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Olanrewaju O. Sorinola, Jill Thistlethwaite, David Davies & Ed Peile. (2017) Realist evaluation of faculty development for medical educators: What works for whom and why in the long-term. Medical Teacher 39:4, pages 422-429.
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R. A. Kusurkar, Th. J. Ten Cate, M. van Asperen & G. Croiset. (2011) Motivation as an independent and a dependent variable in medical education: A review of the literature. Medical Teacher 33:5, pages e242-e262.
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M. Heijne-Penninga, J. B. M. Kuks, W. H. A. Hofman & J. Cohen-Schotanus. (2011) Directing students to profound open-book test preparation: The relationship between deep learning and open-book test time. Medical Teacher 33:1, pages e16-e21.
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Zoë Paskins & Ed Peile. (2010) Final year medical students’ views on simulation-based teaching: A comparison with the Best Evidence Medical Education Systematic Review. Medical Teacher 32:7, pages 569-577.
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Meghan K. Byrnes, Brett D. Jones & Emily M. Holt Foerst. (2023) Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement. Journal of Veterinary Medical Education.
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Maria Crisella A. Dela Cruz, Angelina Lumanlan, Helen Grace Felix, Isabel Dizon, Arnello Valerio, Evelyn Dayrit, Sherry Jean Sison, Rommel Gaña & Elaine Joy Gatchalian. (2023) Self-efficacy, motivation and academic performance of students during the flexible learning mode. Brazilian Journal of Science 2:9, pages 22-36.
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Diana Botnaru, Jessica Orvis, Jody Langdon, Christopher P. Niemiec & Shainaz M. Landge. (2021) Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory. Learning and Motivation 74, pages 101723.
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Kellie Shell, Edwin Holt, Amanda Kington, Khalil Mohammed, Asa Black, Chris Troup, Melinda Ingiaimo, Kimberly Scoles & Thomas I. Nathaniel. (2019) Motivation to Learn Neuroanatomy by Cadaveric Dissection is Correlated with Academic Performance. Clinical Anatomy 33:1, pages 128-135.
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Jacqueline M Zeeman, Isabell Kang & Thomas A Angelo. (2019) Assessing student academic time use: assumptions, predictions and realities. Medical Education 53:3, pages 285-295.
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Joselina Barbosa, Álvaro Silva, Maria Amélia Ferreira & Milton Severo. (2018) Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen’s achievement? A longitudinal study on the educational transition from secondary school to medical school. Advances in Health Sciences Education 23:4, pages 733-748.
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J. Barbosa, A. Silva, M. A. Ferreira & M. Severo. (2017) The impact of students and curriculum on self-study during clinical training in medical school: a multilevel approach. BMC Medical Education 17:1.
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Marit Wijnen, Sofie M. M. Loyens, Guus Smeets, Maarten Kroeze & Henk van der Molen. (2016) Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time. European Journal of Psychology of Education 32:3, pages 431-447.
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Richard Cure. (2016) Interprofessional Education in An Orthodontic Outreach Training Centre. Primary Dental Journal 5:4, pages 63-69.
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Olanrewaju O. Sorinola, Jill Thistlethwaite, David Davies & Ed Peile. (2014) Faculty development for educators: a realist evaluation. Advances in Health Sciences Education 20:2, pages 385-401.
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Ralf Schmidmaier, Stephan Eiber, Rene Ebersbach, Miriam Schiller, Inga Hege, Matthias Holzer & Martin R Fischer. (2013) Learning the facts in medical school is not enough: which factors predict successful application of procedural knowledge in a laboratory setting?. BMC Medical Education 13:1.
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Christopher J Harrison, Karen D Könings, Adrian Molyneux, Lambert W T Schuwirth, Valerie Wass & Cees P M van der Vleuten. (2013) Web‐based feedback after summative assessment: how do students engage?. Medical Education 47:7, pages 734-744.
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R. A. Kusurkar, Th. J. Ten Cate, C. M. P. Vos, P. Westers & G. Croiset. (2012) How motivation affects academic performance: a structural equation modelling analysis. Advances in Health Sciences Education 18:1, pages 57-69.
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Christina A. Lee, Anna Chang, Calvin L. Chou, Christy Boscardin & Karen E. Hauer. (2011) Standardized Patient-Narrated Web-Based Learning Modules Improve Students’ Communication Skills on a High-stakes Clinical Skills Examination. Journal of General Internal Medicine 26:11, pages 1374-1377.
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Rashmi Kusurkar, Gerda Croiset, Cas Kruitwagen & Olle ten Cate. (2010) Validity evidence for the measurement of the strength of motivation for medical school. Advances in Health Sciences Education 16:2, pages 183-195.
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Marjolein Heijne-Penninga, Jan B M Kuks, W H Adriaan Hofman & Janke Cohen-Schotanus. (2010) Influences of deep learning, need for cognition and preparation time on open- and closed-book test performance. Medical Education 44:9, pages 884-891.
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