1
Race P. The lecturer’s toolkit: a practical guide to assessment, learning and teaching. Fifth edition. Abingdon, Oxon: : Routledge 2020. https://ezproxy.lib.gla.ac.uk/login?url=https://www.taylorfrancis.com/books/9780429060205
2
Marshall S, editor. A handbook for teaching and learning in higher education: enhancing academic practice. Fifth edition. Abingdon, Oxon: : Routledge 2020. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041
3
Ramsden P. Learning to Teach in Higher Education. Routledge 2003. doi:10.4324/9780203507711
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Biggs JB, Tang CS, Society for Research into Higher Education, et al. Teaching for quality learning at university: what the student does. 3rd ed. Maidenhead: : Open University Press 2007. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780335235063
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Cantillon P, Wood D, Hutchinson L, et al. ABC of learning and teaching in medicine. London: : BMJ Books 2003. http://ezproxy.lib.gla.ac.uk/login?url=http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=87278
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Crosby RMH Joy. AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher. Medical Teacher 2000;22:334–47. doi:10.1080/014215900409429
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ÅKerlind GS. Growing and Developing as a University Teacher--Variation in Meaning. Studies in Higher Education 2003;28:375–90. doi:10.1080/0307507032000122242
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Prosser M, Ramsden P, Trigwell K, et al. Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning. Studies in Higher Education 2003;28:37–48. doi:10.1080/03075070309299
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Postareff L, Katajavuori N, Lindblom‐Ylänne S, et al. Consonance and dissonance in descriptions of teaching of university teachers. Studies in Higher Education 2008;33:49–61. doi:10.1080/03075070701794809
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Steinert Y, Macdonald ME. Why physicians teach: giving back by paying it forward. Medical Education 2015;49:773–82. doi:10.1111/medu.12782
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Watson L. The Epistemology of Education. Philosophy Compass 2016;11:146–59. doi:10.1111/phc3.12316
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Fraser M. Preparing students for practice. The Veterinary Nurse 2018;9:132–7. doi:10.12968/vetn.2018.9.3.132
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Moore DA, Leamon MH, Cox PD, et al. Teaching Implications of Different Educational Theories and Approaches. Journal of Veterinary Medical Education 2002;29:117–23. doi:10.3138/jvme.29.2.117
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Royal College of Veterinary Surgeons. RCVS VN Day One Competences. 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.
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Royal College of Veterinary Surgeons. RCVS Day One Skills for Veterinary Nurses. 2016.https://www.rcvs.org.uk/document-library/rcvs-day-one-skills-for-veterinary-nurses/rcvs-day-one-skills-list-sa-2016-.pdf
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Saul Mcleod. Albert Bandura | Social Learning Theory | Simply Psychology. https://www.simplypsychology.org/bandura.html
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Jarvis P, Holford J, Griffin C. The theory & practice of learning. 2nd ed. London: : Kogan Page 2003. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=182053
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Jarvis P, Holford J, Griffin C. The theory & practice of learning. 2nd ed. London: : Kogan Page 2003. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=182053
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RE educate. Approaches in Psychology: Social Learning Theory (SLT). 2016.https://www.youtube.com/watch?v=BM7gXsQH2xg
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Shaina Kriener. Bandura’s Social Learning Theory. 2015.https://www.youtube.com/watch?v=1pXxfANez88
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Stalmeijer RE, Dolmans DHJM, Wolfhagen IHAP, et al. Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students? Advances in Health Sciences Education 2009;14:535–46. doi:10.1007/s10459-008-9136-0
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Murphy P. Learners, learning and assessment. London: : Paul Chapman 1998. https://contentstore.cla.co.uk//secure/link?id=f1c2cc15-fc40-e911-80cd-005056af4099
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Goldie JGS. Connectivism: A knowledge learning theory for the digital age? Medical Teacher 2016;38:1064–9. doi:10.3109/0142159X.2016.1173661
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Horii CV. Teaching Insights from Adult Learning Theory. Journal of Veterinary Medical Education 2007;34:369–76. doi:10.3138/jvme.34.4.369
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Imenda SN. On the Unity of Behaviourism, Cognitivism and Constructivism in Teaching and Learning. International Journal of Educational Sciences 2018;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
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Stickle JE, Lloyd J, Keller WF, et al. Learning styles in veterinary medicine: Relation to progression through the professional curriculum and integration into the profession. Journal of veterinary medical education 1999;26:9–12.https://contentstore.cla.co.uk//secure/link?id=d508750c-fc40-e911-80cd-005056af4099
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Varnhagen CK, Wright DL. Learning Characteristics of Veterinary Technology Students in a Distance-Education and an On-Campus Program. Journal of Veterinary Medical Education 2008;35:449–55. doi:10.3138/jvme.35.3.449
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Cassidy * S. Learning Styles: An overview of theories, models, and measures. Educational Psychology 2004;24:419–44. doi:10.1080/0144341042000228834
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Fry H, Ketteridge S, Marshall S, editors. A handbook for teaching and learning in higher education: enhancing academic practice. Fourth edition. Abingdon, Oxon: : Routledge 2015. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315763088
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Entwistle NJ. Teaching for understanding at university: deep approaches and distinctive ways of thinking. Basingstoke, Hampshire: : Palgrave Macmillan 2009. https://contentstore.cla.co.uk//secure/link?id=d2a4281f-fc40-e911-80cd-005056af4099
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Frank Coffield, David Moseley, Elaine Hall, Kathryn Ecclestone. 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
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Biggs JB, Tang CS, Society for Research into Higher Education, et al. Teaching for quality learning at university: what the student does. Fourth edition. Maidenhead: : McGraw-Hill/Society for Research into Higher Education/Open University Press 2011. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=798265
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Marshall S, editor. A handbook for teaching and learning in higher education: enhancing academic practice. Fifth edition. Abingdon, Oxon: : Routledge 2020. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041
57
Ramsden P. Learning to Teach in Higher Education. Routledge 2003. doi:10.4324/9780203507711
58
Race P. The lecturer’s toolkit: a practical guide to assessment, learning and teaching. Fifth edition. Abingdon, Oxon: : Routledge 2020. https://ezproxy.lib.gla.ac.uk/login?url=https://www.taylorfrancis.com/books/9780429060205
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Marton F, Hounsell D, Entwistle NJ. The experience of learning: implications for teaching and studying in higher education. 3rd (Internet) edition. Edinburgh: : University of Edinburgh, Centre for Teaching, Learning and Assessment 2005. https://www.ed.ac.uk/institute-academic-development/learning-teaching/research/experience-of-learning
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Reidsema C, Kavanagh L, Hadgraft R, et al., editors. The Flipped Classroom: Practice and Practices in Higher Education. Singapore: : Springer Singapore 2017. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1007/978-981-10-3413-8
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Brown G, Manogue M. AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers. Medical Teacher 2001;23:231–44. doi:10.1080/01421590120043000
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Ebooks Corporation Limited. ABC of clinical reasoning. Chichester, West Sussex, UK: : Wiley Blackwell/BMJ Books 2016. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4530417
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Eva KW. What every teacher needs to know about clinical reasoning. Medical Education 2005;39:98–106. doi:10.1111/j.1365-2929.2004.01972.x
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Rencic J. Twelve tips for teaching expertise in clinical reasoning. Medical Teacher 2011;33:887–92. doi:10.3109/0142159X.2011.558142
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Smith JR, Lane IF. Making the Most of Five Minutes: The Clinical Teaching Moment. Journal of Veterinary Medical Education 2015;42:271–80. doi:10.3138/jvme.0115-004R
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Glynn LG, MacFarlane A, Kelly M, et al. Helping each other to learn – a process evaluation of peer assisted learning. BMC Medical Education 2006;6. doi:10.1186/1472-6920-6-18
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Freeth D, Fry H. Nursing students’ and tutors’ perceptions of learning and teaching in a clinical skills centre. Nurse Education Today 2005;25:272–82. doi:10.1016/j.nedt.2005.01.007
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Dilly M, Read EK, Baillie S. A Survey of Established Veterinary Clinical Skills Laboratories from Europe and North America: Present Practices and Recent Developments. Journal of Veterinary Medical Education 2017;44:580–9. doi:10.3138/jvme.0216-030R1
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Miller G. The Assessment of Clinical Skills/Competence/Performance. Academic Medicine: September Supplement;65:S63–7.https://ezproxy.lib.gla.ac.uk/login?url=https://oce.ovid.com/article/00001888-199009000-00045/HTML
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Van de Vleuten C. 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
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Schuwirth LWT, van der Vleuten CPM. Different written assessment methods: what can be said about their strengths and weaknesses? Medical Education 2004;38:974–9. doi:10.1111/j.1365-2929.2004.01916.x
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Khan KZ, Ramachandran S, Gaunt K, et al. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective. Medical Teacher 2013;35:e1437–46. doi:10.3109/0142159X.2013.818634
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Khan KZ, Gaunt K, Ramachandran S, et al. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Medical Teacher 2013;35:e1447–63. doi:10.3109/0142159X.2013.818635
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