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L C Enoch, R M Abraham & V S Singaram. (2023) Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning. Advances in Medical Education and Practice 14, pages 919-936.
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Rasmitadila Rasmitadila, Reza Rachmadtullah, Achmad Samsudin, Muhammad Nurtanto & Muhammad Nurrohman Jauhari. (2023) Limited face-to-face learning on students in inclusive classrooms during the Covid-19 pandemic: Perceptions of elementary school teachers in Indonesia. Cogent Education 10:1.
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Shaista Salman Guraya, Salman Yousuf Guraya, Fiza-Rashid Doubell, Bincy Mathew, Eric Clarke, Áine Ryan, Salim Fredericks, Mary Smyth, Sinead Hand, Amal Al-Qallaf, Helen Kelly & Denis W. Harkin. (2023) Understanding medical professionalism using express team-based learning; a qualitative case-based study. Medical Education Online 28:1.
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Theresa Jaramillo, Giancarlo Scalise & Kathryn C. Nesbit. (2023) Learning activities without patient interactions can achieve pediatric curricular objectives for adult learners. Physiotherapy Theory and Practice 39:9, pages 1847-1860.
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Carmel Roofe, Therese Ferguson, Saran Stewart & Neveta Roberts. (2023) Provoking Reflection: A Photovoice Exploration of Non-Traditional Adult Learners’ Challenges in a Jamaican Higher Education Context. The Journal of Continuing Higher Education 71:3, pages 314-331.
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Marleen W. Ottenhoff-de Jonge, Iris van der Hoeven, Neil Gesundheit, Anneke W. M. Kramer & Roeland M. van der Rijst. (2023) Maturing through awareness: An exploratory study into the development of educational competencies, identity, and mission of medical educators. Medical Teacher 0:0, pages 1-9.
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Michael Dunne, Merrolee Penman & Gillian Nisbet. (2023) Exploring the outcomes of a reflective teaching strategy with students: A feasibility study. International Journal of Speech-Language Pathology 0:0, pages 1-12.
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Alana D. Newell, Cara A. Foldes, Alison J. Haddock, Nadia Ismail & Nancy P. Moreno. (2023) Twelve tips for using the Understanding by Design® curriculum planning framework. Medical Teacher 0:0, pages 1-6.
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Heather MacNeill, Ken Masters, Kataryna Nemethy & Raquel Correia. (2023) Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161. Medical Teacher 0:0, pages 1-14.
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Bambang Sugeng & Ani Wilujeng Suryani. (2023) Using the theory of planned behaviour to investigate Indonesian accounting educators’ pedagogical strategies in online delivery. Accounting Education 0:0, pages 1-29.
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A. Golightly. (2023) Building bridges: the impact of scaffolds in PBL on the learning of South African pre-service geography teachers. Journal of Geography in Higher Education 47:1, pages 37-55.
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Fatma Alzahraa Abdelsalam Elkhamisy, Azza Hassan Zidan & Mohamed Fathelbab Fathelbab. (2022) Using project-based learning to enhance curricular integration and relevance of basic medical sciences in pre-clerkship years. Alexandria Journal of Medicine 58:1, pages 1-7.
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Peng Zhang, Liang Ji, Guomin Zhou & Xuan Yao. (2022) A commentary on the practice of integrated medical curriculum in the interdisciplinary field of medical engineering. Annals of Medicine 54:1, pages 812-819.
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Marleen W. Ottenhoff-de Jonge, Yvonne Steinert, Iris van der Hoeven, Anneke W. M. Kramer & Roeland M. van der Rijst. (2022) How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators. Medical Teacher 44:12, pages 1354-1361.
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Margareta Karlsson, Lisbeth Hillström, Anette Johnsson & Sandra Pennbrant. (2022) Experiences of work-integrated learning in nursing education. Journal of Further and Higher Education 46:10, pages 1377-1390.
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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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Gary L. Beck Dallaghan, Kimberly Lomis, Sheila Crow & Lisa Coplit. (2022) Bridging educational innovation and financial offices: using the Business Model Canvas modified for medical educators to communicate need. Journal of Communication in Healthcare 15:2, pages 131-136.
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Ellen Luebbers, Njoke Thomas, Todd Fennimore, Catherine Demko, David Aron & Mary Dolansky. (2022) Back to basics for curricular development: A proposed framework for thinking about how interprofessional learning occurs. Journal of Interprofessional Care 36:2, pages 300-309.
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Jennifer Stojan, Mary Haas, Satid Thammasitboon, Lina Lander, Sean Evans, Cameron Pawlik, Teresa Pawilkowska, Madelyn Lew, Deena Khamees, William Peterson, Ahmad Hider, Ciaran Grafton-Clarke, Hussein Uraiby, Morris Gordon & Michelle Daniel. (2022) Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69. Medical Teacher 44:2, pages 109-129.
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Qian Hui Chew, Xian Ying Seet & Kang Sim. (2021) Use of Debate as a Pedagogical Tool in Psychiatry Residency Teaching: A Cross-Sectional Study. Advances in Medical Education and Practice 12, pages 871-877.
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Joana Berger-Estilita, Valérie Lüthi, Robert Greif & Sandra Abegglen. (2021) Communication content during debriefing in simulation-based medical education: An analytic framework and mixed-methods analysis. Medical Teacher 43:12, pages 1381-1390.
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Gustavo García Botero, Margarita Alexandra Botero Restrepo, Chang Zhu & Frederik Questier. (2021) Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?. Computer Assisted Language Learning 34:8, pages 1013-1039.
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Leslie Carstensen Floren, Olle ten Cate, David M. Irby & Bridget C. O’Brien. (2021) An interaction analysis model to study knowledge construction in interprofessional education: proof of concept. Journal of Interprofessional Care 35:5, pages 736-743.
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Karen D. Könings, Serge Mordang, Frank Smeenk, Laurents Stassen & Subha Ramani. (2021) Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138. Medical Teacher 43:8, pages 924-936.
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Margo L. Brewer & Helen Flavell. (2021) High and low functioning team-based pre-licensure interprofessional learning: an observational evaluation. Journal of Interprofessional Care 35:4, pages 538-545.
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Jena Hall, Anna Oswald, Karen E. Hauer, Andrew K. Hall, Robert Englander & Warren J. Cheung. (2021) Twelve tips for learners to succeed in a CBME program. Medical Teacher 43:7, pages 745-750.
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Susan Wlodarczyk, Virginie Muller-Juge, Karen E. Hauer, Michelle S. Tong, Amy Ransohoff & Christy Boscardin. (2021) Assessment to Optimize Learning Strategies: A Qualitative Study of Student and Faculty Perceptions. Teaching and Learning in Medicine 33:3, pages 245-257.
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Lea Tufford, Ellen Katz, Cassandra Etherington & Lori Gauthier. (2021) Simulation as Vicarious Learning in the BSW Classroom. Journal of Teaching in Social Work 41:3, pages 257-274.
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Tamara E. T. van Woezik, Jur Jan-Jurjen Koksma, Rob P. B. Reuzel, Debbie C. Jaarsma & Gert Jan van der Wilt. (2021) There is more than ‘I’ in self-directed learning: An exploration of self-directed learning in teams of undergraduate students. Medical Teacher 43:5, pages 590-598.
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Jeremy Federman, Stephanie J. Karch & Christon Duhon. (2021) How hearing conservation training format impacts personal attenuation ratings in U.S. Marine Corps Training Recruits. International Journal of Audiology 60:2, pages 151-159.
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Bhaven Modha. (2021) Experiential learning without prior vicarious learning: an insight from the primary dental care setting. Education for Primary Care 32:1, pages 49-55.
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Robert Heffernan, Kay Brumpton, David Randles & Janani Pinidiyapathirage. (2021) Acceptability, technological feasibility and educational value of remotely facilitated simulation based training: A scoping review. Medical Education Online 26:1.
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Ida Katrine Riksaasen Hatlevik & Sylvi Stenersen Hovdenak. (2020) Promoting Students’ Sense of Coherence in Medical Education Using Transformative Learning Activities. Advances in Medical Education and Practice 11, pages 807-816.
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Susan McKenzie, Annette Burgess & Craig Mellis. (2020) “A Taste of Real Medicine”: Third Year Medical Students’ Report Experiences of Early Workplace Encounters. Advances in Medical Education and Practice 11, pages 717-725.
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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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Karen E. Hauer, Christy Boscardin, Judith M. Brenner, Sandrijn M. van Schaik & Klara K. Papp. (2020) Twelve tips for assessing medical knowledge with open-ended questions: Designing constructed response examinations in medical education. Medical Teacher 42:8, pages 880-885.
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Rachel Roskvist, Kyle Eggleton & Felicity Goodyear-Smith. (2020) Provision of e-learning programmes to replace undergraduate medical students’ clinical general practice attachments during COVID-19 stand-down. Education for Primary Care 31:4, pages 247-254.
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Olle ten Cate, Suzan Dahdal, Thomas Lambert, Florian Neubauer, Anina Pless, Philippe Fabian Pohlmann, Harold van Rijen & Corinne Gurtner. (2020) Ten caveats of learning analytics in health professions education: A consumer’s perspective. Medical Teacher 42:6, pages 673-678.
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Helga Dorner & Kinga Káplár-Kodácsy. (2020) Analyzing Mentor Narratives of Reflective Practice: A Case for Supporting Adult Learning in Hungarian Initial Teacher Education. Mentoring & Tutoring: Partnership in Learning 28:3, pages 318-339.
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Fiona Muir, Jack Bruce & Kevin McConville. (2020) Teaching, reflecting, and learning: The value of an intercalated medical education programme. Medical Teacher 42:5, pages 523-528.
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Takahiro Sato, Emi Tsuda, Douglas Ellison & Samuel R. Hodge. (2020) Japanese elementary teachers’ professional development experiences in physical education lesson studies. Physical Education and Sport Pedagogy 25:2, pages 137-153.
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Margo L. Brewer & Helen Louise Flavell. (2020) Teamwork, collaboration and networking: self-reported behavioural change following pre-licensure interprofessional clinical learning. Journal of Interprofessional Care 34:2, pages 184-192.
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Chelsea Jalloh, Benjamin Collins, Danielle Lafleur, Joss Reimer & Adrienne Morrow. (2020) Mapping session learning objectives to exam questions: How to do it and how to apply the results. Medical Teacher 42:1, pages 66-72.
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Omar Sozan H.. (2020) A content analysis of cognitive representations in a ninth-grade science textbook’s chemistry of matter unit: Evidence from Saudi Arabia. Cogent Education 7:1.
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Marilyn Leif, Natali Semarad, Vaishnavi Ganesan, Kevin Selting, Justin Burr, Austin Svec, Peggy Clements & Geoffrey Talmon. (2019) The Quality Of Evidence In Preclinical Medical Education Literature: A Systematic Review. Advances in Medical Education and Practice 10, pages 925-933.
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Jason W. Boland, Stephen Barclay & Jane Gibbins. (2019) Twelve tips for developing palliative care teaching in an undergraduate curriculum for medical students. Medical Teacher 41:12, pages 1359-1365.
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I Govender & M De Villiers. (2019) Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University. South African Family Practice 61:4, pages 136-143.
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Chau Ha & Madeline Press. (2019) Developing Faculty Research Skills: Lessons Learned. Community College Journal of Research and Practice 43:6, pages 431-440.
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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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Navdeep S. Sidhu & Morgan Edwards. (2019) Deliberate teaching tools for clinical teaching encounters: A critical scoping review and thematic analysis to establish definitional clarity. Medical Teacher 41:3, pages 282-296.
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Kyle Eggleton, Richard Fortier, Tana Fishman, Susan J. Hawken & Felicity Goodyear-Smith. (2019) Legitimate participation of medical students in community attachments. Education for Primary Care 30:1, pages 35-40.
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Rose Wood, Hollie Kilpatrick & Rod Sampson. (2019) Promoting excellence using a novel educational tool in the North of Scotland. Education for Primary Care 30:1, pages 41-46.
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Bruce L. Henschen, Elizabeth R. Ryan, Daniel B. Evans, Ashley Truong, Diane B. Wayne, Jennifer A. Bierman & Kenzie A. Cameron. (2019) Perceptions of Patient-Centered Care among First-Year Medical Students. Teaching and Learning in Medicine 31:1, pages 26-33.
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Hossam Hamdy. (2018) Medical College of the Future: from Informative to Transformative. Medical Teacher 40:10, pages 986-989.
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Christopher J Ramnanan & Lynley D Pound. (2017) Advances in medical education and practice: student perceptions of the flipped classroom. Advances in Medical Education and Practice 8, pages 63-73.
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Shane A. Pritchard, Felicity C. Blackstock, Jennifer L. Keating & Debra Nestel. (2017) The pillars of well-constructed simulated patient programs: A qualitative study with experienced educators. Medical Teacher 39:11, pages 1159-1167.
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Vidya Bhagat, Mainul Haque, Yasrul Izad Bin Abu Bakar, Rohayah Husain & Che Mat Khairi. (2016) Emotional maturity of medical students impacting their adult learning skills in a newly established public medical school at the east coast of Malaysian Peninsula. Advances in Medical Education and Practice 7, pages 575-584.
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