivation in teams working remotely: The role of basic psychological needs. Medical Teacher 42:7, pages 828-829.
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Adam Neufeld & Greg Malin. (2020) How medical students’ perceptions of instructor autonomy-support mediate their motivation and psychological well-being. Medical Teacher 42:6, pages 650-656.
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Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees P. M. van der Vleuten. (2019) Meaningful feedback through a sociocultural lens. Medical Teacher 41:12, pages 1342-1352.
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Jody E. Steinauer, Arianne Teherani, Robin Mangini, Jessie Chien, Olle ten Cate & Patricia O’Sullivan. (2019) Characterizations of motivation and identity in medical students’ reflections about challenging patient interactions. Medical Teacher 41:10, pages 1178-1183.
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Rashmi A. Kusurkar. (2019) Autonomous motivation in medical education. Medical Teacher 41:9, pages 1083-1084.
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Oksana Babenko & Anna Oswald. (2019) The roles of basic psychological needs, self-compassion, and self-efficacy in the development of mastery goals among medical students. Medical Teacher 41:4, pages 478-481.
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Neill Storrar, David Hope & Helen Cameron. (2019) Student perspective on outcomes and process – Recommendations for implementing competency-based medical education. Medical Teacher 41:2, pages 161-166.
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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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Hilliard Jason & Jane Westberg. (2018) Preparing educators for adaptive education (AE) programs. Medical Teacher 40:8, pages 828-833.
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William B. Cutrer, Holly G. Atkinson, Erica Friedman, Nicole Deiorio, Larry D. Gruppen, Michael Dekhtyar & Martin Pusic. (2018) Exploring the characteristics and context that allow Master Adaptive Learners to thrive. Medical Teacher 40:8, pages 791-796.
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Yasushi Matsuyama, Motoyuki Nakaya, Hitoaki Okazaki, Jimmie Leppink & Cees van der Vleuten. (2018) Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan. Medical Teacher 40:3, pages 285-295.
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Justin W. L. Keogh, Lisa Gowthorp & Michelle McLean. (2017) Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study. Sports Biomechanics 16:3, pages 297-312.
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Reem Rachel Abraham & Ramnarayan Komattil. (2017) Heutagogic approach to developing capable learners. Medical Teacher 39:3, pages 295-299.
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Thierry Pelaccia & Rolland Viau. (2017) Motivation in medical education. Medical Teacher 39:2, pages 136-140.
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Curtis R. Budden, Ksenia Svechnikova & Jonathan White. (2017) Why do surgeons teach? A qualitative analysis of motivation in excellent surgical educators. Medical Teacher 39:2, pages 188-194.
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Dario M. Torre, Cees van der Vleuten & Diana Dolmans. (2016) Theoretical perspectives and applications of group learning in PBL. Medical Teacher 38:2, pages 189-195.
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John Q. Young, Olle ten Cate, Patricia S. O'Sullivan & David M. Irby. (2016) Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory. Teaching and Learning in Medicine 28:1, pages 88-96.
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Olle ten Cate, Huiju Carrie Chen, Reinier G. Hoff, Harm Peters, Harold Bok & Marieke van der Schaaf. (2015) Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Medical Teacher 37:11, pages 983-1002.
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John Q. Young, Jeroen Van Merrienboer, Steve Durning & Olle Ten Cate. (2014) Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86. Medical Teacher 36:5, pages 371-384.
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