References
- Harden RM , Crosby J . AMEE guide no 20: the good teacher is more than a lecturer – the twelve roles of the teacher. Med Teach. 2000; 22: 334–47.
- Higgs J , McAllister L . Educating clinical educators: using a model of the experience of being a clinical educator. Med Teach. 2007; 29: e51–7.
- Stone S , Ellers B , Holmes D , Orgren R , Qualters D , Thompson J . Identifying oneself as a teacher: the perceptions of preceptors. Med Educ. 2002; 36: 180–5.
- Arthur W Jr. , Bennett W Jr. , Edens PS , Bell ST . Effectiveness of training in organizations: a meta-analysis of design and evaluation features. J Appl Psychol. 2003; 88: 234–45.
- McLean M , Cilliers F , Van Wyk JM . Faculty development: yesterday, today and tomorrow. Med Teach. 2008; 30: 555–84.
- Gruppen LD , Simpson D , Searle NS , Robins L , Irby DM , Mullan PB . Educational fellowship programs: common themes and overarching issues. Acad Med. 2006; 81: 990–4.
- Searle NS , Hatem CJ , Perkowski L , Wilkerson L . Why invest in an educational fellowship program?. Acad Med. 2006; 81: 936–40.
- Irby DM , Hekelman FP . Future directions for research on faculty development. Fam Med. 1997; 29: 287–9.
- Reid A , Stritter FT , Arndt JE . Assessment of faculty development program outcomes. Fam Med. 1997; 29: 242–7.
- Steinert Y , Mann K , Centeno A , Dolmans D , Spencer J , Gelula M , etal. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME guide no. 8. Med Teach. 2006; 28: 497–526.
- Kirkpatrick DL . Evaluating training programs: the four levels. 1998; 2nd ed, San Francisco, CA: Berrett-Koehler.
- Tannenbaum SI , Mathieu JE , Salas E , Cannon-Bowers JA . Meeting trainees’ expectations: the influence of training fulfillment on the development of commitment, self-efficacy, and motivation. J Appl Psychol. 1991; 76: 759–69.
- Alliger G , Tannenbaum SI , Bennett W , Traver H , Shotland A . A meta-analysis of the relations among training criteria. Person Psychol. 1997; 50: 341–58.
- Mann KV , Sutton E , Frank B . Twelve tips for preparing residents as teachers. Med Teach. 2007; 29: 301–6.
- Huwendiek S , Kadmon M , Jünger J , Kirschfink M , Bosse H , Resch F , etal. Umsetzung der deutschen Approbationsordnung 2002 im modularen Reformstudiengang Heidelberger Curriculum Medicinale (HeiCuMed). ZFHE. 2008; 3: 17–27.
- Seller H . Studienreform an der Medizinischen Fakultät Heidelberg: Einführung des neuen klinischen Curriculums Heicumed. GMS Z Med Ausbild. 2003; 20: 39–42.
- Steiner T , Jünger J , Schmidt J , Bardenheur H , Kirschfink M , Kadmon M , etal. HEICUMED: Heidelberger Curriculum Medicinale – Ein modularer Reformstudiengang zur Umsetzung der neuen Approbationsordnung. GMS Z Med Ausbild. 2003; 20: 87–91.
- Biggs JB , Tang C . Teaching for quality learning at university: what the student does. 2007; Maidenhead: Open University Press.
- Sackman H . Delphi-assessment: expert opinion, forecasting and group process. 1974; Santa Monica, CA: RAND.
- Strauss AL , Corbin J . Basics of qualitative research: grounded theory procedures and techniques. 1990; Newbury Park, CA: Sage.
- Mayring P . Qualitative content analysis. 2000; , Weinheim: Psychology Verlags Union.
- Colquitt JA , LePine JA , Noe RA . Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. J Appl Psychol. 2000; 85: 678–707.
- Bligh J . Faculty development. Med Educ. 2005; 39: 120–1.
- Clark JM , Houston TK , Kolodner K , Branch WT , Levine RB , Kern DE . Teaching the teachers. National survey of faculty development in departments of medicine of U.S. teaching hospitals. J Gen Intern Med. 2004; 19: 205–14.
- Steinert Y , Cruess S , Cruess R , Snell L . Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Med Educ. 2005; 39: 127–36.
- Dahlgren LO , Eriksson BE , Gyllenhammar H , Korkeila M , Saaf-Rothoff A , Wernerson A , etal. To be and to have a critical friend in medical teaching. Med Educ. 2006; 40: 72–8.
- MacDougall J , Drummond MJ . The development of medical teachers: an enquiry into the learning histories of 10 experienced medical teachers. Med Educ. 2005; 39: 1213–20.
- Hattie J . Visible learning. A synthesis of over 800 meta-analyses relating to achievement. 2008; , London: Routledge Chapman & Hall.
- Marks MB , Wood TJ , Nuth J , Touchie C , O'Brien H , Dugan A . Assessing change in clinical teaching skills: are we up for the challenge?. Teach Learn Med. 2008; 20: 288–94.
- Knight AM , Carrese JA , Wright SM . Qualitative assessment of the long-term impact of a faculty development programme in teaching skills. Med Educ. 2007; 41: 592–600.
- McLeod PJ , Steinert Y . Peer coaching as an approach to faculty development. Med Teach. 2009; 31: 1043–4.
- Kadmon G , Schmidt J , De Cono N , Kadmon M . Integrative vs. traditional learning from the student perspective. GMS Z Med Ausbild. 2011; 28 Doc28.
- Kadmon M , Reimann K , Porsche M , Ganschow P . Nachhaltigkeit der verbesserten studentischen Evaluation im operativen Fachgebiet des Reformstudienganges HeiCuMed. GMS Z Med Ausbild. 2007; 24 Doc32.