1
Association for the Study of Medical Education. Understanding medical education: evidence, theory, and practice. Third edition. Hoboken, NJ: : 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. Edinburgh: : Elsevier 2017. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780702068935
3
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
4
Mann KV, Holmes DB, Hayes VM, et al. Community family medicine teachers’ perceptions of their teaching role. Medical Education 2008;35:278–85. 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;49:773–82. doi:10.1111/medu.12782
6
Grow GO. Teaching Learners To Be Self-Directed. Adult Education Quarterly 1991;41:125–49. doi:10.1177/0001848191041003001
7
Elizabeth M. Constructivism: From Philosophy to Practice. 1997.http://files.eric.ed.gov/fulltext/ED444966.pdf
8
Kitchener KS, King PM. Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology 1981;2:89–116. doi:10.1016/0193-3973(81)90032-0
9
P. M. Van Der Vleuten, D. H. J. M. C. The need for evidence in education. Medical Teacher 2000;22:246–50. doi:10.1080/01421590050006205
10
King A. From Sage on the Stage to Guide on the Side. College Teaching 1993;41:30–5. doi:10.1080/87567555.1993.9926781
11
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
12
McCormick R, Paechter CF, Open University, et al. Learning and knowledge. London: : Paul Chapman in association with the Open University 1999.
13
Muijs D. Doing quantitative research in education with SPSS. 2nd ed. London: : SAGE 2011. https://ezproxy.lib.gla.ac.uk/login?url=https://methods.sagepub.com/book/doing-quantitative-research-in-education-with-spss-2e
14
Skeff K, Bowen J, Irby D. Protecting Time for Teaching in the Ambulatory Care Setting. Academic Medicine 1997;72:694–7.https://ezproxy.lib.gla.ac.uk/login?url=https://oce.ovid.com/article/00001888-199708000-00014/PDF
15
Luft J. The Johari Window: A graphic model of Awarness in Interpersonal Relations. Human relations training news 1961;5.https://static1.1.sqspcdn.com/static/f/1124858/28387950/1617395004320/THE+JOHARI+WINDOW.pdf?token=7qvapCgtyiUyEIkKZ1h4LgzDV1I%3D
16
McKimm J, Swanwick T. Assessing learning needs. British Journal of Hospital Medicine 2009;70:348–51.https://www.researchgate.net/profile/Judy_Mckimm/publication/26282399_Assessing_learning_needs/links/0912f505c2d74962ac000000.pdf
17
Amery J, Lapwood S. A study into the educational needs of children’s hospice doctors: a descriptive quantitative and qualitative survey. Palliative Medicine 2004;18:727–33. doi:10.1191/0269216304pm902oa
18
Cantillon P, Wood DF, Yardley S, editors. ABC of learning and teaching in medicine. Third edition. Hoboken, NJ: : Wiley 2017. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4914172
19
Hersey P, Blanchard KH. Great ideas revisited. Training & Development 1996;50:42–7.https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9602066392&site=ehost-live
20
Bloom BS, Krathwohl DR, Masia BB. Taxonomy of educational objectives: the classification of educational goals. New York: : Longman 1964.
21
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;10:154–77.https://www.pestlhe.org/index.php/pestlhe/article/view/104
22
Bligh DA. What’s the use of lectures? 1st ed. San Francisco: : Jossey-Bass Publishers 2000.
23
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
24
Pugsley L. How to design an effective PowerPoint presentation. Education for Primary Care 2010;21:51–3. doi:10.1080/14739879.2010.11493876
25
Dunkin MJ. A Review of Research on Lecturing. Higher Education Research & Development 1983;2:63–78. doi:10.1080/0729436830020105
26
Verner C, Dickinson G. The Lecture, An Analysis and Review of Research. Adult Education Quarterly 1967;17:85–100. doi:10.1177/074171366701700204
27
Gardiner LF. Redesigning Higher Education: Producing Dramatic Gains in Student Learning. 1994. https://eric.ed.gov/?id=ED394442
28
Stuart J, Rutherford RJD. MEDICAL STUDENT CONCENTRATION DURING LECTURES. The Lancet 1978;312:514–6. doi:10.1016/S0140-6736(78)92233-X
29
Abel M, Bäuml K-HT. Sleep can reduce proactive interference. Memory 2014;22:332–9. doi:10.1080/09658211.2013.785570
30
Baddeley AD. Human memory: theory and practice. Rev. ed. Hove: : Psychology Press 1997.
31
Abercrombie MLJ. The anatomy of judgement: an investigation into the processes of perception and reasoning. London: : Free Association 1989.
32
Dudley-Evans, Johns. The teaching of listening comprehension. 1981.https://www.teachingenglish.org.uk/article/teaching-listening-comprehension
33
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
34
Hashweh MZ. Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and Teacher Education 1987;3:109–20. doi:10.1016/0742-051X(87)90012-6
35
Shieh K-K, Lin C-C. Effects of screen type, ambient illumination, and color combination on VDT visual performance and subjective preference. International Journal of Industrial Ergonomics 2000;26:527–36. doi:10.1016/S0169-8141(00)00025-1
36
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;106:301–4. doi:10.1080/00220671.2012.736430
37
Josephson S. Keeping Your Readers’ Eyes on the Screen: An Eye-Tracking Study Comparing Sans Serif and Serif Typefaces. Visual Communication Quarterly 2008;15:67–79. doi:10.1080/15551390801914595
38
Brown G, Atkins M. Effective teaching in higher education. London: : 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
39
Roman B, Hayden C, Parmelee D. Medical Education Should Say Goodbye to Lectures. Academic Medicine 2021;96:1499–500. doi:10.1097/ACM.0000000000004236
40
Prober CG, Norden JG. Learning Alone or Learning Together: Is It Time to Reevaluate Teacher and Learner Responsibilities? Academic Medicine 2021;96:170–2. doi:10.1097/ACM.0000000000003741
41
Brown S, Race P. Lecturing: a practical guide. London: : Kogan Page 2002.
42
Gibbs G. Learning by Doing: a guide to teaching and learning methods. 1988. https://gdn.glos.ac.uk/gibbs/index.htm
43
Astin AW. What matters in college?: four critical years revisited. San Francisco: : Jossey-Bass 1993.
44
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. doi:10.1119/1.18809
45
Bonwell C, Eison J. Active learning: creating excitement in the classroom. 1991.http://files.eric.ed.gov/fulltext/ED336049.pdf
46
Redish EF, Saul J, Steinberg R. On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics 1997;65. doi:10.1119/1.18498
47
Draper SW, Brown MI. Increasing interactivity in lectures using an electronic voting system. Journal of computer assisted learning 2004;20:81–94. doi:10.1111/j.1365-2729.2004.00074.x
48
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;10:14–8. doi:10.1177/088840648701000103
49
Ernst H, Colthorpe K. The efficacy of interactive lecturing for students with diverse science backgrounds. AJP: Advances in Physiology Education 2007;31:41–4. doi:10.1152/advan.00107.2006
50
Snell YS Linda S. Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher 1999;21:37–42. doi:10.1080/01421599980011
51
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/
52
Cardall S, Krupat E, Ulrich M. Live Lecture Versus Video-Recorded Lecture: Are Students Voting with their feet? Academic Medicine 2008;83:1174–8. doi:10.1097/ACM.0b013e31818c6902
53
Bergmann J, Sams A. Flip your classroom: reach every student in every class every day. First edition. Eugene, Oregon: : International Society for Technology in Education 2012. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=3317690
54
Prober C, Khan S. Medical Education Reimagined: A Call to Action : Academic Medicine. Academic Medicine 2013;88:1407–10. doi:10.1097/ACM.0B013E3182A368BD
55
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
56
Mazur E. Peer instruction: Getting students to think in class. In: AIP Conference Proceedings. AIP 1997. 981–8. doi:10.1063/1.53199
57
Mazur E. Peer instruction: a user’s manual. Upper Saddle River, N.J.: : Prentice Hall 1997.
58
Cantillon P. ABC of learning and teaching in medicine: Teaching large groups. BMJ 2003;326:437–437. doi:10.1136/bmj.326.7386.437
59
Graffam B. Active learning in medical education: Strategies for beginning implementation. Medical Teacher 2007;29:38–42. doi:10.1080/01421590601176398
60
Patient Assessment Questionnaire. http://www.westmidlandsdeanery.nhs.uk/Portals/0/Denistry/Dental%20PAQ%20VT%202007-2008.pdf
61
Gillispie V. Using the Flipped Classroom to Bridge the Gap to Generation Y. The Ochsner Journal 2016;16.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4795497/
62
Bell R, Martin S, McCulloch G, et al. Research methods in education. Seventh edition. London: : Routledge 2011. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1144438
63
BEME Collaboration. http://www.bemecollaboration.org/
64
Joanna Briggs Institute QARI. https://jbi.global/
65
Brookfield S. Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. Milton Keynes: : Open University Press 1987.
66
Burls A, Hayward Medical Communications Ltd. What is critical appraisal? Revised edition. London: : Hayward Medical Communications 2014.
67
The Campbell Collaboration. http://www.campbellcollaboration.org/
68
CASP Critical Appraisal Skills Programme Oxford UK. http://www.casp-uk.net/
69
Cochrane | Trusted evidence. Informed decisions. Better health. http://www.cochrane.org/
70
Da Silva AL, Dennick R. Corpus analysis of problem-based learning transcripts: an exploratory study. Medical Education 2010;44:280–8. doi:10.1111/j.1365-2923.2009.03575.x
71
Garrison DR. Critical thinking and adult education: a conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education 1991;10:287–303. doi:10.1080/0260137910100403
72
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;32:3–15. doi:10.3109/01421590903414245
73
Horsley T, Hyde C, Santesso N, et al. Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews Published Online First: 2011. doi:10.1002/14651858.CD001270.pub2
74
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;26:95–102. doi:10.1080/10401334.2013.857335
75
Evaluation of a programme of workshops for promoting the teaching of critical appraisal skills. Medical Education 1998;32:486–91. doi:10.1046/j.1365-2923.1998.00256.x
76
Jenicek M. The hard art of soft science: Evidence-Based Medicine, Reasoned Medicine or both? Journal of Evaluation in Clinical Practice 2006;12:410–9. doi:10.1111/j.1365-2753.2006.00718.x
77
Kee F, Bickle I. Critical thinking and critical appraisal: the chicken and the egg? QJM 2004;97:609–14. doi:10.1093/qjmed/hch099
78
Kirkpatrick D. Great Ideas Revisited: Revisiting Kirkpatrick’s Four-Level Model. Training and Development 1996;50:54–9.https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9602066395&site=ehost-live
79
Missimer CA. Good arguments: an introduction to critical thinking. 3rd ed. Englewood Cliffs, N.J.: : Prentice Hall 1995.
80
Moore TJ. Critical thinking and disciplinary thinking: a continuing debate. Higher Education Research & Development 2011;30:261–74. doi:10.1080/07294360.2010.501328
81
Paul R. Critical thinking: how to prepare students for a rapidly changing world. foundation for critical thinking 1995.
82
Paul R, Elder L. The Miniature Guide to Critical Thinking: Concepts and Tools. 2006.https://www.criticalthinking.org/files/Concepts_Tools.pdf
83
Yardley S, Dornan T. Kirkpatrick’s levels and education ‘evidence’. Medical Education 2012;46:97–106. doi:10.1111/j.1365-2923.2011.04076.x
84
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;27:298–314. doi:10.1108/JWL-05-2014-0035
85
Benbassat J. Undesirable features of the medical learning environment: a narrative review of the literature. Advances in Health Sciences Education 2013;18:527–36. doi:10.1007/s10459-012-9389-5
86
Birch L. Strategies to implement the recommendations of the Francis report. British Journal of Healthcare Management 2015;21:558–63.https://contentstore.cla.co.uk//secure/link?id=96e87ce1-e640-e911-80cd-005056af4099
87
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;39:201–9. doi:10.1007/s10566-010-9100-z
88
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;42:261–70. doi:10.1080/03069885.2014.895797
89
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;38:58–70. doi:10.1177/0888406414566995
90
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.https://contentstore.cla.co.uk/secure/link?id=6dae9b55-a7b3-e911-80cd-005056af4099
91
Hauer KE, ten Cate O, Boscardin C, et al. Understanding trust as an essential element of trainee supervision and learning in the workplace. Advances in Health Sciences Education Published Online First: 27 July 2013. doi:10.1007/s10459-013-9474-4
92
McCarthy CP, McEvoy JW. Pimping in Medical Education. JAMA 2015;314. doi:10.1001/jama.2015.13570
93
Bhuiyan PS, Rege NN, Supe A, editors. The art of teaching medical students. 3rd edition. New Delhi: : Reed Elsevier India Pvt Ltd 2015. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9788131242285
94
Veenman S. The Training of Coaching Skills: an implementation study. Educational Studies 1995;21:415–31. doi:10.1080/0305569950210307
95
Westerman DA, Smith SA. A Research-Based Model for the Clinical Supervision of Student Teachers. Published Online First: 1993.https://eric.ed.gov/?id=ED361282
96
Sweet J, Pugsley L, Wilson J. Stakeholder perceptions of chairside teaching and learning in one UK dental school. BDJ 2008;205:499–503. doi:10.1038/sj.bdj.2008.934
97
Sweet J, Wilson J, Pugsley L. Chairside teaching and the perceptions of dental teachers in the UK. BDJ 2008;205:565–9. doi:10.1038/sj.bdj.2008.983
98
Sweet J, Wilson J, Pugsley L, et al. Tools to share good chairside teaching practice: a clinical scenario and appreciative questionnaire. BDJ 2008;205:603–6. doi:10.1038/sj.bdj.2008.1026
99
Sweet J, Wilson J, Pugsley L. Educational innovations for dentistry. BDJ 2009;206:29–34. doi:10.1038/sj.bdj.2008.1123
100
Wilson J, Sweet J, Pugsley L. Developmental guidelines for good chairside teaching - a consensus report from two conferences. European Journal of Dental Education 2015;19:185–91. doi:10.1111/eje.12120
101
Najim M, Rabee R, Ahmed M, et al. The trend toward digital in medical education – playing devil’s advocate. Advances in Medical Education and Practice Published Online First: October 2015. doi:10.2147/AMEP.S95309
102
Ferguson Z. Technology-enhanced learning should be employed alongside – not instead of – bedside teaching. Advances in Medical Education and Practice Published Online First: February 2016. doi:10.2147/AMEP.S102902
103
Woodley N, McKelvie K, Kellett C. Bedside teaching: specialists versus non-specialists. The Clinical Teacher 2015;:n/a-n/a. doi:10.1111/tct.12373
104
Eby LT. Cross-lagged relations between mentoring received from supervisors and employee OCBs: Disentangling causal direction and identifying boundary conditions. Journal of Applied Psychology Published Online First: 2015.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
105
Rose GL. Group Differences in Graduate Students? Cconcepts of The Ideal Mentor. Research in Higher Education 2005;46:53–80. doi:10.1007/s11162-004-6289-4
106
Sambunjak D, Marušić A. Mentoring. JAMA 2009;302. doi:10.1001/jama.2009.1858
107
Sambunjak D, Straus SE, Marušić A. Mentoring in Academic Medicine. JAMA 2006;296. doi:10.1001/jama.296.9.1103
108
Taherian K, Shekarchian M. Mentoring for doctors. Do its benefits outweigh its disadvantages? Medical Teacher 2008;30:e95–9. doi:10.1080/01421590801929968
109
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
110
Byrne A. What is simulation for? Anaesthesia 2012;67:219–25. doi:10.1111/j.1365-2044.2011.07053.x
111
Ellis MV. Bridging the Science and Practice of Clinical Supervision: Some Discoveries, Some Misconceptions. The Clinical Supervisor 2010;29:95–116. doi:10.1080/07325221003741910
112
Ellis MV. A comparative study of clinical supervision in the Republic of Ireland and the United States. Journal of Counseling Psychology Published Online First: 2015.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
113
Hauer KE, ten Cate O, Boscardin C, et al. Understanding trust as an essential element of trainee supervision and learning in the workplace. Advances in Health Sciences Education Published Online First: 27 July 2013. doi:10.1007/s10459-013-9474-4
114
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
115
Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher 2012;34:787–91. doi:10.3109/0142159X.2012.684916
116
Ramani S. Twelve tips to improve bedside teaching. Medical Teacher 2003;25:112–5. doi:10.1080/0142159031000092463
117
Detsky AS. The Art of Pimping. JAMA 2009;301. doi:10.1001/jama.2009.247
118
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
119
Association for the Study of Medical Education. Understanding medical education: evidence, theory, and practice. Third edition. Hoboken, NJ: : Wiley-Blackwell 2019. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780
120
Pai H-H, Sears DA, Maeda Y. Effects of Small-Group Learning on Transfer: a Meta-Analysis. Educational Psychology Review 2015;27:79–102. doi:10.1007/s10648-014-9260-8
121
Second Teaching: A Study of Small Group Physics Learning.". https://eric.ed.gov/?id=ED479497
122
Garrison DR. Critical Thinking and Self-Directed Learning in Adult Education: An Analysis of Responsibility and Control Issues. Adult Education Quarterly 1992;42:136–48. doi:10.1177/074171369204200302
123
Saye JW, Brush T. Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments. Educational Technology Research and Development 2002;50:77–96.https://www.jstor.org/stable/30220337
124
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;31:199–218. doi:10.1080/03075070600572090
125
Walton H. Small group methods in medical teaching. Medical Education 1997;31:459–64. doi:10.1046/j.1365-2923.1997.00703.x
126
Barrows HS, Tamblyn RM. Problem-based learning: an approach to medical education. New York: : Springer Pub. Co 1980. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=423456
127
Schmidt HG, Rotgans JI, Yew EH. The process of problem-based learning: what works and why. Medical Education 2011;45:792–806. doi:10.1111/j.1365-2923.2011.04035.x
128
Svinicki MD. Moving Beyond "It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education. Educational Psychology Review 2007;19:49–61. doi:10.1007/s10648-006-9040-1
129
Savin-Baden M, Major CH, Society for Research into Higher Education. Foundations of problem-based learning. Maidenhead: : Society for Research into Higher Education & Open University Press 2004.
130
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
131
Hmelo CE. Problem-Based Learning: Effects on the Early Acquisition of Cognitive Skill in Medicine. Journal of the Learning Sciences 1998;7:173–208. doi:10.1207/s15327809jls0702_2
132
Prince KJAH, van Eijs PWLJ, Boshuizen HPA, et al. General competencies of problem-based learning (PBL) and non-PBL graduates. Medical Education 2005;39:394–401. doi:10.1111/j.1365-2929.2005.02107.x
133
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
134
Albanese M. Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills. Medical Education 2000;34:729–38. doi:10.1046/j.1365-2923.2000.00753.x
135
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
136
Gilkison A. Techniques used by ‘expert’ and ‘non-expert’ tutors to facilitate problem-based learning tutorials in an undergraduate medical curriculum. Medical Education 2003;37:6–14. doi:10.1046/j.1365-2923.2003.01406.x
137
Park J, Carter G, Butler SM, et al. Gestures: Silent Scaffolding within Small Groups. The Journal of Classroom Interaction 2006;41:15–21.https://www.jstor.org/stable/23869755
138
Savin-Baden M, Wilkie K, Society for Research into Higher Education. Challenging research in problem-based learning. Maidenhead: : Society for Research into Higher Education & Open University Press 2004.
139
Daloz LA. Effective teaching and mentoring. 1st ed. San Francisco, Calif: : Jossey-Bass 1986.
140
Dolmans D HJM, Schmidt HG. What drives the student in problem-based learning? Medical Education 1994;28:372–80. doi:10.1111/j.1365-2923.1994.tb02547.x
141
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;20:267–72. doi:10.1054/nedt.1999.0397
142
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;23:65–75. doi:10.1016/S0260-6917(02)00166-1
143
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
144
Andrews M, Jones PR. Problem-based learning in an undergraduate nursing programme: a case study. Journal of Advanced Nursing 1996;23:357–65. doi:10.1111/j.1365-2648.1996.tb02679.x
145
Alavi C. Problem-based learning in a health sciences curriculum. London: : Routledge 1995. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=170065
146
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;34:23–9. doi:10.1046/j.1365-2923.2000.00460.x
147
Murray I, Savin-Baden M. Staff Development in Problem-based Learning. Teaching in Higher Education 2000;5:107–26. doi:10.1080/135625100114993
148
Couto LB, Bestetti RB, Restini CBA, et al. 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/
149
Evensen DH, Hmelo-Silver CE. Problem-based learning: a research perspective on learning interactions. Mahwah, N.J.: : Lawrence Erlbaum Publishers 2000.
150
Hitchcock MA, Anderson AS. Dealing with dysfunctional tutorial groups. Teaching and Learning in Medicine 1997;9:19–24. doi:10.1080/10401339709539808
151
Tanner KD. Promoting Student Metacognition. CBE—Life Sciences Education 2012;11:113–20. doi:10.1187/cbe.12-03-0033
152
Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Medical Teacher 2005;27:676–81. doi:10.1080/01421590500313001
153
Johnson DW, Johnson FP. Joining together: group theory and group skills. 4th ed. London: : Prentice/Hall International 1991.
154
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;5:148–54. doi:10.1034/j.1600-0579.2001.50402.x
155
Azer SA, Mclean M, Onishi H, et al. Cracks in problem-based learning: What is your action plan? Medical Teacher 2013;35:806–14. doi:10.3109/0142159X.2013.826792
156
Fatmi M, Hartling L, Hillier T, et al. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30. Medical Teacher 2013;35:e1608–24. doi:10.3109/0142159X.2013.849802
157
Koles P, Nelson S, Stolfi A, et al. Active learning in a Year 2 pathology curriculum. Medical Education 2005;39:1045–55. doi:10.1111/j.1365-2929.2005.02248.x
158
Parmelee D, Michaelsen LK, Cook S, et al. Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher 2012;34:e275–87. doi:10.3109/0142159X.2012.651179
159
Gullo C, Ha TC, Cook S. Twelve tips for facilitating team-based learning. Medical Teacher 2015;37:819–24. doi:10.3109/0142159X.2014.1001729
160
Coady S, Kalet A, Hopkins MA. Online classrooms enhance clerkship small group teaching. Medical Education 2005;39:1152–3. doi:10.1111/j.1365-2929.2005.02305.x
161
Wells S, Warelow P, Jackson K. Problem based learning (PBL): A conundrum. Contemporary Nurse 2009;33:191–201. doi:10.5172/conu.2009.33.2.191
162
Rowan CJ, McCourt C, Beake S. Problem based learning in midwifery – The students’ perspective. Nurse Education Today 2008;28:93–9. doi:10.1016/j.nedt.2007.02.014
163
Uijtdehaage S, O’Neal C. A curious case of the phantom professor: mindless teaching evaluations by medical students. Medical Education 2015;49:928–32. doi:10.1111/medu.12647
164
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
165
E-learning methodologies. 2011.http://www.fao.org/docrep/015/i2516e/i2516e.pdf
166
Conole G. The 7Cs of Learning Design - a new approach to rethinking design practice. 2014.http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/pdf/conole.pdf
167
University Benchmark for the Use of Technology in Modules. http://staff.napier.ac.uk/services/vice-principal-academic/academic/TEL/TechBenchmark/Pages/home.aspx
168
ABC Curriculum Design Workshops | UCL Digital Education team blog. 2015.http://blogs.ucl.ac.uk/digital-education/2015/09/30/9169/
169
Laurillard D. Teaching as a design science: building pedagogical patterns for learning and technology. New York, NY: : Routledge 2012.
170
Salmon G. E-moderating: the key to teaching and learning online. London: : Kogan Page 2000.
171
Garrison DR, Anderson T, Archer W. Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education 1999;2:87–105. doi:10.1016/S1096-7516(00)00016-6
172
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
173
Association for the Study of Medical Education. Understanding medical education: evidence, theory, and practice. Third edition. Hoboken, NJ: : Wiley-Blackwell 2019. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780
174
Dale VHM. UCL E-Learning Evaluation Toolkit. 2014.http://discovery.ucl.ac.uk/1462309/
175
Rose DH, Meyer A. Teaching every student in the Digital Age: universal design for learning. Alexandria, Va: : Association for Supervision and Curriculum Development 2002.
176
Fisher M. Digital learning strategies: how do I assign and assess 21st century work? Alexandria, Virginia: : ASCD 2013.
177
Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey. 2014.http://heri.ucla.edu/pr-display.php?prQry=151
178
Clark RC, Mayer RE. E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. 3rd ed. San Francisco, CA: : Pfeiffer 2011.
179
Peberdy D, editor. Active learning spaces and technology: advances in higher and further education. Droitwich Spa, Worcestershire: : DroitwichNet 2014.
180
Seven principles for good practice in undergraduate education. 1987.https://www.flinders.edu.au/Teaching_and_Learning_Files/Documents/7%20Principles%20of%20Good%20Practice%20in%20Undergrad%20Ed-ChickeringGamson.pdf
181
Race P. The lecturer’s toolkit: a practical guide to assessment, learning and teaching. 3rd ed. London: : Routledge 2007. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=3060457
182
Biggs JB, Tang CS, Kennedy G, et al. Teaching for quality learning at university. Fifth edition. Maidenhead: : Open University Press 2022. https://www.vlebooks.com/product/openreader?id=GlasgowUni&accId=8694356&isbn=9780335250837
183
Okojie M, Olinzock A, Okojie-Boulder T. The Pedagogy of TEchnology Integration. http://files.eric.ed.gov/fulltext/EJ847571.pdf
184
Frost J, de Pont G, Brailsford I. Expanding assessment methods and moments in history. Assessment & Evaluation in Higher Education 2012;37:293–304. doi:10.1080/02602938.2010.531247
185
Gould J, Day P. Hearing you loud and clear: student perspectives of audio feedback in higher education. Assessment & Evaluation in Higher Education 2013;38:554–66. doi:10.1080/02602938.2012.660131
186
Suetsugu N, Ohki M, Kaku T. Quantitative Analysis of Nursing Observation Employing a Portable Eye-Tracker. Open Journal of Nursing 2016;06:53–61. doi:10.4236/ojn.2016.61006
187
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
188
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;35:577–95. doi:10.1080/02602931003782525
189
Hay D, Kinchin I, Lygo‐Baker S. Making learning visible: the role of concept mapping in higher education. Studies in Higher Education 2008;33:295–311. doi:10.1080/03075070802049251
190
Masters K, Ellaway RH, Topps D, et al. Mobile technologies in medical education: AMEE Guide No. 105. Medical Teacher 2016;:1–13. doi:10.3109/0142159X.2016.1141190
191
Lovato C, Wall D. Programme Evaluation: Improving Practice, Influencing Policy and Decision-Making. In: Swanwick T, ed. Understanding Medical Education. Oxford, UK: : John Wiley & Sons, Ltd 2019. 443–55. doi:10.1002/9781119373780.ch30
192
Tun MS. Fulfilling a new obligation: Teaching and learning of sustainable healthcare in the medical education curriculum. Medical Teacher 2019;41:1168–77. doi:10.1080/0142159X.2019.1623870
193
Shaw E, Walpole S, McLean M, et al. AMEE Consensus Statement: Planetary health and education for sustainable healthcare. Medical Teacher 2021;43:272–86. doi:10.1080/0142159X.2020.1860207
194
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.https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03245-6
195
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 2022;:1–10. doi:10.1080/0142159X.2022.2152190
196
Tun S, Martin T. Education for Sustainable Healthcare - A curriculum for the UK. 2022.https://www.medschools.ac.uk/media/2949/education-for-sustainable-healthcare_a-curriculum-for-the-uk_20220506.pdf
197
Outcomes for graduates 2018. 2018.https://www.gmc-uk.org/-/media/documents/dc11326-outcomes-for-graduates-2018_pdf-75040796.pdf
198
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/
199
Richardson J, Grose J, Doman M, et al. The use of evidence-informed sustainability scenarios in the nursing curriculum: Development and evaluation of teaching methods. Nurse Education Today 2014;34:490–3. doi:10.1016/j.nedt.2013.07.007
200
Gandhi V, Al-Hadithy N, Göpfert A, et al. Integrating sustainability into postgraduate medical education. Future Healthcare Journal 2020;7:102–4. doi:10.7861/fhj.2020-0042
201
Rourke J. Social Accountability. Academic Medicine 2018;93:1120–4. doi:10.1097/ACM.0000000000002239
202
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;33:659–66. doi:10.3109/0142159X.2010.530308
