References
- Albanese MA, Mejicano G, Anderson WM, Gruppen L. 2010. Building a competency-based curriculum: the agony and the ecstasy. Adv Health Sci Educ Theory Pract. 15(3):439–454.
- Askew S, Lodge C. 2000. Gifts, ping-pong and loops – linking feedback and learning. In: Askew S, editor. Feedback for Learning. London: Routledge; p. 1–17.
- Barr H, Koppel Scott I, Marilyn R, Della HF. 2005. Effective inter professional education: assumption, argument and evidence. Oxford: Blackwell Publishing.
- Boud D, Molloy E. 2013. Rethinking models of feedback for learning: the challenge of design. Assess Eval High Educ. 38(6):698–712.
- Bridge PD, Musial J, Frank R, Roe T, Sawilowsky S. 2003. Measurement practices: methods for developing content-valid student examinations. Med Teach. 25(4):414–421.
- Britton M, Letassy N, Medina MS, Er N. 2008. A curriculum review and mapping process supported by an electronic database system. Am J Pharm Educ. 72(5):99
- Cook-Sather A, Bovill C, Felten P. 2014. Engaging students as partners in learning and teaching: a guide for faculty. San Francisco, CA: Jossey-Bass, 1–3.
- Cooper TR. 2016. Faculty supporting and developing a CBE program – strategies implemented at the University of Mary Hardin-Baylor. Competency-Based Educ. 1(1):31–35.
- Er HM, Radhakrishnan AK, Nadarajah VD. 2018. Development of an institutional assessment framework. Med Educ. 52(5):572–573.
- Er HM, Nadarajah VD, Hays RB, Yusoff N, Loh K. Forthcoming 2019. Lessons learnt from the development and implementation of an online assessment system for medical science programmes. Med Sci Educ. DOI:10.1007/s40670-019-00802-5
- Felten P, Bovill C, Cook-Sather A. 2014. Engaging students as partners in learning and teaching (1): benefits and challenges – what do we know? Proceedings of the ICED Conference 2014: Educational development in a changing world; June 16–18, 2014; Stockholm, Sweden; [accessed 2019 Mar 15]. http://www.iced2014.se/proceedings/1194_Felten.pdf.
- Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, et al. 2010. Competency-based medical education: theory to practice. Med Teach. 32(8):638–645.
- Goh PS. 2016. eLearning or technology enhanced learning in medical education-Hope, not hype. Med Teach. 38(9):957–958.
- Hamdy H. 2006. Blueprinting for the assessment of health care professionals. Clin Teac. 3(3):175–179.
- Hanson CM, Carr DB, Spross JA, 2000. Collaboration. In Hamric AB, Spross JA, Hanson CM. editors. Advanced nursing practice. An integrative approach. 2nd ed. Philadelphia: W. B. Saunders; p. 315–347.
- Harden RM, Davis MH, Crosby JR. 1997. The new Dundee medical curriculum: a whole that is greater than the sum of the parts. Med Educ. 31(4):264–271.
- Harden RM. 1999. AMEE Guide No. 14: Outcome-based education: part 1 – An introduction to outcome-based education. Medic Teach. 21(1):7–14.
- Harden RM. 2001. AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Med Teach. 23(2):123–137.
- Harden RM. 2006. International medical education and future directions: a global perspective. Acad Med. 81(Supplement):S22–S9.
- Harden RM. 2007a. Outcome-based education – the ostrich, the peacock and the beaver. Med Teach. 29(7):666–671.
- Harden RM. 2007b. Outcome-based education. In: Dent JA, Harden RM, editors. A practical guide for medical teachers. 4th ed. London: Churchill Livingstone Elsevier; p. 151–156.
- Harden RM. 2013. Outcome-based education: a practical guide for medical teachers. In John A Dent and Ronald M Harden. 4th ed. Churchill Livingstone Elsevier; p. 151–154.
- Harris P, Snell L, Talbot M, Harden RM. 2010. Competency-based medical education: implications for undergraduate programs. Med Teach. 32(8):646–650.
- Hatziapostolou T, Paraskakis I. 2010. Enhancing the impact of formative feedback on student learning through an online feedback system. Electr J e-Learning. 8(2):111–122.
- IMU Cares: Serving the Community 2019. [accessed 2019 Mar 15]. http://imu.edu.my/imucares/
- International Medical University [IMU]. 2016. IMU learning model. https://drive.google.com/file/d/1yI6eIwxd7qFdmu0oVH5GRch5QnNUm2RL/view?usp=sharing.
- Kang Y, Nadarajah V. 2019. Building a database for curriculum mapping and analytics. MedEdPublish. 8, [1], 38. [accessed 2019 Mar 15]. https://doi.org/10.15694/mep.2019.000038.2
- Killen R. 2000. Outcome-based education: Principles and possibilities. Unpublished Manuscript, University of Newcastle, Faculty of Education. [accessed 2019 Sept 5]. https://drjj.uitm.edu.my/DRJJ/CONFERENCE/UPSI/OBEKillen.pdf
- Liew SC, Sow CF, Sidhu J, Nadarajah VD. 2015. The near-peer tutoring programme: Embracing the 'doctors-to-teach' philosophy-a comparison of the effects of participation between the senior and junior near-peer tutors. Med Educ Online. 20:27959.
- Overeem K, Wollersheim HC, Arah OA, Cruijsberg JK, Grol RP, Lombarts KM. 2012. Evaluation of physicians' professional performance: an iterative development and validation study of multisource feedback. BMC Health Serv Res. 12(1):80.
- Reeves S, Zwarenstein M, Goldman J, Barr H, Freeth D, Hammick M, Koppel I. 2008. Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database Syst Rev. (1):CD002213. DOI:10.1002/14651858.CD002213.pub2.
- Sebastian JG, Skelton J, West KP. 2000. Principle 7: There is feedback to, among and from all stakeholders in the partnership, with the goal of continuously improving the partnership and its outcomes. Partner Perspect. 1:57–64.
- Sharma N. 2015. Interprofessional learning (IPL) in medical education-are we capitalising fully? Med Teach. 37(1):99.
- Spady WG. 1988. Organising for results: The basis of authentic restructuring and reform. Educ Leadership. 46(2):4–7.
- Spady WG. 1994. Outcome-based education: critical issues and answers. Arlington, VA: American Association of School Administrators.
- Sujitparapitaya S. 2014. Achieving faculty buy-in: motivation performance in learning outcome assessment. J Case Studies Accred Assess. 3:1–22. [accessed 2019 Mar 15]. [22 p.]. www.aabri.com/manuscripts/121371.pdf.
- Ten Cate O. 2013. Nuts and bolts of entrustable professional activities. J Grad Med Educ. 5(1):157–158.
- Van der Ridder JM, Stokking KM, McGaghie WC, Cate O. 2008. What is feedback in clinical education? Med Educ. 42(2):189–197.
- Van Der Vleuten C. 1996. The assessment of professional competence: developments, research and practical implications. Adv Health Sci Educ. 1(1):41–67.
- Waterval DGJ, Frambach JM, Pool AO, Driessen EW, Scherpbier A. 2016. An exploration of cross border medical curriculum partnerships: balancing curriculum equivalence and local adaptation. Medical Teacher. 38(3):255–262.
- World Health Organization [WHO]. 2010. Framework for action on interprofessional education and collaborative practice. [accessed 2019 Mar 15]. https://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf?sequence=1.
- Zodpey S, Sharma A, Zahiruddin QS, Gaidhane A, Shrikhande S. 2016. Faculty development programs for medical teachers in India. J Adv Med Educ Prof. 4(2):97–101.