1.
Association for the Study of Medical Education. Understanding Medical Education: Evidence, Theory, and Practice. Third edition. (Swanwick T, Forrest K, O’Brien BC, eds). Wiley-Blackwell; 2019. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780
2.
Hodges BD. A Practical Guide for Medical Teachers. Fifth edition. (Dent JA, Harden RM, Hunt D, eds). Elsevier; 2017. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780702068935
3.
Marshall S, ed. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Fifth edition. Routledge; 2020. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041
4.
Mann KV, Holmes DB, Hayes VM, Burge FI, Viscount PW. Community family medicine teachers’ perceptions of their teaching role. Medical Education. 2008;35(3):278-285. doi:10.1111/j.1365-2923.2001.00769.x
5.
Steinert Y, Macdonald ME. Why physicians teach: giving back by paying it forward. Medical Education. 2015;49(8):773-782. doi:10.1111/medu.12782
6.
Prytula M, Hellsten L ann, McIntyre L. Perceptions of Teacher Planning Time: An Epistemological Challenge. Current Issues in Education. 2010;13(4). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/437
7.
Grow GO. Teaching Learners To Be Self-Directed. Adult Education Quarterly. 1991;41(3):125-149. doi:10.1177/0001848191041003001
8.
Elizabeth M. Constructivism: From Philosophy to Practice. Published online 1997. http://files.eric.ed.gov/fulltext/ED444966.pdf
9.
Kitchener KS, King PM. Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology. 1981;2(2):89-116. doi:10.1016/0193-3973(81)90032-0
10.
P. M. Van Der Vleuten, D. H. J. M. C. The need for evidence in education. Medical Teacher. 2000;22(3):246-250. doi:10.1080/01421590050006205
11.
King A. From Sage on the Stage to Guide on the Side. College Teaching. 1993;41(1):30-35. doi:10.1080/87567555.1993.9926781
12.
Marshall S, ed. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Fifth edition. Routledge; 2020. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041
13.
McCormick R, Paechter CF, Open University, Scheffler. Learning and Knowledge. Vol Open University. Paul Chapman in association with the Open University; 1999.
14.
Muijs D. Doing Quantitative Research in Education with SPSS. 2nd ed. SAGE; 2011. https://ezproxy.lib.gla.ac.uk/login?url=https://methods.sagepub.com/book/doing-quantitative-research-in-education-with-spss-2e
15.
Skeff K, Bowen J, Irby D. Protecting Time for Teaching in the Ambulatory Care Setting. Academic Medicine. 1997;72(8):694-697. https://ezproxy.lib.gla.ac.uk/login?url=https://oce.ovid.com/article/00001888-199708000-00014/PDF
16.
Luft J. The Johari Window: A graphic model of Awarness in Interpersonal Relations. Human relations training news. 1961;5(9). https://static1.1.sqspcdn.com/static/f/1124858/28387950/1617395004320/THE+JOHARI+WINDOW.pdf?token=7qvapCgtyiUyEIkKZ1h4LgzDV1I%3D
17.
McKimm J, Swanwick T. Assessing learning needs. British Journal of Hospital Medicine. 2009;70(6):348-351. https://www.researchgate.net/profile/Judy_Mckimm/publication/26282399_Assessing_learning_needs/links/0912f505c2d74962ac000000.pdf
18.
Amery J, Lapwood S. A study into the educational needs of children’s hospice doctors: a descriptive quantitative and qualitative survey. Palliative Medicine. 2004;18(8):727-733. doi:10.1191/0269216304pm902oa
19.
Cantillon P, Wood DF, Yardley S, eds. ABC of Learning and Teaching in Medicine. Third edition. Wiley; 2017. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4914172
20.
Hersey P, Blanchard KH. Great ideas revisited. Training & Development. 1996;50(1):42-47. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9602066392&site=ehost-live
21.
Bloom BS, Krathwohl DR, Masia BB. Taxonomy of Educational Objectives: The Classification of Educational Goals. Longman; 1964.
22.
Atkinson SP. Graduate Competencies, Employability and Educational Taxonomies: Critique of Intended Learning Outcomes. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education. 2015;10(2):154-177. https://www.pestlhe.org/index.php/pestlhe/article/view/104
23.
Bloom BS. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s. Pearson new international edition. (Anderson LW, ed.). Pearson; 2014.
24.
David R. Krathwohl. A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice. 2002;41(4):212-218. https://www.jstor.org/stable/1477405
25.
Bligh DA. What’s the Use of Lectures? Vol The Jossey-Bass higher and adult education series. 1st ed. Jossey-Bass Publishers; 2000.
26.
Brown G, Manogue M. AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers. Medical Teacher. 2001;23(3):231-244. doi:10.1080/01421590120043000
27.
Pugsley L. How to design an effective PowerPoint presentation. Education for Primary Care. 2010;21(1):51-53. doi:10.1080/14739879.2010.11493876
28.
Dunkin MJ. A Review of Research on Lecturing. Higher Education Research & Development. 1983;2(1):63-78. doi:10.1080/0729436830020105
29.
Verner C, Dickinson G. The Lecture, An Analysis and Review of Research. Adult Education Quarterly. 1967;17(2):85-100. doi:10.1177/074171366701700204
30.
Gardiner LF. Redesigning Higher Education: Producing Dramatic Gains in Student Learning.; 1994. https://eric.ed.gov/?id=ED394442
31.
Stuart J, Rutherford RJD. MEDICAL STUDENT CONCENTRATION DURING LECTURES. The Lancet. 1978;312(8088):514-516. doi:10.1016/S0140-6736(78)92233-X
32.
Abel M, Bäuml KHT. Sleep can reduce proactive interference. Memory. 2014;22(4):332-339. doi:10.1080/09658211.2013.785570
33.
Baddeley AD. Human Memory: Theory and Practice. Rev. ed. Psychology Press; 1997.
34.
Abercrombie MLJ. The Anatomy of Judgement: An Investigation into the Processes of Perception and Reasoning. Free Association; 1989.
35.
Dudley-Evans, Johns. The teaching of listening comprehension. Published online 1981. https://www.teachingenglish.org.uk/article/teaching-listening-comprehension
36.
The Dr. Fox effect: a study of lecturer effectiveness and ratings of instruction. 1975. http://journals.lww.com/academicmedicine/Abstract/1975/02000/The_Dr__Fox_effect__a_study_of_lecturer.6.aspx
37.
Hashweh MZ. Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and Teacher Education. 1987;3(2):109-120. doi:10.1016/0742-051X(87)90012-6
38.
Shieh KK, Lin CC. Effects of screen type, ambient illumination, and color combination on VDT visual performance and subjective preference. International Journal of Industrial Ergonomics. 2000;26(5):527-536. doi:10.1016/S0169-8141(00)00025-1
39.
French MMJ, Blood A, Bright ND, et al. Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia. The Journal of Educational Research. 2013;106(4):301-304. doi:10.1080/00220671.2012.736430
40.
Josephson S. Keeping Your Readers’ Eyes on the Screen: An Eye-Tracking Study Comparing Sans Serif and Serif Typefaces. Visual Communication Quarterly. 2008;15(1-2):67-79. doi:10.1080/15551390801914595
41.
Brown G, Atkins M. Effective Teaching in Higher Education. Routledge; 1990. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=74586&site=ehost-live
42.
Roman B, Hayden C, Parmelee D. Medical Education Should Say Goodbye to Lectures. Academic Medicine. 2021;96(11):1499-1500. doi:10.1097/ACM.0000000000004236
43.
Prober CG, Norden JG. Learning Alone or Learning Together: Is It Time to Reevaluate Teacher and Learner Responsibilities? Academic Medicine. 2021;96(2):170-172. doi:10.1097/ACM.0000000000003741
44.
Brown S, Race P. Lecturing: A Practical Guide. Kogan Page; 2002.
45.
Gibbs G. Learning by Doing: A Guide to Teaching and Learning Methods.; 1988. https://thoughtsmostlyaboutlearning.wordpress.com/wp-content/uploads/2015/12/learning-by-doing-graham-gibbs.pdf
46.
Astin AW. What Matters in College?: Four        Critical Years Revisited. Vol Jossey-Bass higher and adult education series. Jossey-Bass; 1993.
47.
Hake RR. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics. 1998;66(1). doi:10.1119/1.18809
48.
Bonwell C, Eison J. Active learning: creating excitement in the classroom. Published online 1991. http://files.eric.ed.gov/fulltext/ED336049.pdf
49.
Redish EF, Saul J, Steinberg R. On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics. 1997;65(1). doi:10.1119/1.18498
50.
Draper SW, Brown MI. Increasing interactivity in lectures using an electronic voting system. Journal of computer assisted learning. 2004;20(2):81-94. doi:10.1111/j.1365-2729.2004.00074.x
51.
Ruhl KL, Hughes CA, Schloss PJ. Using the Pause Procedure to Enhance Lecture Recall. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 1987;10(1):14-18. doi:10.1177/088840648701000103
52.
Ernst H, Colthorpe K. The efficacy of interactive lecturing for students with diverse science backgrounds. AJP: Advances in Physiology Education. 2007;31(1):41-44. doi:10.1152/advan.00107.2006
53.
Snell YS Linda S. Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher. 1999;21(1):37-42. doi:10.1080/01421599980011
54.
Schell J. What is a flipped classroom? (in 60 seconds). http://blog.peerinstruction.net/2013/04/22/what-is-a-flipped-classroom-in-60-seconds/
55.
Cardall S, Krupat E, Ulrich M. Live Lecture Versus Video-Recorded Lecture: Are Students Voting with their feet? Academic Medicine. 2008;83(12):1174-1178. doi:10.1097/ACM.0b013e31818c6902
56.
Bergmann J, Sams A. Flip Your Classroom: Reach Every Student in Every Class Every Day. First edition. International Society for Technology in Education; 2012. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=3317690
57.
Prober C, Khan S. Medical Education Reimagined: A Call to Action : Academic Medicine. Academic Medicine. 2013;88(10):1407-1410. doi:10.1097/ACM.0B013E3182A368BD
58.
Clark D. Ten reasons we should ditch university lectures. https://www.theguardian.com/higher-education-network/blog/2014/may/15/ten-reasons-we-should-ditch-university-lectures
59.
Mazur E. Peer instruction: Getting students to think in class. In: AIP Conference Proceedings. AIP; 1997:981-988. doi:10.1063/1.53199
60.
Mazur E. Peer Instruction: A User’s Manual. Vol Prentice Hall series in educational innovation. Prentice Hall; 1997.
61.
Cantillon P. ABC of learning and teaching in medicine: Teaching large groups. BMJ. 2003;326(7386):437-437. doi:10.1136/bmj.326.7386.437
62.
Graffam B. Active learning in medical education: Strategies for beginning implementation. Medical Teacher. 2007;29(1):38-42. doi:10.1080/01421590601176398
63.
Patient Assessment Questionnaire. http://www.westmidlandsdeanery.nhs.uk/Portals/0/Denistry/Dental%20PAQ%20VT%202007-2008.pdf
64.
Gillispie V. Using the Flipped Classroom to Bridge the Gap to Generation Y. The Ochsner Journal. 2016;16(1). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4795497/
65.
Bell R, Martin S, McCulloch G, O’Sullivan C. Research Methods in Education. Seventh edition. (Cohen L, Manion L, Morrison K, eds). Routledge; 2011. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1144438
66.
BEME Collaboration. http://www.bemecollaboration.org/
67.
Joanna Briggs Institute QARI. https://jbi.global/
68.
Brookfield S. Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. Open University Press; 1987.
69.
Burls A, Hayward Medical Communications Ltd. What Is Critical Appraisal? Revised edition. Hayward Medical Communications; 2014.
70.
The Campbell Collaboration. http://www.campbellcollaboration.org/
71.
CASP Critical Appraisal Skills Programme Oxford UK. http://www.casp-uk.net/
72.
Cochrane | Trusted evidence. Informed decisions. Better health. http://www.cochrane.org/
73.
Da Silva AL, Dennick R. Corpus analysis of problem-based learning transcripts: an exploratory study. Medical Education. 2010;44(3):280-288. doi:10.1111/j.1365-2923.2009.03575.x
74.
Garrison DR. Critical thinking and adult education: a conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education. 1991;10(4):287-303. doi:10.1080/0260137910100403
75.
Hammick M, Dornan T, Steinert Y. Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13. Medical Teacher. 2010;32(1):3-15. doi:10.3109/01421590903414245
76.
Horsley T, Hyde C, Santesso N, Parkes J, Milne R, Stewart R. Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews. 2011;(11). doi:10.1002/14651858.CD001270.pub2
77.
Huang GC, Newman LR, Schwartzstein RM. Critical Thinking in Health Professions Education: Summary and Consensus Statements of the Millennium Conference 2011. Teaching and Learning in Medicine. 2014;26(1):95-102. doi:10.1080/10401334.2013.857335
78.
Evaluation of a programme of workshops for promoting the teaching of critical appraisal skills. Medical Education. 1998;32(5):486-491. doi:10.1046/j.1365-2923.1998.00256.x
79.
Jenicek M. The hard art of soft science: Evidence-Based Medicine, Reasoned Medicine or both? Journal of Evaluation in Clinical Practice. 2006;12(4):410-419. doi:10.1111/j.1365-2753.2006.00718.x
80.
Kee F, Bickle I. Critical thinking and critical appraisal: the chicken and the egg? QJM. 2004;97(9):609-614. doi:10.1093/qjmed/hch099
81.
Kirkpatrick D. Great Ideas Revisited: Revisiting Kirkpatrick’s Four-Level Model. Training and Development. 1996;50(1):54-59. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9602066395&site=ehost-live
82.
Missimer CA. Good Arguments: An Introduction to Critical Thinking. 3rd ed. Prentice Hall; 1995.
83.
Moore TJ. Critical thinking and disciplinary thinking: a continuing debate. Higher Education Research & Development. 2011;30(3):261-274. doi:10.1080/07294360.2010.501328
84.
Paul R. Critical Thinking: How to Prepare Students for a Rapidly Changing World. foundation for critical thinking; 1995.
85.
Paul R, Elder L. The Miniature Guide to Critical Thinking: Concepts and Tools. Published online 2006. https://www.criticalthinking.org/files/Concepts_Tools.pdf
86.
Yardley S, Dornan T. Kirkpatrick’s levels and education ‘evidence’. Medical Education. 2012;46(1):97-106. doi:10.1111/j.1365-2923.2011.04076.x
87.
Ajjawi R, Rees C, Monrouxe LV. Learning clinical skills during bedside teaching encounters in general practice: A video-observational study with insights from activity theory. Journal of workplace learning. 2015;27(4):298-314. doi:10.1108/JWL-05-2014-0035
88.
Benbassat J. Undesirable features of the medical learning environment: a narrative review of the literature. Advances in Health Sciences Education. 2013;18(3):527-536. doi:10.1007/s10459-012-9389-5
89.
Birch L. Strategies to implement the recommendations of the Francis report. British Journal of Healthcare Management. 2015;21(12):558-563. https://contentstore.cla.co.uk//secure/link?id=96e87ce1-e640-e911-80cd-005056af4099
90.
Byrne AM, Sias SM. Conceptual Application of the Discrimination Model of Clinical Supervision for Direct Care Workers in Adolescent Residential Treatment Settings. Child & Youth Care Forum. 2010;39(3):201-209. doi:10.1007/s10566-010-9100-z
91.
Darongkamas J, John C, Walker MJ. An eight-eyed version of Hawkins and Shohet’s clinical supervision model: the addition of the cognitive analytic therapy concept of the ‘observing eye/I’ as the ‘observing us’. British Journal of Guidance & Counselling. 2014;42(3):261-270. doi:10.1080/03069885.2014.895797
92.
Donaldson AL. Pre-Professional Training for Serving Children With ASD: An Apprenticeship Model of Supervision. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 2015;38(1):58-70. doi:10.1177/0888406414566995
93.
Geller E, Foley GM. Broadening the "Ports of Entry” for Speech-Language Pathologists: A Relational and Reflective Model for Clinical Supervision. American Journal of Speech-Language Pathology. 2009;18(1). https://contentstore.cla.co.uk/secure/link?id=6dae9b55-a7b3-e911-80cd-005056af4099
94.
Hauer KE, ten Cate O, Boscardin C, Irby DM, Iobst W, O’Sullivan PS. Understanding trust as an essential element of trainee supervision and learning in the workplace. Advances in Health Sciences Education. Published online 27 July 2013. doi:10.1007/s10459-013-9474-4
95.
McCarthy CP, McEvoy JW. Pimping in Medical Education. JAMA. 2015;314(22). doi:10.1001/jama.2015.13570
96.
Bhuiyan PS, Rege NN, Supe A, eds. The Art of Teaching Medical Students. 3rd edition. Reed Elsevier India Pvt Ltd; 2015. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9788131242285
97.
Veenman S. The Training of Coaching Skills: an implementation study. Educational Studies. 1995;21(3):415-431. doi:10.1080/0305569950210307
98.
Westerman DA, Smith SA. A Research-Based Model for the Clinical Supervision of Student Teachers. Published online 1993. https://eric.ed.gov/?id=ED361282
99.
Sweet J, Pugsley L, Wilson J. Stakeholder perceptions of chairside teaching and learning in one UK dental school. BDJ. 2008;205(9):499-503. doi:10.1038/sj.bdj.2008.934
100.
Sweet J, Wilson J, Pugsley L. Chairside teaching and the perceptions of dental teachers in the UK. BDJ. 2008;205(10):565-569. doi:10.1038/sj.bdj.2008.983
101.
Sweet J, Wilson J, Pugsley L, Schofield M. Tools to share good chairside teaching practice: a clinical scenario and appreciative questionnaire. BDJ. 2008;205(11):603-606. doi:10.1038/sj.bdj.2008.1026
102.
Sweet J, Wilson J, Pugsley L. Educational innovations for dentistry. BDJ. 2009;206(1):29-34. doi:10.1038/sj.bdj.2008.1123
103.
Wilson J, Sweet J, Pugsley L. Developmental guidelines for good chairside teaching - a consensus report from two conferences. European Journal of Dental Education. 2015;19(3):185-191. doi:10.1111/eje.12120
104.
Najim M, Rabee R, Ahmed M, Sherwani Y, Ashraf M, Anjum O. The trend toward digital in medical education – playing devil’s advocate. Advances in Medical Education and Practice. Published online October 2015. doi:10.2147/AMEP.S95309
105.
Ferguson Z. Technology-enhanced learning should be employed alongside – not instead of – bedside teaching. Advances in Medical Education and Practice. Published online February 2016. doi:10.2147/AMEP.S102902
106.
Woodley N, McKelvie K, Kellett C. Bedside teaching: specialists versus non-specialists. The Clinical Teacher. Published online May 2015:n/a-n/a. doi:10.1111/tct.12373
107.
Eby LT. Cross-lagged relations between mentoring received from supervisors and employee OCBs: Disentangling causal direction and identifying boundary conditions. Journal of Applied Psychology. 2015;(4). https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2015-01015-001&site=ehost-live
108.
Rose GL. Group Differences in Graduate Students? Cconcepts of The Ideal Mentor. Research in Higher Education. 2005;46(1):53-80. doi:10.1007/s11162-004-6289-4
109.
Sambunjak D, Marušić A. Mentoring. JAMA. 2009;302(23). doi:10.1001/jama.2009.1858
110.
Sambunjak D, Straus SE, Marušić A. Mentoring in Academic Medicine. JAMA. 2006;296(9). doi:10.1001/jama.296.9.1103
111.
Taherian K, Shekarchian M. Mentoring for doctors. Do its benefits outweigh its disadvantages? Medical Teacher. 2008;30(4):e95-e99. doi:10.1080/01421590801929968
112.
Zerzan, Judy T. MD, MPH;  Hess, Rachel MD;  Schur, Ellen MD;  Phillips, Russell S. MD;  Rigotti, Nancy MD. Making the Most of Mentors: A Guide for Mentees. http://ezproxy.lib.gla.ac.uk/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001888-200901000-00037&LSLINK=80&D=ovft
113.
Byrne A. What is simulation for? Anaesthesia. 2012;67(3):219-225. doi:10.1111/j.1365-2044.2011.07053.x
114.
Ellis MV. Bridging the Science and Practice of Clinical Supervision: Some Discoveries, Some Misconceptions. The Clinical Supervisor. 2010;29(1):95-116. doi:10.1080/07325221003741910
115.
Ellis MV. A comparative study of clinical supervision in the Republic of Ireland and the United States. Journal of Counseling Psychology. 2015;(4). https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2015-46822-001&site=ehost-live
116.
Hauer KE, ten Cate O, Boscardin C, Irby DM, Iobst W, O’Sullivan PS. Understanding trust as an essential element of trainee supervision and learning in the workplace. Advances in Health Sciences Education. Published online 27 July 2013. doi:10.1007/s10459-013-9474-4
117.
MacDonald J, Kell C. Develop your Teaching through Peer Review | Wales Deanery. https://www.walesdeanery.org/how-to-guides/develop-your-teaching-through-peer-review
118.
Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher. 2012;34(10):787-791. doi:10.3109/0142159X.2012.684916
119.
Ramani S. Twelve tips to improve bedside teaching. Medical Teacher. 2003;25(2):112-115. doi:10.1080/0142159031000092463
120.
Detsky AS. The Art of Pimping. JAMA. 2009;301(13). doi:10.1001/jama.2009.247
121.
Kost et al A. Socrates Was Not a Pimp:  Changing the Paradigm of Questioning in Medical Education. http://ezproxy.lib.gla.ac.uk/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001888-201501000-00011&LSLINK=80&D=ovft
122.
Association for the Study of Medical Education. Understanding Medical Education: Evidence, Theory, and Practice. Third edition. (Swanwick T, Forrest K, O’Brien BC, eds). Wiley-Blackwell; 2019. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780
123.
Pai HH, Sears DA, Maeda Y. Effects of Small-Group Learning on Transfer: a Meta-Analysis. Educational Psychology Review. 2015;27(1):79-102. doi:10.1007/s10648-014-9260-8
124.
Second Teaching: A Study of Small Group Physics Learning.". https://eric.ed.gov/?id=ED479497
125.
Garrison DR. Critical Thinking and Self-Directed Learning in Adult Education: An Analysis of Responsibility and Control Issues. Adult Education Quarterly. 1992;42(3):136-148. doi:10.1177/074171369204200302
126.
Saye JW, Brush T. Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments. Educational Technology Research and Development. 2002;50(3):77-96. https://www.jstor.org/stable/30220337
127.
Nicol DJ, Macfarlane‐Dick D. Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education. 2006;31(2):199-218. doi:10.1080/03075070600572090
128.
Walton H. Small group methods in medical teaching. Medical Education. 1997;31(6):459-464. doi:10.1046/j.1365-2923.1997.00703.x
129.
Barrows HS, Tamblyn RM. Problem-Based Learning: An Approach to Medical Education. Vol v. 1. Springer Pub. Co; 1980. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=423456
130.
Schmidt HG, Rotgans JI, Yew EH. The process of problem-based learning: what works and why. Medical Education. 2011;45(8):792-806. doi:10.1111/j.1365-2923.2011.04035.x
131.
Svinicki MD. Moving Beyond "It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education. Educational Psychology Review. 2007;19(1):49-61. doi:10.1007/s10648-006-9040-1
132.
Savin-Baden M, Major CH, Society for Research into Higher Education. Foundations of Problem-Based Learning. Vol SRHE and Open University Press imprint. Society for Research into Higher Education & Open University Press; 2004.
133.
Strobel J, van Barneveld A. When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. 2009. http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1046&context=ijpbl
134.
Hmelo CE. Problem-Based Learning: Effects on the Early Acquisition of Cognitive Skill in Medicine. Journal of the Learning Sciences. 1998;7(2):173-208. doi:10.1207/s15327809jls0702_2
135.
Prince KJAH, van Eijs PWLJ, Boshuizen HPA, van der Vleuten CPM, Scherpbier AJJA. General competencies of problem-based learning (PBL) and non-PBL graduates. Medical Education. 2005;39(4):394-401. doi:10.1111/j.1365-2929.2005.02107.x
136.
Schmidt et al HG. The development of diagnostic competence: comparison of a problem-based, an integrated, and a conventional medical curriculum.[Article]. http://ezproxy.lib.gla.ac.uk/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=ovft&AN=00001888-199606000-00021&PDF=y
137.
Albanese M. Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills. Medical Education. 2000;34(9):729-738. doi:10.1046/j.1365-2923.2000.00753.x
138.
Simons KD, Ertmer PA. Scaffolding Disciplined Inquiry in Problem-Based Environments. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.5661&rep=rep1&type=pdf
139.
Gilkison A. Techniques used by ‘expert’ and ‘non-expert’ tutors to facilitate problem-based learning tutorials in an undergraduate medical curriculum. Medical Education. 2003;37(1):6-14. doi:10.1046/j.1365-2923.2003.01406.x
140.
Park J, Carter G, Butler SM, Wiebe EN, Reid-Griffin ARG. Gestures: Silent Scaffolding within Small Groups. The Journal of Classroom Interaction. 2006;41(1):15-21. https://www.jstor.org/stable/23869755
141.
Savin-Baden M, Wilkie K, Society for Research into Higher Education. Challenging Research in Problem-Based Learning. Society for Research into Higher Education & Open University Press; 2004.
142.
Daloz LA. Effective Teaching and Mentoring. Vol The Jossey-Bass higher education series. 1st ed. Jossey-Bass; 1986.
143.
Dolmans D HJM, Schmidt HG. What drives the student in problem-based learning? Medical Education. 1994;28(5):372-380. doi:10.1111/j.1365-2923.1994.tb02547.x
144.
Haith-Cooper M. Problem-based learning within health professional education. What is the role of the lecturer? A review of the literature. Nurse Education Today. 2000;20(4):267-272. doi:10.1054/nedt.1999.0397
145.
Haith-Cooper M. An exploration of tutors’ experiences of facilitating problem-based learning. Part 2—implications for the facilitation of problem based learning. Nurse Education Today. 2003;23(1):65-75. doi:10.1016/S0260-6917(02)00166-1
146.
Schmidt HG, Moust JH. What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula.[Article]. http://ezproxy.lib.gla.ac.uk/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=ovft&AN=00001888-199508000-00015&PDF=y
147.
Andrews M, Jones PR. Problem-based learning in an undergraduate nursing programme: a case study. Journal of Advanced Nursing. 1996;23(2):357-365. doi:10.1111/j.1365-2648.1996.tb02679.x
148.
Alavi C. Problem-Based Learning in a Health Sciences Curriculum. Routledge; 1995. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=170065
149.
Steele DJ, Medder JD, Turner P. A comparison of learning outcomes and attitudes in student- versus faculty-led problem-based learning: an experimental study. Medical Education. 2000;34(1):23-29. doi:10.1046/j.1365-2923.2000.00460.x
150.
Murray I, Savin-Baden M. Staff Development in Problem-based Learning. Teaching in Higher Education. 2000;5(1):107-126. doi:10.1080/135625100114993
151.
Couto LB, Bestetti RB, Restini CBA, Faria-Jr M, Romão GS. Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment. Medical Education Online. 2015;20. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4400295/
152.
Evensen DH, Hmelo-Silver CE. Problem-Based Learning: A Research Perspective on Learning Interactions. Lawrence Erlbaum Publishers; 2000.
153.
Hitchcock MA, Anderson AS. Dealing with dysfunctional tutorial groups. Teaching and Learning in Medicine. 1997;9(1):19-24. doi:10.1080/10401339709539808
154.
Tanner KD. Promoting Student Metacognition. CBE—Life Sciences Education. 2012;11(2):113-120. doi:10.1187/cbe.12-03-0033
155.
Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Medical Teacher. 2005;27(8):676-681. doi:10.1080/01421590500313001
156.
Johnson DW, Johnson FP. Joining Together: Group Theory and Group Skills. Vol Prentice-Hall international editions. 4th ed. Prentice/Hall International; 1991.
157.
Last KS, Appleton J, Stevenson H. Basic science knowledge of dental students on conventional and problem-based learning (PBL) courses at Liverpool. European Journal of Dental Education. 2001;5(4):148-154. doi:10.1034/j.1600-0579.2001.50402.x
158.
Azer SA, Mclean M, Onishi H, Tagawa M, Scherpbier A. Cracks in problem-based learning: What is your action plan? Medical Teacher. 2013;35(10):806-814. doi:10.3109/0142159X.2013.826792
159.
Fatmi M, Hartling L, Hillier T, Campbell S, Oswald AE. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30. Medical Teacher. 2013;35(12):e1608-e1624. doi:10.3109/0142159X.2013.849802
160.
Koles P, Nelson S, Stolfi A, Parmelee D, DeStephen D. Active learning in a Year 2 pathology curriculum. Medical Education. 2005;39(10):1045-1055. doi:10.1111/j.1365-2929.2005.02248.x
161.
Parmelee D, Michaelsen LK, Cook S, Hudes PD. Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher. 2012;34(5):e275-e287. doi:10.3109/0142159X.2012.651179
162.
Gullo C, Ha TC, Cook S. Twelve tips for facilitating team-based learning. Medical Teacher. 2015;37(9):819-824. doi:10.3109/0142159X.2014.1001729
163.
Coady S, Kalet A, Hopkins MA. Online classrooms enhance clerkship small group teaching. Medical Education. 2005;39(11):1152-1153. doi:10.1111/j.1365-2929.2005.02305.x
164.
Wells S, Warelow P, Jackson K. Problem based learning (PBL): A conundrum. Contemporary Nurse. 2009;33(2):191-201. doi:10.5172/conu.2009.33.2.191
165.
Rowan CJ, McCourt C, Beake S. Problem based learning in midwifery – The students’ perspective. Nurse Education Today. 2008;28(1):93-99. doi:10.1016/j.nedt.2007.02.014
166.
Uijtdehaage S, O’Neal C. A curious case of the phantom professor: mindless teaching evaluations by medical students. Medical Education. 2015;49(9):928-932. doi:10.1111/medu.12647
167.
Marshall S, ed. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Fifth edition. Routledge; 2020. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041
168.
E-learning methodologies. Published online 2011. http://www.fao.org/docrep/015/i2516e/i2516e.pdf
169.
Conole G. The 7Cs of Learning Design - a new approach to rethinking design practice. Published online 2014. http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/pdf/conole.pdf
170.
University Benchmark for the Use of Technology in Modules. http://staff.napier.ac.uk/services/vice-principal-academic/academic/TEL/TechBenchmark/Pages/home.aspx
171.
ABC Curriculum Design Workshops | UCL Digital Education team blog. 2015. http://blogs.ucl.ac.uk/digital-education/2015/09/30/9169/
172.
Laurillard D. Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge; 2012.
173.
Salmon G. E-Moderating: The Key to Teaching and Learning Online. Vol Open and distance learning series. Kogan Page; 2000.
174.
Garrison DR, Anderson T, Archer W. Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education. 1999;2(2-3):87-105. doi:10.1016/S1096-7516(00)00016-6
175.
Mishra P, Koehler MJ. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. http://ezproxy.lib.gla.ac.uk/login?url=http://www.tcrecord.org/library/content.asp?contentid=12516
176.
Association for the Study of Medical Education. Understanding Medical Education: Evidence, Theory, and Practice. Third edition. (Swanwick T, Forrest K, O’Brien BC, eds). Wiley-Blackwell; 2019. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780
177.
Dale VHM. UCL E-Learning Evaluation Toolkit. Published online 2014. http://discovery.ucl.ac.uk/1462309/
178.
Rose DH, Meyer A. Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision and Curriculum Development; 2002.
179.
Fisher M. Digital Learning Strategies: How Do I Assign and Assess 21st Century Work? Vol ASCD arias. ASCD; 2013.
180.
Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey. 2014. http://heri.ucla.edu/pr-display.php?prQry=151
181.
Clark RC, Mayer RE. E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. 3rd ed. Pfeiffer; 2011.
182.
Peberdy D, ed. Active Learning Spaces and Technology: Advances in Higher and Further Education. DroitwichNet; 2014.
183.
Seven principles for good practice in undergraduate education. Published online 1987. https://www.flinders.edu.au/Teaching_and_Learning_Files/Documents/7%20Principles%20of%20Good%20Practice%20in%20Undergrad%20Ed-ChickeringGamson.pdf
184.
Race P. The Lecturer’s Toolkit: A Practical Guide to Assessment, Learning and Teaching. 3rd ed. Routledge; 2007. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=3060457
185.
Biggs JB, Tang CS kum, Kennedy G, Biggs JB. Teaching for Quality Learning at University. Fifth edition. Open University Press; 2022. https://www.vlebooks.com/product/openreader?id=GlasgowUni&accId=8694356&isbn=9780335250837
186.
Okojie M, Olinzock A, Okojie-Boulder T. The Pedagogy of TEchnology Integration. http://files.eric.ed.gov/fulltext/EJ847571.pdf
187.
Frost J, de Pont G, Brailsford I. Expanding assessment methods and moments in history. Assessment & Evaluation in Higher Education. 2012;37(3):293-304. doi:10.1080/02602938.2010.531247
188.
Gould J, Day P. Hearing you loud and clear: student perspectives of audio feedback in higher education. Assessment & Evaluation in Higher Education. 2013;38(5):554-566. doi:10.1080/02602938.2012.660131
189.
Suetsugu N, Ohki M, Kaku T. Quantitative Analysis of Nursing Observation Employing a Portable Eye-Tracker. Open Journal of Nursing. 2016;06(01):53-61. doi:10.4236/ojn.2016.61006
190.
Richstone, et al LMD. Eye Metrics as an Objective Assessment of Surgical Skill.[Article]. http://ezproxy.lib.gla.ac.uk/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000658-201007000-00028&LSLINK=80&D=ovft
191.
Hay DB, Tan PL, Whaites E. Non‐traditional learners in higher education: comparison of a traditional MCQ examination with concept mapping to assess learning in a dental radiological science course. Assessment & Evaluation in Higher Education. 2010;35(5):577-595. doi:10.1080/02602931003782525
192.
Hay D, Kinchin I, Lygo‐Baker S. Making learning visible: the role of concept mapping in higher education. Studies in Higher Education. 2008;33(3):295-311. doi:10.1080/03075070802049251
193.
Masters K, Ellaway RH, Topps D, Archibald D, Hogue RJ. Mobile technologies in medical education: AMEE Guide No. 105. Medical Teacher. Published online 24 March 2016:1-13. doi:10.3109/0142159X.2016.1141190
194.
Lovato C, Wall D. Programme Evaluation: Improving Practice, Influencing Policy and Decision-Making. In: Swanwick T, ed. Understanding Medical Education. John Wiley & Sons, Ltd; 2019:443-455. doi:10.1002/9781119373780.ch30
195.
Tun MS. Fulfilling a new obligation: Teaching and learning of sustainable healthcare in the medical education curriculum. Medical Teacher. 2019;41(10):1168-1177. doi:10.1080/0142159X.2019.1623870
196.
Shaw E, Walpole S, McLean M, et al. AMEE Consensus Statement: Planetary health and education for sustainable healthcare. Medical Teacher. 2021;43(3):272-286. doi:10.1080/0142159X.2020.1860207
197.
Dash, Nihar Ranjan. Evaluation of the integration of social accountability values into medical education using a problem-based learning curriculum. BMC Medical Education. 2022;22(1). https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03245-6
198.
Bevan J, Blyth R, Russell B, et al. Planetary health and sustainability teaching in UK medical education: A review of medical school curricula. Medical Teacher. Published online 12 December 2022:1-10. doi:10.1080/0142159X.2022.2152190
199.
Tun S, Martin T. Education for Sustainable Healthcare - A curriculum for the UK. Published online 2022. https://www.medschools.ac.uk/media/2949/education-for-sustainable-healthcare_a-curriculum-for-the-uk_20220506.pdf
200.
Outcomes for graduates 2018. Published online 2018. https://www.gmc-uk.org/-/media/documents/dc11326-outcomes-for-graduates-2018_pdf-75040796.pdf
201.
Infusing climate change and sustainability into the medical school curriculum - The BMJ. 2021. https://blogs.bmj.com/bmj/2021/06/07/infusing-climate-change-and-sustainability-into-the-medical-school-curriculum/
202.
Richardson J, Grose J, Doman M, Kelsey J. The use of evidence-informed sustainability scenarios in the nursing curriculum: Development and evaluation of teaching methods. Nurse Education Today. 2014;34(4):490-493. doi:10.1016/j.nedt.2013.07.007
203.
Gandhi V, Al-Hadithy N, Göpfert A, Knight K, van Hove M, Hockey P. Integrating sustainability into postgraduate medical education. Future Healthcare Journal. 2020;7(2):102-104. doi:10.7861/fhj.2020-0042
204.
Rourke J. Social Accountability. Academic Medicine. 2018;93(8):1120-1124. doi:10.1097/ACM.0000000000002239
205.
Meili R, Fuller D, Lydiate J. Teaching social accountability by making the links: Qualitative evaluation of student experiences in a service-learning project. Medical Teacher. 2011;33(8):659-666. doi:10.3109/0142159X.2010.530308