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Katherine Aldersley, Jonathan Gibb, Charlotte Grainger, Bilal Abou-el-Ela-Bourquin, Shreya Badhrinarayanan, Ravina Bhanot, Ryan Clark, Hannah Douglas, Akiko Fukui, Zac Hana, Inshal Imtiaz, Tejinder Kalsi, Ahmed Kerwan, Rajkumar Khera, Eloisa MacLachlan, Jack McGrath, Ellen Meredith, Sam Penrice, Dina Saleh, Vivek Tank, Sharvari Vadeyar & Oliver Patrick Devine. (2023) Medical leadership training varies substantially between UK medical schools: Report of the leadership in undergraduate medical education national survey (LUMENS). Medical Teacher 45:1, pages 58-67.
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Stephanie N. E. Meeuwissen, Wim H. Gijselaers, Angelique E. de Rijk, Wilma J. M. Huveneers, Ineke H. A. P. Wolfhagen & Mirjam G. A. oude Egbrink. (2022) When theory joins practice: A design-based research approach for leader identity development. Medical Teacher 44:6, pages 636-642.
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Ellen Childs, Christy D Remein, Robina M Bhasin, Angelique C Harris, Alyssa Day, Lisa M Sullivan, David L Coleman & Emelia J Benjamin. (2021) How to Launch and Continually Enhance an Effective Medical Campus Faculty Development Program: Steps for Implementation and Lessons Learned. Journal of Healthcare Leadership 13, pages 147-156.
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Christian Voirol, Marie-France Pelland, Julie Lajeunesse, Jean Pelletier, Rejean Duplain, Josee Dubois, Silvy Lachance, Carole Lambert, Julia Sader & Marie-Claude Audetat. (2021) How Can We Raise Awareness of Physician’s Needs in Order to Increase Adherence to Management and Leadership Training?. Journal of Healthcare Leadership 13, pages 109-117.
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Ellen Goldman, Nisha Manikoth, Katherine Fox, Rosalyn Jurjus & Raymond Lucas. (2021) Faculty leadership development: A case study of a synergistic approach. Medical Teacher 43:8, pages 889-893.
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Mariel L. Cataldi, Margot Kelly-Hedrick, Julie Nanavati, Margaret S. Chisolm & Anne L. Walsh. (2021) Post-residency medical education fellowships: a scoping review. Medical Education Online 26:1.
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Mohamed Abdelrahman Mohamed Iesa. (2020) RETRACTED ARTICLE: Medical Students’ Perception of Their Education and Training to Cope with Future Market Trends. Advances in Medical Education and Practice 11, pages 237-243.
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Shoma Dutt, Megan Phelps & Karen M Scott. (2020) Curricular change and delivery promotes teacher development and engagement. Higher Education Research & Development 39:7, pages 1425-1439.
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Ara Tekian, Ronald M. Harden, David A. Cook, Yvonne Steinert, Daniel Hunt & John Norcini. (2020) Managing the tension: From innovation to application in health professions education. Medical Teacher 42:3, pages 333-339.
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Christine J Orr & Ranil R Sonnadara. (2019) Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum. Advances in Medical Education and Practice 10, pages 229-244.
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Miriam Lacasse, Marie-Claude Audétat, Élisabeth Boileau, Nathalie Caire Fon, Marie-Hélène Dufour, Marie-Claude Laferrière, Alexandre Lafleur, Ève La Rue, Shirley Lee, Mathieu Nendaz, Emmanuelle Paquette Raynard, Caroline Simard, Yvonne Steinert & Johanne Théorêt. (2019) Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56. Medical Teacher 41:9, pages 981-1001.
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Cormac McGrath, Torgny Roxå & Klara Bolander Laksov. (2019) Change in a culture of collegiality and consensus-seeking: a double-edged sword. Higher Education Research & Development 38:5, pages 1001-1014.
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Janice Y. Tsoh, Anda K. Kuo, John W. Barr, Laney Whitcanack, Irené Merry, Brian K. Alldredge & Amin N. Azzam. (2019) Developing faculty leadership from ‘within’: a 12-year reflection from an internal faculty leadership development program of an academic health sciences center. Medical Education Online 24:1.
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John W Nicol & Lisi J Gordon. (2018) Preparing for leadership in General Practice: a qualitative exploration of how GP trainees learn about leadership. Education for Primary Care 29:6, pages 327-335.
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Margo L Brewer, Helen Flavell, Franziksa Trede & Megan Smith. (2018) Creating change agents for interprofessional education and practice: a leadership programme for academic staff and health practitioners. International Journal of Leadership in Education 21:5, pages 580-592.
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Ronald M. Harden, Pat Lilley & Jake McLaughlin. (2018) Forty years of medical education through the eyes of Medical Teacher: From chrysalis to butterfly. Medical Teacher 40:4, pages 328-330.
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Tam T. Phuong, S. Catherine Cole & Jill Zarestky. (2018) A systematic literature review of faculty development for teacher educators. Higher Education Research & Development 37:2, pages 373-389.
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Latha Chandran, Maryellen E. Gusic, J. Lindsey Lane & Constance D. Baldwin. (2017) Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 29:3, pages 337-350.
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Peter C. Ferguson, Kelly J. Caverzagie, Markku T. Nousiainen & Linda Snell. (2017) Changing the culture of medical training: An important step toward the implementation of competency-based medical education. Medical Teacher 39:6, pages 599-602.
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Lina Daouk-Öyry, Ghazi Zaatari, Tina Sahakian, Boushra Rahal Alameh & Nabil Mansour. (2017) Developing a competency framework for academic physicians. Medical Teacher 39:3, pages 269-277.
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Lynne Robins, Nanci Murphy & Brenda Zierler. (2016) Leveraging a faculty fellowship programme to develop leaders in interprofessional education. Journal of Interprofessional Care 30:4, pages 520-522.
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Christoph Nikendei, Miriam Friedman Ben-David, Stewart Mennin & Sören Huwendiek. (2016) Medical educators: How they define themselves – Results of an international web survey. Medical Teacher 38:7, pages 715-723.
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Rabia Ahmed, Ameer Farooq, Dale Storie, Lisa Hartling & Anna Oswald. (2016) Building capacity for education research among clinical educators in the health professions: A BEME (Best Evidence Medical Education) Systematic Review of the outcomes of interventions: BEME Guide No. 34. Medical Teacher 38:2, pages 123-136.
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Erin Abu-Rish Blakeney, Andrea Pfeifle, Mandy Jones, Leslie Walter Hall & Brenda K. Zierler. (2016) Findings from a mixed-methods study of an interprofessional faculty development program. Journal of Interprofessional Care 30:1, pages 83-89.
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Antonio Camargo Martins, Felipe Renê Alves Oliveira, Breno Matos Delfino, Thasciany Moraes Pereira, Fabio Henrique Pinto de Moraes, Guilherme Viana Barbosa, Lucas Felipe de Macedo, Tayna Da Silva Domingos, Dyemisson Pinheiro Da Silva, Charlene Cristine Rodrigues Menezes, Edmar Santana Oliveira Filho, Thales Augusto Da Silva Pereira, Elizabeth Souza Piccirilli & Wagner De Jesus Pinto. (2015) How we enhanced medical academics skills and reduced social inequities using an academic teaching program. Medical Teacher 37:11, pages 1003-1007.
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Hetty Grunefeld, Jan van Tartwijk, Havva Jongen & Theo Wubbels. (2015) Design and effects of an academic development programme on leadership for educational change. International Journal for Academic Development 20:4, pages 306-318.
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Johanna C.G. Jacobs, Arno M.M. Muijtjens, Scheltus J. Van Luijk, Cees P.M. Van Der Vleuten, Gerda Croiset & Fedde Scheele. (2015) Impact of institute and person variables on teachers’ conceptions of learning and teaching. Medical Teacher 37:8, pages 738-746.
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Harold C. Lyon$suffix/text()$suffix/text(), Matthias Holzer, Martin Reincke, Thomas Brendel, Johannes Ring, Adolph Weindl, Jan M. Zottmann & Martin R. Fischer. (2014) Improvements in teaching behavior at two German medical schools resulting from a modified Flanders interaction analysis feedback intervention process. Medical Teacher 36:10, pages 903-911.
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David A. Cook & Yvonne Steinert. (2013) Online learning for faculty development: A review of the literature. Medical Teacher 35:11, pages 930-937.
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Stewart Mennin, Summers Kalishman, Mary Ann Eklund, Stacey Friedman, Page S. Morahan & William Burdick. (2013) Project-based faculty development by international health professions educators: Practical strategies. Medical Teacher 35:2, pages e971-e977.
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