https://orcid.org/0000-0002-5098-6707
References
- Attrey A, Lesher M, Lomax C. 2020. The role of sandboxes in promoting flexibility and innovation in the digital age. Going Digital Toolkit Note, No. 2. https://goingdigital.oecd.org/data/notes/No2_ToolkitNote_Sandboxes.pdf
- Çam ŞS, Erdamar Koç G. 2021. A needs analysis study on technological pedagogical content knowledge of faculty members. Educ Inf Technol. 26(5):5337–5363.
- Chan E, Khong ML, Torda A, Tanner JA, Velan GM, Wong GTC. 2022. Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study. BMC Med Educ. 22(1):303.
- Dawson P, Henderson M, Mahoney P, Phillips M, Ryan T, Boud D, Molloy E. 2019. What makes for effective feedback: staff and student perspectives. Assess Eval Higher Educ. 44(1):25–36.
- Dollinger M, Lodge J, Coates H. 2018. Co-creation in higher education: towards a conceptual model. J Market High Educ. 28(2):210–231.
- Ellaway R, Begg M, Dewhurst D, Macleod H. 2006. In a Glass Darkly: identity, agency and the role of the learning technologist in shaping the learning environment. E-Learn Digit Media. 3(1):75–87.
- Ellaway R, Masters K. 2008. AMEE Guide 32: e-Learning in medical education Part 1: learning, teaching and assessment. Med Teach. 30(5):455–473.
- Englander R, Holmboe E, Batalden P, Caron RM, Durham CF, Foster T, Ogrinc G, Ercan-Fang N, Batalden M. 2020. Coproducing health professions education: a prerequisite to coproducing health care services? Acad Med. 95(7):1006–1013.
- Franz A, Alexander M, Maaz A, Peters H. 2022. A qualitative study applying Bourdieu’s concept of field to uncover social mechanisms underlying major curriculum reform. Med Teach. 44(4):410–417.
- Goldfarb S, Morrison G. 2014. Continuous curricular feedback: a formative evaluation approach to curricular improvement. Acad Med. 89(2):264–269.
- Ho BHK, Chen CJ, Tan GJS, Yeong WY, Tan HKJ, Lim AYH, Ferenczi MA, Mogali SR. 2019. Multi-material three dimensional printed models for simulation of bronchoscopy. BMC Med Educ. 19(1):236.
- Hunt DF, Bailey J, Lennox BR, Crofts M, Vincent C. 2021. Enhancing psychological safety in mental health services. Int J Ment Health Syst. 15(1):33.
- Jeffries PR, Bushardt RL, DuBose-Morris R, Hood C, Kardong-Edgren S, Pintz C, Posey L, Sikka N. 2022. The role of technology in health professions education during the COVID-19 pandemic. Acad Med. 97(3S):S104–S109.
- Konings KD, Mordang S, Smeenk F, Stassen L, Ramani S. 2021. Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138. Med Teach. 43(8):924–936.
- Larsson S, Pousette A, Törner M. 2008. Psychological climate and safety in the construction industry-mediated influence on safety behaviour. Saf Sci. 46(3):405–412.
- Leckenby E, Dawoud D, Bouvy J, Jonsson P. 2021. The sandbox approach and its potential for use in health technology assessment: a literature review. Appl Health Econ Health Policy. 19(6):857–869.
- Masters K, Ellaway R. 2008. e-Learning in medical education Guide 32 Part 2: technology, management and design. Med Teach. 30(5):474–489.
- Michaelsen LK, Sweet M. 2008. The essential elements of team-based learning. New Dir Teach Learn. 2008(116):7–27.
- Mogali SR, Chandrasekaran R, Radzi S, Peh ZK, Tan GJS, Rajalingam P, Yee Yeong W. 2021. Investigating the effectiveness of three-dimensionally printed anatomical models compared with plastinated human specimens in learning cardiac and neck anatomy: a randomized crossover study. Anat Sci Educ. 15(6):1007–1017.
- Newmann FM, Smith B, Allensworth E, Bryk AS. 2001. Instructional program coherence: what it is and why it should guide school improvement policy. Educ Eval Policy Anal. 23(4):297–321.
- O'Doherty D, Lougheed J, Hannigan A, Last J, Dromey M, O'Tuathaigh C, McGrath D. 2019. Internet skills of medical faculty and students: is there a difference? BMC Med Educ. 19(1):39.
- Oliver M. 2002. What do learning technologists do? Innov Educ Teach Int. 39(4):245–252.
- Prahalad CK, Ramaswamy V. 2004. Co-creating unique value with customers. Strat Leadership. 32(3):4–9.
- Rajalingam P, Rotgans JI, Zary N, Ferenczi MA, Gagnon P, Low-Beer N. 2018. Implementation of team-based learning on a large scale: three factors to keep in mind. Med Teach. 40(6):582–588.
- Ramirez R. 1999. Value co‐production: intellectual origins and implications for practice and research. Strat Mgmt J. 20(1):49–65.
- Rogers EM. 2003. Diffusion of innovations. 5th edn. New York: Free Press.
- Shute VJ. 2008. Focus on formative feedback. Rev Educ Res. 78(1):153–189.
- Wong P, Jumat MR, Lee ICJ, Foo KX, Goh SPL, Ganapathy S, Lai SH, Hwang NC. 2020. Redesigning team-based learning facilitation for an online platform to deliver preclinical curriculum: A response to the COVID-19 pandemic. MedEdPublish. 9:135.