Citations (25)
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Marie-Ève Caty, Elizabeth Anne Kinsella & Philip C. Doyle. (2015) Reflective practice in speech-language pathology: A scoping review. International Journal of Speech-Language Pathology 17:4, pages 411-420.
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Marco Roos, Martina Kadmon, Michael Kirschfink, Eginhard Koch, Jana Jünger, Veronika Strittmatter-Haubold & Thorsten Steiner. (2014) Developing medical educators – a mixed method evaluation of a teaching education program. Medical Education Online 19:1.
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Yvonne Steinert. (2012) Faculty development: On becoming a medical educator. Medical Teacher 34:1, pages 74-76.
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Alison Ferguson. (2010) Appraisal in student–supervisor conferencing: a linguistic analysis. International Journal of Language & Communication Disorders 45:2, pages 215-229.
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Michelle McLean, Francois Cilliers & Jacqueline M. Van Wyk. (2008) Faculty development: Yesterday, today and tomorrow. Medical Teacher 30:6, pages 555-584.
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Articles from other publishers (18)
William Dace, Eve Purdy & Victoria Brazil. (2022) Wearing hats and blending boundaries: harmonising professional identities for clinician simulation educators. Advances in Simulation 7:1.
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Rebecca M. Archer. (2022) Expert Veterinarians Should Be Trained Expertly: Fostering the Development of Adaptive Expertise in Veterinary Students through Faculty Development for Veterinary Educators. Journal of Veterinary Medical Education.
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Kirsty J Freeman, Sandra E Carr, Brid Phillips, Farah Noya & Debra Nestel. (2022) From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon. The Asia Pacific Scholar 7:1, pages 21-32.
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Yi Xiang Tay, Sihui Cai, Hwei Chuin Chow & Christopher Lai. (2021) The needs and concerns of clinical educators in radiography education in the face of COVID-19 pandemic. Journal of Medical Imaging and Radiation Sciences 52:1, pages 3-8.
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Nabeela Ebrahim, Fatima Karim, Mvelo Gasa, Kereshni Poonvaganum, Faaizah Gangat & Diane B. van Staden. (2019) Public sector optometrists’ perspectives on a decentralised model of clinical training for optometry in KwaZulu-Natal, South Africa. African Vision and Eye Health 78:1.
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Philip B. Cawkwell, Ethan G. Jaffee, David Frederick, Adrienne T. Gerken, Heather S. Vestal & Joseph Stoklosa. (2019) Empowering Clinician-Educators with Chalk Talk Teaching Scripts. Academic Psychiatry 43:4, pages 447-450.
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Clint Newstead, Catherine L. Johnston, Gillian Nisbet & Lindy McAllister. (2019) Physiotherapy clinical education in Australia: an exploration of clinical educator characteristics, confidence and training requirements. Australian Health Review 43:6, pages 696.
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Saras Henderson, Megan Dalton & Jennifer Cartmel. (2016) Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians. Journal of Continuing Education in the Health Professions 36:3, pages 211-217.
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Farah Jetha, Geertje Boschma & Marion Clauson. (2016) Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment. International Journal of Nursing Education Scholarship 13:1, pages 1-10.
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Kieran Walsh. (2015) Should Medical Schools Stop Research and Dedicate Themselves Solely to Teaching?. Medical Science Educator 25:3, pages 331-332.
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Michelle Mclean, François Cilliers & Jacqueline M. Van Wyk. (2015) Développement professoral : hier, aujourd’hui et demain Guide AMEE n°36. Pédagogie Médicale 15:3, pages 183-237.
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Valérie Dory & Marie-Claude Audétat. (2013) « Ils sont carrément incurables » : comment les métaphores des cliniciens enseignants révèlent leur malaise dans la gestion des difficultés de raisonnement clinique de leurs internes. Pédagogie Médicale 14:2, pages 83-97.
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Nancy Sturman, Patricia Régo & Marie-Louise Dick. (2011) Rewards, costs and challenges: the general practitioner’s experience of teaching medical students. Medical Education 45:7, pages 722-730.
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