Ajjawi, R., Rees, C., & Monrouxe, L. V. (2015). Learning clinical skills during bedside teaching encounters in general practice. Journal of Workplace Learning, 27(4), 298–314. https://doi.org/10.1108/JWL-05-2014-0035
ÅKerlind, G. S. (2003). Growing and Developing as a University Teacher--Variation in Meaning. Studies in Higher Education, 28(4), 375–390. https://doi.org/10.1080/0307507032000122242
Artemeva, N., Rachul, C., O’Brien, B., & Varpio, L. (2017). Situated Learning in Medical Education. Academic Medicine, 92(1). https://doi.org/10.1097/ACM.0000000000001495
Atkins, S., & Murphy, K. (1993). Reflection: a review of the literature. Journal of Advanced Nursing, 18(8), 1188–1192. https://doi.org/10.1046/j.1365-2648.1993.18081188.x
Bate, E., Hommes, J., Duvivier, R., & Taylor, D. C. M. (2014). Problem-based learning (PBL): Getting the most out of your students – Their roles and responsibilities: AMEE Guide No. 84. Medical Teacher, 36(1), 1–12. https://doi.org/10.3109/0142159X.2014.848269
Bennett, L. (2014). Putting in more: emotional work in adopting online tools in teaching and learning practices. Teaching in Higher Education, 19(8), 919–930. https://doi.org/10.1080/13562517.2014.934343
Berk, R. A. (2005). Survey of 12 Strategies to Measure Teaching Effectiveness. 17(1), 48–62. http://www.isetl.org/ijtlhe/pdf/IJTLHE8.pdf
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871
Biggs, J. (2012). What the student does: teaching for enhanced learning. Higher Education Research & Development, 31(1), 39–55. https://doi.org/10.1080/07294360.2012.642839
Biggs, J. B., Tang, C. S., Society for Research into Higher Education, & Dawson Books. (2007). Teaching for quality learning at university: what the student does (3rd ed). Open University Press. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780335235063
Biggs, J. B., Tang, C. S., Society for Research into Higher Education, & Ebooks Corporation Limited. (2011). Teaching for quality learning at university: what the student does (Fourth edition). McGraw-Hill/Society for Research into Higher Education/Open University Press. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=798265
Black, P., & William, D. (1998). Inside the Black Box. https://weaeducation.typepad.co.uk/files/blackbox-1.pdf
Bligh, D. (1985). What’s the use of lectures? Journal of Geography in Higher Education, 9(1), 105–106. https://doi.org/10.1080/03098268508708932
Bogaard, A., Carey, S. C., Dodd, G., Repath, I. D., & Whitaker, R. (2005). Small Group Teaching: Perceptions and Problems. Politics, 25(2), 116–125. https://doi.org/10.1111/j.1467-9256.2005.00236.x
Borneuf, A.-M., & Haigh, C. (2010). The who and where of clinical skills teaching: A review from the UK perspective. Nurse Education Today, 30(2), 197–201. https://doi.org/10.1016/j.nedt.2009.07.012
Boulay, C. du, & Medway, C. (1999). The clinical skills resource: a review of current practice. Medical Education, 33(3), 185–191. https://doi.org/10.1046/j.1365-2923.1999.00384.x
Boursicot, K. A. M., Roberts, T. E., & Pell, G. (2007). Using borderline methods to compare passing standards for OSCEs at graduation across three medical schools. Medical Education, 41(11), 1024–1031. https://doi.org/10.1111/j.1365-2923.2007.02857.x
Boursicot, K., & Roberts, T. (2005). How to set up an OSCE. The Clinical Teacher, 2(1), 16–20. https://doi.org/10.1111/j.1743-498X.2005.00053.x
Brown, G., & Manogue, M. (2001). AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers. Medical Teacher, 23(3), 231–244. https://doi.org/10.1080/01421590120043000
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032
Buckley, S., & Zamora, J. (2007a). Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors’ skills and attitudes towards teachers and teaching. BMC Medical Education, 7(1). https://doi.org/10.1186/1472-6920-7-20
Buckley, S., & Zamora, J. (2007b). Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors’ skills and attitudes towards teachers and teaching. BMC Medical Education, 7(1). https://doi.org/10.1186/1472-6920-7-20
Burgess, A., McGregor, D., & Mellis, C. (2014). Medical students as peer tutors: a systematic review. BMC Medical Education, 14(1). https://doi.org/10.1186/1472-6920-14-115
Cantillon, P., Wood, D., Hutchinson, L., & NetLibrary, Inc. (2003). ABC of learning and teaching in medicine. BMJ Books. http://ezproxy.lib.gla.ac.uk/login?url=http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=87278
Cardall, S., Krupat, E., & Ulrich, M. (2008). Live Lecture Versus Video-Recorded Lecture: Are Students Voting With Their Feet? Academic Medicine, 83(12), 1174–1178. https://doi.org/10.1097/ACM.0b013e31818c6902
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Cassidy *, S. (2004). Learning Styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419–444. https://doi.org/10.1080/0144341042000228834
Choosing Action Verbs. (n.d.). https://www.imperial.ac.uk/staff/educational-development/teaching-toolkit/intended-learning-outcomes/choosing-action-verbs/
City and Guilds VN OSCEs. (n.d.). https://www.cityandguilds.com/qualifications-and-apprenticeships/land-based-services/animal-management/7457-veterinary-nursing#tab=documents
Clouder, L. (2000). Reflective Practice in Physiotherapy Education: A critical conversation. Studies in Higher Education, 25(2), 211–223. https://doi.org/10.1080/713696142
Connectivism. (n.d.). https://www.youtube.com/watch?v=-20Oqm1GvsU
Connectivism - Wikipedia. (n.d.). https://en.wikipedia.org/wiki/Connectivism
Connectivism as an online learning theory. (n.d.). https://www.youtube.com/watch?v=Oa2ULVZhDlA
Connectivism Learning Theory Reviewed. (n.d.). https://www.youtube.com/watch?v=9vp824ZbksI
Crosby, R. M. H., Joy. (2000). AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher. Medical Teacher, 22(4), 334–347. https://doi.org/10.1080/014215900409429
Dale, V. H. M., Sullivan, M., & May, S. A. (2008). Adult Learning in Veterinary Education: Theory to Practice. Journal of Veterinary Medical Education, 35(4), 581–588. https://doi.org/10.3138/jvme.35.4.581
DAVIS, M. H., & HARDEN, R. M. (1999). AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide. Medical Teacher, 21(2), 130–140. https://doi.org/10.1080/01421599979743
Davis, M. H., Ponnamperuma, G. G., McAleer, S., & Dale, V. H. M. (2006). The Objective Structured Clinical Examination (OSCE) as a Determinant of Veterinary Clinical Skills. Journal of Veterinary Medical Education, 33(4), 578–587. https://doi.org/10.3138/jvme.33.4.578
Deborah, L., Inger, M., & Thomson, P. (Eds.). (2017). The Digital Academic. Routledge. https://doi.org/10.4324/9781315473611
Dent, J. A. (2001). Current trends and future implications in the developing role of clinical skills centres. Medical Teacher, 23(5), 483–489. https://doi.org/10.1080/01421590120075724
DeVon, H. A., Block, M. E., Moyle-Wright, P., Ernst, D. M., Hayden, S. J., Lazzara, D. J., Savoy, S. M., & Kostas-Polston, E. (2007). A Psychometric Toolbox for Testing Validity and Reliability. Journal of Nursing Scholarship, 39(2), 155–164. https://doi.org/10.1111/j.1547-5069.2007.00161.x
Dilly, M., Read, E. K., & Baillie, S. (2017). A Survey of Established Veterinary Clinical Skills Laboratories from Europe and North America: Present Practices and Recent Developments. Journal of Veterinary Medical Education, 44(4), 580–589. https://doi.org/10.3138/jvme.0216-030R1
DOLMANS, D. H. J. M., & SCHMIDT, H. G. (1994). What drives the student in problem-based learning? Medical Education, 28(5), 372–380. https://doi.org/10.1111/j.1365-2923.1994.tb02547.x
Downing, S. M. (2003). Validity: on the meaningful interpretation of assessment data. Medical Education, 37(9), 830–837. https://doi.org/10.1046/j.1365-2923.2003.01594.x
Downing, S. M. (2004). Reliability: on the reproducibility of assessment data. Medical Education, 38(9), 1006–1012. https://doi.org/10.1111/j.1365-2929.2004.01932.x
Dr. Jacob Bishop Dr. Matthew A Verleger. (n.d.-a). The Flipped Classroom: A Survey of the Research Presented at Best of Computer in Education Division. https://peer.asee.org/the-flipped-classroom-a-survey-of-the-research
Du, S., Liu, Z., Liu, S., Yin, H., Xu, G., Zhang, H., & Wang, A. (2013). Web-based distance learning for nurse education: a systematic review. International Nursing Review, 60(2), 167–177. https://doi.org/10.1111/inr.12015
Dunkin, M. J. (1983). A Review of Research on Lecturing. Higher Education Research & Development, 2(1), 63–78. https://doi.org/10.1080/0729436830020105
Ebooks Corporation Limited. (2016). ABC of clinical reasoning (N. Cooper & J. Frain, Eds.). Wiley Blackwell/BMJ Books. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4530417
Edmunds, S., & Brown, G. (2010). Effective small group learning: AMEE Guide No. 48. Medical Teacher, 32(9), 715–726. https://doi.org/10.3109/0142159X.2010.505454
Entwistle, N. J. (2009). Teaching for understanding at university: deep approaches and distinctive ways of thinking. Palgrave Macmillan. https://contentstore.cla.co.uk//secure/link?id=d2a4281f-fc40-e911-80cd-005056af4099
Epistemology and Education. (n.d.). https://www.youtube.com/watch?v=Dvvgifv7Xcs
Equality & Diversity Human Rights Webpage. (n.d.). https://www.equalityhumanrights.com/en
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43–71. https://doi.org/10.1002/piq.21143
Eva, K. W. (2005). What every teacher needs to know about clinical reasoning. Medical Education, 39(1), 98–106. https://doi.org/10.1111/j.1365-2929.2004.01972.x
Field, M., Burke, J. M., McAllister, D., & Lloyd, D. M. (2007a). Peer-assisted learning: a novel approach to clinical skills learning for medical students. Medical Education, 41(4), 411–418. https://doi.org/10.1111/j.1365-2929.2007.02713.x
Field, M., Burke, J. M., McAllister, D., & Lloyd, D. M. (2007b). Peer-assisted learning: a novel approach to clinical skills learning for medical students. Medical Education, 41(4), 411–418. https://doi.org/10.1111/j.1365-2929.2007.02713.x
Fitness to Practise - A Guide for UK Providers of Veterinary Nursing Education and Student Veterinary Nurses. (n.d.). https://www.rcvs.org.uk/news-and-views/publications/fitness-to-practise-a-guide-for-uk-providers-of-veterinary/?destination=%2Fnews-and-views/publications%2F
Frank Coffield, David Moseley, Elaine Hall, Kathryn Ecclestone. (n.d.-b). Should We Be Using Learning Styles? What Research Has to Say to Practice. https://www.ncgs.org/wp-content/uploads/2017/11/Should-We-Be-Using-Learning-Styles-What-Research-Has-to-Say-to-Practice.pdf
Frank, J. R., & Danoff, D. (2007). The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Medical Teacher, 29(7), 642–647. https://doi.org/10.1080/01421590701746983
Fraser, M. (2018). Preparing students for practice. The Veterinary Nurse, 9(3), 132–137. https://doi.org/10.12968/vetn.2018.9.3.132
Freeth, D., & Fry, H. (2005). Nursing students’ and tutors’ perceptions of learning and teaching in a clinical skills centre. Nurse Education Today, 25(4), 272–282. https://doi.org/10.1016/j.nedt.2005.01.007
Fry, H., Ketteridge, S., & Marshall, S. (Eds.). (2015). A handbook for teaching and learning in higher education: enhancing academic practice (Fourth edition). Routledge. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315763088
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14(1). https://doi.org/10.1186/1472-6920-14-181
George Siemens. (n.d.-c). Connectivism: A Learning Theory for the Digital Age. http://www.itdl.org/Journal/Jan_05/article01.htm
Glynn, L. G., MacFarlane, A., Kelly, M., Cantillon, P., & Murphy, A. W. (2006). Helping each other to learn – a process evaluation of peer assisted learning. BMC Medical Education, 6(1). https://doi.org/10.1186/1472-6920-6-18
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. https://doi.org/10.3109/0142159X.2016.1173661
Graffam, B. (2007). Active learning in medical education: Strategies for beginning implementation. Medical Teacher, 29(1), 38–42. https://doi.org/10.1080/01421590601176398
Graham Gibbs’ Reflective Cylce. (n.d.). https://www.eln.io/blog/gibbs-reflective-cycle-model-1988
Hall, E. J., & Simpson, A. (2018). Using video to support veterinary nursing students preparing for OSCEs. Veterinary Nursing Journal, 33(5), 145–147. https://doi.org/10.1080/17415349.2018.1428918
Hammersley-Fletcher, L., & Orsmond, P. (n.d.). Evaluating our peers: is peer observation a meaningful process? https://ezproxy.lib.gla.ac.uk/login?url=https://www.tandfonline.com/doi/full/10.1080/0307507042000236380
Harden, R. M., Lilley, P., Patricio, M., Norman, G. R., & Dawson Books. (2016). The definitive guide to the OSCE: the Objective Structured Clinical Examination as a performance assessment. Elsevier. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780702055492
Hauer, K. E., ten Cate, O., Boscardin, C., Irby, D. M., Iobst, W., & O’Sullivan, P. S. (2013). Understanding trust as an essential element of trainee supervision and learning in the workplace. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-013-9474-4
HEA Feedback Toolkit. (n.d.). https://www.heacademy.ac.uk/knowledge-hub/hea-feedback-toolkit
Hift, R. J. (2014). Should essays and other "open-ended”-type questions retain a place in written summative assessment in clinical medicine? BMC Medical Education, 14(1). https://doi.org/10.1186/s12909-014-0249-2
Horii, C. V. (2007). Teaching Insights from Adult Learning Theory. Journal of Veterinary Medical Education, 34(4), 369–376. https://doi.org/10.3138/jvme.34.4.369
Hounsell, D. (n.d.). The Trouble with Feedback: New Challenges, Emerging Strategies. Issue 2. http://www.docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_teaching/Resources/Interchange/spring2008.pdf
Imenda, S. N. (2018). On the Unity of Behaviourism, Cognitivism and Constructivism in Teaching and Learning. International Journal of Educational Sciences, 20, 86–95. http://krepublishers.com/02-Journals/IJES/IJES-20-0-000-18-Web/IJES-20-1-3-000-18-Abst-PDF/IJES-20-1-3-086-18-789-Imenda-S-N/IJES-20-1-3-086-18-789-Imenda-S-N-Tx[11].pmd.pdf
Intro to communities of practice. (n.d.). http://wenger-trayner.com/introduction-to-communities-of-practice/
Janse van Rensburg, E. S. (2018). Effective online teaching and learning practices for undergraduate health sciences students: An integrative review. International Journal of Africa Nursing Sciences, 9, 73–80. https://doi.org/10.1016/j.ijans.2018.08.004
Jaques, D. (2003). ABC of learning and teaching in medicine: Teaching small groups. BMJ, 326(7387), 492–494. https://doi.org/10.1136/bmj.326.7387.492
Jarvis, P., Holford, J., & Griffin, C. (2003a). The theory & practice of learning (2nd ed). Kogan Page. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=182053
Jarvis, P., Holford, J., & Griffin, C. (2003b). The theory & practice of learning (2nd ed). Kogan Page. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=182053
Jessop, T., & Tomas, C. (2017). The implications of programme assessment patterns for student learning. Assessment & Evaluation in Higher Education, 42(6), 990–999. https://doi.org/10.1080/02602938.2016.1217501
Kelly, M., Lyng, C., McGrath, M., & Cannon, G. (2009). A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills. Nurse Education Today, 29(3), 292–300. https://doi.org/10.1016/j.nedt.2008.09.004
Kennedy, D. (n.d.). Writing and using learning outcomes : a practical guide, University College Cork. https://cora.ucc.ie/handle/10468/1613
Khan, K. Z., Gaunt, K., Ramachandran, S., & Pushkar, P. (2013). The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Medical Teacher, 35(9), e1447–e1463. https://doi.org/10.3109/0142159X.2013.818635
Khan, K. Z., Ramachandran, S., Gaunt, K., & Pushkar, P. (2013). The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective. Medical Teacher, 35(9), e1437–e1446. https://doi.org/10.3109/0142159X.2013.818634
Kirkpatrick Evaluation Method. (n.d.). https://www.businessballs.com/facilitation-workshops-and-training/kirkpatrick-evaluation-method/
Kolb’s Learning Styles. (n.d.). https://www.businessballs.com/self-awareness/kolbs-learning-styles/
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distributed Learning, 9(3). https://doi.org/10.19173/irrodl.v9i3.523
Lane, E. A. (2008). Problem-Based Learning in Veterinary Education. Journal of Veterinary Medical Education, 35(4), 631–636. https://doi.org/10.3138/jvme.35.4.631
Learning Theories and Learning Transfer. (n.d.). https://otec.uoregon.edu/learning_theory.htm#SituatedLearning
Lesson Plans - Wikipedia. (n.d.). https://en.wikipedia.org/wiki/Lesson_plan
Liu, C. (n.d.). An Introduction to Workplace-based Assessments’, Gastroenterology and Hepatology, from Bed to Bench, 2012;5(1), pp. 24-28. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4017451/
Lockspeiser, T. M., O’Sullivan, P., Teherani, A., & Muller, J. (2008). Understanding the experience of being taught by peers: the value of social and cognitive congruence. Advances in Health Sciences Education, 13(3), 361–372. https://doi.org/10.1007/s10459-006-9049-8
Marshall, S. (Ed.). (2020a). A handbook for teaching and learning in higher education: enhancing academic practice (Fifth edition). Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041
Marshall, S. (Ed.). (2020b). A handbook for teaching and learning in higher education: enhancing academic practice (Fifth edition). Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041
Marshall, S. (Ed.). (2020c). A handbook for teaching and learning in higher education: enhancing academic practice (Fifth edition). Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041
Marton, F., Hounsell, D., & Entwistle, N. J. (2005). The experience of learning: implications for teaching and studying in higher education (3rd (Internet) edition.). University of Edinburgh, Centre for Teaching, Learning and Assessment. https://www.ed.ac.uk/institute-academic-development/learning-teaching/research/experience-of-learning
May, S. A., & Head, S. D. (2010). Assessment of Technical Skills: Best Practices. Journal of Veterinary Medical Education, 37(3), 258–265. https://doi.org/10.3138/jvme.37.3.258
McKinley, D. W., & Norcini, J. J. (2014). How to set standards on performance-based examinations: AMEE Guide No. 85. Medical Teacher, 36(2), 97–110. https://doi.org/10.3109/0142159X.2013.853119
Miller, G. (n.d.). The Assessment of Clinical Skills/Competence/Performance. Academic Medicine: September Supplement, 65, S63–S67. https://ezproxy.lib.gla.ac.uk/login?url=https://oce.ovid.com/article/00001888-199009000-00045/HTML
Moore, D. A., Leamon, M. H., Cox, P. D., & Servis, M. E. (2002). Teaching Implications of Different Educational Theories and Approaches. Journal of Veterinary Medical Education, 29(2), 117–123. https://doi.org/10.3138/jvme.29.2.117
Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42(2), 266–288. https://doi.org/10.1080/02602938.2015.1103365
Murphy, P. (1998). Learners, learning and assessment. Paul Chapman. https://contentstore.cla.co.uk//secure/link?id=f1c2cc15-fc40-e911-80cd-005056af4099
Murtonen, M., Gruber, H., & Lehtinen, E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review, 22, 114–128. https://doi.org/10.1016/j.edurev.2017.08.001
Newman, M. J. (2005). Problem Based Learning: An Introduction and Overview of the Key Features of the Approach. Journal of Veterinary Medical Education, 32(1), 12–20. https://doi.org/10.3138/jvme.32.1.12
Newton, P. M., & Miah, M. (2017). Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important? Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00444
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
O’Flaherty, J., Phillips, C., Karanicolas, S., Snelling, C., & Winning, T. (2015). Corrigendum to "The use of flipped classrooms in higher education: A scoping review” [The Internet and Higher Education 25 (2015) 85–95]. The Internet and Higher Education, 27. https://doi.org/10.1016/j.iheduc.2015.05.001
Peel, D. (2005). Peer observation as a transformatory tool?1. Teaching in Higher Education, 10(4), 489–504. https://doi.org/10.1080/13562510500239125
Petty, G. (2009). Teaching today: a practical guide (4th ed). Nelson Thornes. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408507346
Postareff, L., Katajavuori, N., Lindblom‐Ylänne, S., & Trigwell, K. (2008). Consonance and dissonance in descriptions of teaching of university teachers. Studies in Higher Education, 33(1), 49–61. https://doi.org/10.1080/03075070701794809
Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education, 33(2), 143–154. https://doi.org/10.1080/02602930601127869
Preusche, I., Schmidts, M., & Wagner-menghin, M. (2012). Twelve tips for designing and implementing a structured rater training in OSCEs. Medical Teacher, 34(5), 368–372. https://doi.org/10.3109/0142159X.2012.652705
Prosser, M., Ramsden, P., Trigwell, K., & Martin, E. (2003). Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning. Studies in Higher Education, 28(1), 37–48. https://doi.org/10.1080/03075070309299
Protected Characteristics. (n.d.). https://www.equalityhumanrights.com/en/equality-act/protected-characteristics
QAA Feedback From Assessment. (n.d.). https://www.qaa.ac.uk/scotland/focus-on/feedback-from-assessment
Race, P. (2020a). The lecturer’s toolkit: a practical guide to assessment, learning and teaching (Fifth edition). Routledge. https://ezproxy.lib.gla.ac.uk/login?url=https://www.taylorfrancis.com/books/9780429060205
Race, P. (2020b). The lecturer’s toolkit: a practical guide to assessment, learning and teaching (Fifth edition). Routledge. https://ezproxy.lib.gla.ac.uk/login?url=https://www.taylorfrancis.com/books/9780429060205
Race, P. (2020c). The lecturer’s toolkit: a practical guide to assessment, learning and teaching (Fifth edition). Routledge. https://ezproxy.lib.gla.ac.uk/login?url=https://www.taylorfrancis.com/books/9780429060205
Ramani, S., & Krackov, S. K. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher, 34(10), 787–791. https://doi.org/10.3109/0142159X.2012.684916
Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: teaching in the clinical environment. Medical Teacher, 30(4), 347–364. https://doi.org/10.1080/01421590802061613
Ramsden, P. (2003a). Learning to Teach in Higher Education. Routledge. https://doi.org/10.4324/9780203507711
Ramsden, P. (2003b). Learning to Teach in Higher Education. Routledge. https://doi.org/10.4324/9780203507711
RCVS Centre Handbook. (n.d.). https://www.rcvs.org.uk/news-and-views/publications/centre-handbook/
RE educate. (2016). Approaches in Psychology: Social Learning Theory (SLT). https://www.youtube.com/watch?v=BM7gXsQH2xg
Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (Eds.). (2017). The Flipped Classroom: Practice and Practices in Higher Education. Springer Singapore. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1007/978-981-10-3413-8
Rencic, J. (2011). Twelve tips for teaching expertise in clinical reasoning. Medical Teacher, 33(11), 887–892. https://doi.org/10.3109/0142159X.2011.558142
Revell, A., & Wainwright, E. (2009). What Makes Lectures ‘Unmissable’? Insights into Teaching Excellence and Active Learning. Journal of Geography in Higher Education, 33(2), 209–223. https://doi.org/10.1080/03098260802276771
Royal College of Veterinary Surgeons. (n.d.-d). RCVS VN Day One Competences. Royal College of Veterinary Surgeons. https://www.rcvs.org.uk/setting-standards/accrediting-primary-qualifications/accrediting-veterinary-nursing-qualifications/rcvs-day-one-competences-skills-and-professional-behaviours-for/part-a-rcvs-day-one-competences-for-veterinary-nurses/#:~:text=The%20newly%20registered%20veterinary%20nurse%20must%20be%20fully,4%20client%20confidentiality%20and%20trust%205%20professional%20accountability.
Royal College of Veterinary Surgeons. (2016). RCVS Day One Skills for Veterinary Nurses. Royal College of Veterinary Surgeons. https://www.rcvs.org.uk/document-library/rcvs-day-one-skills-for-veterinary-nurses/rcvs-day-one-skills-list-sa-2016-.pdf
Saul Mcleod. (n.d.). Albert Bandura | Social Learning Theory | Simply Psychology. https://www.simplypsychology.org/bandura.html
Savin-Baden, M., Major, C. H., & Society for Research into Higher Education. (2004). Foundations of problem-based learning. Society for Research into Higher Education & Open University Press.
Scalese, R. J., & Issenberg, S. B. (2005). Effective Use of Simulations for the Teaching and Acquisition of Veterinary Professional and Clinical Skills. Journal of Veterinary Medical Education, 32(4), 461–467. https://doi.org/10.3138/jvme.32.4.461
Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2004). Different written assessment methods: what can be said about their strengths and weaknesses? Medical Education, 38(9), 974–979. https://doi.org/10.1111/j.1365-2929.2004.01916.x
Scottish Qualification Authority. (n.d.). https://www.sqa.org.uk/sqa/83655.html
Shaina Kriener. (2015). Bandura’s Social Learning Theory. https://www.youtube.com/watch?v=1pXxfANez88
Situated Learning. (n.d.). https://web.archive.org/web/20190417092838/https://www.niu.edu/facdev/_pdf/guide/strategies/situated_learning.pdf
Situated Learning – Learning Theories. (n.d.). https://www.learning-theories.org/doku.php?id=learning_theories:situated_learning
Situated learning - Wikipedia. (n.d.). https://en.wikipedia.org/wiki/Situated_learning
Situated Learning Theory. (n.d.). https://www.youtube.com/watch?v=ivFVEgcJhc0
Smith, J. R., & Lane, I. F. (2015). Making the Most of Five Minutes: The Clinical Teaching Moment. Journal of Veterinary Medical Education, 42(3), 271–280. https://doi.org/10.3138/jvme.0115-004R
Snell, Y. S., Linda S. (1999). Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher, 21(1), 37–42. https://doi.org/10.1080/01421599980011
Social learning theory. (n.d.). https://en.wikipedia.org/wiki/Social_learning_theory
Stalmeijer, R. E., Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & Scherpbier, A. J. J. A. (2009a). Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students? Advances in Health Sciences Education, 14(4), 535–546. https://doi.org/10.1007/s10459-008-9136-0
Stalmeijer, R. E., Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & Scherpbier, A. J. J. A. (2009b). Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students? Advances in Health Sciences Education, 14(4), 535–546. https://doi.org/10.1007/s10459-008-9136-0
Steinert, Y. (2013). The "problem” learner: Whose problem is it? AMEE Guide No. 76. Medical Teacher, 35(4), e1035–e1045. https://doi.org/10.3109/0142159X.2013.774082
Steinert, Y., & Macdonald, M. E. (2015). Why physicians teach: giving back by paying it forward. Medical Education, 49(8), 773–782. https://doi.org/10.1111/medu.12782
Stickle, J. E., Lloyd, J., Keller, W. F., & Cherney, E. (1999). Learning styles in veterinary medicine: Relation to progression through the professional curriculum and integration into the profession. Journal of Veterinary Medical Education, 26(2), 9–12. https://contentstore.cla.co.uk//secure/link?id=d508750c-fc40-e911-80cd-005056af4099
Stuart, J., & Rutherford, R. J. D. (1978). MEDICAL STUDENT CONCENTRATION DURING LECTURES. The Lancet, 312(8088), 514–516. https://doi.org/10.1016/S0140-6736(78)92233-X
Teaching in a Digital Age. (n.d.). https://opentextbc.ca/teachinginadigitalage/chapter/3-6-connectivism/
Ten Cate, O., & Durning, S. (2007). Dimensions and psychology of peer teaching in medical education. Medical Teacher, 29(6), 546–552. https://doi.org/10.1080/01421590701583816
The Evaluation Cookbook. (n.d.). http://www.icbl.hw.ac.uk/ltdi/cookbook/contents.html
Tichavsky, L. P., Hunt, A., Driscoll, A., & Jicha, K. (2015). "It’s Just Nice Having a Real Teacher”: Student Perceptions of Online versus Face-to-Face Instruction. International Journal for the Scholarship of Teaching and Learning, 9(2). https://doi.org/10.20429/ijsotl.2015.090202
Tolsgaard, M. G., Gustafsson, A., Rasmussen, M. B., HØiby, P., Müller, C. G., & Ringsted, C. (2007). Student teachers can be as good as associate professors in teaching clinical skills. Medical Teacher, 29(6), 553–557. https://doi.org/10.1080/01421590701682550
Topping, K. J. (2005). Trends in Peer Learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172
University of Glasgow Equality & Diversity. (n.d.). https://www.gla.ac.uk/myglasgow/humanresources/equalitydiversity/
Van de Vleuten, C. (n.d.). The assessment of professional competence: Developments, research and practical implications. https://ezproxy.lib.gla.ac.uk/login?url=https://link.springer.com/article/10.1007%2FBF00596229
van der Vleuten, C. P. M., & Schuwirth, L. W. T. (2005). Assessing professional competence: from methods to programmes. Medical Education, 39(3), 309–317. https://doi.org/10.1111/j.1365-2929.2005.02094.x
VARK Website. (n.d.). http://vark-learn.com/
Varnhagen, C. K., & Wright, D. L. (2008). Learning Characteristics of Veterinary Technology Students in a Distance-Education and an On-Campus Program. Journal of Veterinary Medical Education, 35(3), 449–455. https://doi.org/10.3138/jvme.35.3.449
Vinten, C. E. K., Cobb, K. A., Freeman, S. L., & Mossop, L. H. (2016). An Investigation into the Clinical Reasoning Development of Veterinary Students. Journal of Veterinary Medical Education, 43(4), 398–405. https://doi.org/10.3138/jvme.0815-130R1
Walton, H. (1997). Small group methods in medical teaching. Medical Education, 31(6), 459–464. https://doi.org/10.1046/j.1365-2923.1997.00703.x
Watson, L. (2016). The Epistemology of Education. Philosophy Compass, 11(3), 146–159. https://doi.org/10.1111/phc3.12316
Weijs, C. A., Coe, J. B., & Hecker, K. G. (2015). Final-Year Students’ and Clinical instructors’ Experience of Workplace-Based Assessments Used in a Small-Animal Primary-Veterinary-Care Clinical Rotation. Journal of Veterinary Medical Education, 42(4), 382–392. https://doi.org/10.3138/jvme.1214-123R1
Wenger, E. (n.d.). Learning in landscapes of practice. https://www.youtube.com/watch?v=qn3joQSQm4o
Yeates, P., O’Neill, P., Mann, K., & Eva, K. (2013). Seeing the same thing differently. Advances in Health Sciences Education, 18(3), 325–341. https://doi.org/10.1007/s10459-012-9372-1
Yilmaz, K. (2011). The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 204–212. https://doi.org/10.1080/00098655.2011.568989
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education. http://web.a.ebscohost.com.ezproxy.lib.gla.ac.uk/ehost/detail/detail?vid=0&sid=02535da1-5b74-469c-9b8b-2111027f5bb5%40sessionmgr4007&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=31159425&db=tfh
