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Peng Zhang, Liang Ji, Guomin Zhou & Xuan Yao. (2022) A commentary on the practice of integrated medical curriculum in the interdisciplinary field of medical engineering. Annals of Medicine 54:1, pages 812-819.
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Tony Claeys, Diana H. J. M. Dolmans & Jascha de Nooijer. (2022) Design and evaluation of a team-based interprofessional practice placement: A design-based research approach. Medical Teacher 44:8, pages 866-871.
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Vamana Rajeswaran, Luke Devine, Edmund Lorens, Sumitra Robertson, Ella Huszti & Daniel M. Panisko. (2022) Types of clinical reasoning in a summative clerkship oral examination. Medical Teacher 44:6, pages 657-663.
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Michelle S. Lee, Martin V. Pusic, Mark Camp, Jennifer Stimec, Andrew Dixon, Benoit Carrière, Joshua E. Herman & Kathy Boutis. (2022) A Target Population Derived Method for Developing a Competency Standard in Radiograph Interpretation. Teaching and Learning in Medicine 34:2, pages 167-177.
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Lisa Musharyanti, Fitri Haryanti & Mora Claramita. (2021) Improving Nursing Students’ Medication Safety Knowledge and Skills on Using the 4C/ID Learning Model. Journal of Multidisciplinary Healthcare 14, pages 287-295.
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Daniel J. Schumacher, Olle ten Cate, Arvin Damodaran, Denyse Richardson, Stanley J. Hamstra, Shelley Ross, Jennie Hodgson, Claire Touchie, Laura Molgaard, Wade Gofton & Carol Carraccio. (2021) Clarifying essential terminology in entrustment. Medical Teacher 43:7, pages 737-744.
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Justin L. Sewell, Lauren A. Maggio, Olle ten Cate, Tamara van Gog, John Q. Young & Patricia S. O’Sullivan. (2019) Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53 . Medical Teacher 41:3, pages 256-270.
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Hesham F. Marei, Jeroen Donkers, Mohamed M. Al-Eraky & Jeroen J. G. Van Merrienboer. (2019) Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load. Medical Teacher 41:3, pages 332-339.
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Qian Zhang, Yu Shi, Youqing Xin, Shutian Zhang, Na Zeng, Mo Liu, Shanshan Wu, Wei Wei, Min Li, Hong You, Jidong Jia, Yuanyuan Kong & Steven Grambow. (2019) A multimodal international collaborative clinical research training program in China. Medical Education Online 24:1.
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Hesham Fathi Marei, Jeroen Donkers, Mohamed Mostafa Al-Eraky & Jeroen J. G. van Merrienboer. (2017) The effectiveness of sequencing virtual patients with lectures in a deductive or inductive learning approach. Medical Teacher 39:12, pages 1268-1274.
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Erin Goertzen, Michael J. Casas, Edward J. Barrett, Susanne Perschbacher, Martin Pusic & Kathy Boutis. (2023) Interactive computer-assisted learning as an educational method for learning pediatric interproximal dental caries identification. Oral Surgery, Oral Medicine, Oral Pathology and Oral Radiology 136:3, pages 371-381.
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Robert McGraw, Joey Newbigging, Elizabeth Blackmore, Matthew Stacey, Colin Mercer, Wilson Lam, Heather Braund & Fil Gilic. (2023) Using cognitive load theory to develop an emergency airway management curriculum: the Queen’s University Mastery Airway Course (QUMAC). Canadian Journal of Emergency Medicine 25:5, pages 378-381.
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Hope Gangata & Katy Vigurs. (2023) Pedagogical principles used by anatomy teachers to facilitate the teaching and learning of anatomy to physiotherapy undergraduates in the United Kingdom. Clinical Anatomy.
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