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Yohannes Molla Asemu, Tegbar Yigzaw, Firew Ayalew, Leulayehu Akalu, Fedde Scheele & Thomas van den Akker. (2023) The Ethiopian Anesthetist Licensing Examination and Associated Improvement in in-School Student Performance: A Retrospective Study. Advances in Medical Education and Practice 14, pages 741-751.
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Alison Gifford, Rune Philemon, Jay Halbert, Eleanor J. Hothersall, Rebecca Inglis, Jo Hart, Lucie Byrne-Davis, Joanna Thirsk, Hugh Gifford, Rachel Howells, Shona Weetch, Katie Prentice, Andy Jackson & Martin Kirkpatrick. (2023) A narrative review of course evaluation methods for continuing professional development: The case of paediatric and neonatal acute-care in-service courses in low and lower-middle income countries: BEME Guide No. 76. Medical Teacher 45:7, pages 685-697.
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Karen A. Mangold, Anna-leila Williams, Wivine Ngongo, Marissa Liveris, Amy E. Caruso Brown, Mark D. Adler & Mobola Campbell. (2023) Expert Consensus Guidelines for Assessing Students on the Social Determinants of Health. Teaching and Learning in Medicine 35:3, pages 256-264.
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Renée E. Stalmeijer, Jill R. D. Whittingham, Guy W. G. Bendermacher, Ineke H. A. P. Wolfhagen, Diana H. J. M. Dolmans & Carolin Sehlbach. (2023) Continuous enhancement of educational quality – fostering a quality culture: AMEE Guide No. 147. Medical Teacher 45:1, pages 6-16.
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Ayat Nabil Eltayar, Soha Rashed Aref, Hoda Mahmoud Khalifa & Abdullah Said Hammad. (2022) Do entrustment scales make a difference in the inter-rater reliability of the workplace-based assessment?. Medical Education Online 27:1.
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Amy M. Sullivan, Edward Krupat, Jules L. Dienstag, Jakob I. McSparron, Stephen R. Pelletier, Sara B. Fazio, Thomas J. Fleenor, John L. Dalrymple, Edward M. Hundert & Richard M. Schwartzstein. (2022) The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation. Medical Teacher 44:11, pages 1268-1276.
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Heidi Preis, Elizabeth Bojsza, Laura Lindenfeld, Tong J. Gan & Susmita Pati. (2022) Process evaluation of a medical improvisation program for healthcare communication training. Journal of Communication in Healthcare 15:4, pages 260-266.
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Andrew K. Hall, Daniel J. Schumacher, Brent Thoma, Holly Caretta-Weyer, Benjamin Kinnear, Larry Gruppen, Lara J. Cooke, Jason R. Frank & Elaine Van Melle. (2021) Outcomes of competency-based medical education: A taxonomy for shared language. Medical Teacher 43:7, pages 788-793.
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Martin V. Consunji, R. Jeffrey Kohlwes & Jennifer M. Babik. (2021) Evaluation of a longitudinal subspecialty clinic for internal medicine residents. Medical Education Online 26:1.
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Rebecca G. Stovel, Nadia Gabarin, Rodrigo B. Cavalcanti & Howard Abrams. (2020) Curricular needs for training telemedicine physicians: A scoping review. Medical Teacher 42:11, pages 1234-1242.
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Mokgadi Molope & Akpovire Oduaran. (2020) Evaluation of the community development practitioners’ professional development programme: CIPP model application. Development in Practice 30:2, pages 194-206.
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Karen E. Brinkley-Etzkorn. (2020) The Effects of Training on Instructor Beliefs about and Attitudes toward Online Teaching. American Journal of Distance Education 34:1, pages 19-35.
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Gillian Maudsley & David Taylor. (2020) Analysing synthesis of evidence in a systematic review in health professions education: observations on struggling beyond Kirkpatrick. Medical Education Online 25:1.
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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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Kara E. Sawarynski, Dwayne M. Baxa & Robert Folberg. (2019) Embarking on a Journey of Discovery: Developing Transitional Skill Sets through a Scholarly Concentration Program. Teaching and Learning in Medicine 31:2, pages 195-206.
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Mekin Sezik, Erol Gurpinar & Nese Zayim. (2019) Nationwide content analysis of undergraduate obstetrics and gynaecology clinical curricula in Turkish medical schools
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Roger A. Edwards, Sandhya Venugopal, Deborah Navedo & Subha Ramani. (2019) Addressing needs of diverse stakeholders: Twelve tips for leaders of health professions education programs. Medical Teacher 41:1, pages 17-23.
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Trang Nguyen & Kirk A. Foster. (2018) Research Note—Multiple Time Point Course Evaluation and Student Learning Outcomes in an MSW Course. Journal of Social Work Education 54:4, pages 715-723.
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Katherine A. Moreau. (2017) Has the new Kirkpatrick generation built a better hammer for our evaluation toolbox?. Medical Teacher 39:9, pages 999-1001.
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Katherine A. Moreau. (2017) Twelve tips for planning and conducting a participatory evaluation. Medical Teacher 39:4, pages 334-340.
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E. D. Bolhuis, K. Schildkamp & J. M. Voogt. (2016) Improving teacher education in the Netherlands: data team as learning team?. European Journal of Teacher Education 39:3, pages 320-339.
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Elizabeth Anderson, Roger Smith & Marilyn Hammick. (2016) Evaluating an interprofessional education curriculum: A theory-informed approach. Medical Teacher 38:4, pages 385-394.
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Charlene M. Dewey, Teri L. Turner, Linda Perkowski, Jean Bailey, Larry D. Gruppen, Janet Riddle, Geeta Singhal, Patricia Mullan, Ann Poznanski, Tyson Pillow, Lynne S. Robins, Steven C. Rougas, Leora Horn, Marine V. Ghulyan & Deborah Simpson. (2016) Twelve tips for developing, implementing, and sustaining medical education fellowship programs: Building on new trends and solid foundations. Medical Teacher 38:2, pages 141-149.
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David A. Cook & Rachel H. Ellaway. (2015) Evaluating technology-enhanced learning: A comprehensive framework. Medical Teacher 37:10, pages 961-970.
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C.P.M. Van Der Vleuten, L.W.T. Schuwirth, E.W. Driessen, M.J.B. Govaerts & S. Heeneman. (2015) Twelve Tips for programmatic assessment. Medical Teacher 37:7, pages 641-646.
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