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Alana D. Newell, Cara A. Foldes, Alison J. Haddock, Nadia Ismail & Nancy P. Moreno. (2024) Twelve tips for using the Understanding by Design® curriculum planning framework. Medical Teacher 46:1, pages 34-39.
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Tracy B. Fulton, Sally Collins, Marieke van der Schaaf & Bridget C. O’Brien. (2023) Connecting Biochemistry Knowledge to Patient Care in the Clinical Workplace: Senior Medical Students’ Perceptions about Facilitators and Barriers. Teaching and Learning in Medicine 35:4, pages 398-410.
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Jennifer M. McBride & Richard L. Drake. (2016) Longitudinal cohort study on medical student retention of anatomical knowledge in an integrated problem-based learning curriculum. Medical Teacher 38:12, pages 1209-1213.
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Mieke Vandewaetere, Dominique Manhaeve, Bert Aertgeerts, Geraldine Clarebout, Jeroen J. G. Van Merriënboer & Ann Roex. (2015) 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93. Medical Teacher 37:1, pages 4-20.
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Markus Talvio, Kirsti Lonka, Erkki Komulainen, Marjo Kuusela & Taru Lintunen. (2015) The development of teachers’ responses to challenging situations during interaction training. Teacher Development 19:1, pages 97-115.
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Sarah Yardley, Caragh Brosnan & Jane Richardson. (2013) Sharing methodology: A worked example of theoretical integration with qualitative data to clarify practical understanding of learning and generate new theoretical development. Medical Teacher 35:3, pages e1011-e1019.
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Karen M. Stegers-Jager, Janke Cohen-Schotanus & Axel P.N. Themmen. (2013) The effect of a short integrated study skills programme for first-year medical students at risk of failure: A randomised controlled trial. Medical Teacher 35:2, pages 120-126.
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E. M. Bergman, Cees P. M. Van Der Vleuten & Albert J. J. A. Scherpbier. (2011) Why don’t they know enough about anatomy? A narrative review. Medical Teacher 33:5, pages 403-409.
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Wojciech Pawlina. (2009) Basic Sciences in Medical Education: Why? How? When? Where?. Medical Teacher 31:9, pages 787-789.
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