ABC Curriculum Design Workshops | UCL Digital Education team blog (2015). Available at: http://blogs.ucl.ac.uk/digital-education/2015/09/30/9169/.
Abel, M. and Bäuml, K.-H.T. (2014) ‘Sleep can reduce proactive interference’, Memory, 22(4), pp. 332–339. Available at: https://doi.org/10.1080/09658211.2013.785570.
Abercrombie, M.L.J. (1989) The anatomy of judgement: an investigation into the processes of perception and reasoning. London: Free Association.
Ajjawi, R., Rees, C. and Monrouxe, L.V. (2015) ‘Learning clinical skills during bedside teaching encounters in general practice: A video-observational study with insights from activity theory’, Journal of workplace learning, 27(4), pp. 298–314. Available at: https://doi.org/10.1108/JWL-05-2014-0035.
Alavi, C. (1995) Problem-based learning in a health sciences curriculum. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=170065.
Albanese, M. (2000) ‘Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills’, Medical Education, 34(9), pp. 729–738. Available at: https://doi.org/10.1046/j.1365-2923.2000.00753.x.
Amery, J. and Lapwood, S. (2004) ‘A study into the educational needs of children’s hospice doctors: a descriptive quantitative and qualitative survey’, Palliative Medicine, 18(8), pp. 727–733. Available at: https://doi.org/10.1191/0269216304pm902oa.
Andrews, M. and Jones, P.R. (1996) ‘Problem-based learning in an undergraduate nursing programme: a case study’, Journal of Advanced Nursing, 23(2), pp. 357–365. Available at: https://doi.org/10.1111/j.1365-2648.1996.tb02679.x.
Association for the Study of Medical Education (2019a) Understanding medical education: evidence, theory, and practice. Third edition. Edited by T. Swanwick, K. Forrest, and B.C. O’Brien. Hoboken, NJ: Wiley-Blackwell. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780.
Association for the Study of Medical Education (2019b) Understanding medical education: evidence, theory, and practice. Third edition. Edited by T. Swanwick, K. Forrest, and B.C. O’Brien. Hoboken, NJ: Wiley-Blackwell. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780.
Association for the Study of Medical Education (2019c) Understanding medical education: evidence, theory, and practice. Third edition. Edited by T. Swanwick, K. Forrest, and B.C. O’Brien. Hoboken, NJ: Wiley-Blackwell. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780.
Astin, A.W. (1993) What matters in college?: four critical years revisited. San Francisco: Jossey-Bass.
Atkinson, S.P. (2015) ‘Graduate Competencies, Employability and Educational Taxonomies: Critique of Intended Learning Outcomes’, Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 10(2), pp. 154–177. Available at: https://www.pestlhe.org/index.php/pestlhe/article/view/104.
Azer, S.A. (2005) ‘Challenges facing PBL tutors: 12 tips for successful group facilitation’, Medical Teacher, 27(8), pp. 676–681. Available at: https://doi.org/10.1080/01421590500313001.
Azer, S.A. et al. (2013) ‘Cracks in problem-based learning: What is your action plan?’, Medical Teacher, 35(10), pp. 806–814. Available at: https://doi.org/10.3109/0142159X.2013.826792.
Baddeley, A.D. (1997) Human memory: theory and practice. Rev. ed. Hove: Psychology Press.
Barrows, H.S. and Tamblyn, R.M. (1980) Problem-based learning: an approach to medical education. New York: Springer Pub. Co. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=423456.
Bell, R. et al. (2011) Research methods in education. Seventh edition. Edited by L. Cohen, L. Manion, and K. Morrison. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1144438.
BEME Collaboration (no date). Available at: http://www.bemecollaboration.org/.
Benbassat, J. (2013) ‘Undesirable features of the medical learning environment: a narrative review of the literature’, Advances in Health Sciences Education, 18(3), pp. 527–536. Available at: https://doi.org/10.1007/s10459-012-9389-5.
Bergmann, J. and Sams, A. (2012) Flip your classroom: reach every student in every class every day. First edition. Eugene, Oregon: International Society for Technology in Education. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=3317690.
Bevan, J. et al. (2022) ‘Planetary health and sustainability teaching in UK medical education: A review of medical school curricula’, Medical Teacher, pp. 1–10. Available at: https://doi.org/10.1080/0142159X.2022.2152190.
Bhuiyan, P.S., Rege, N.N. and Supe, A. (eds) (2015) The art of teaching medical students. 3rd edition. New Delhi: Reed Elsevier India Pvt Ltd. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9788131242285.
Biggs, J.B. et al. (2022) Teaching for quality learning at university. Fifth edition. Maidenhead: Open University Press. Available at: https://www.vlebooks.com/product/openreader?id=GlasgowUni&accId=8694356&isbn=9780335250837.
Birch, L. (2015) ‘Strategies to implement the recommendations of the Francis report’, British Journal of Healthcare Management, 21(12), pp. 558–563. Available at: https://contentstore.cla.co.uk//secure/link?id=96e87ce1-e640-e911-80cd-005056af4099.
Bligh, D.A. (2000) What’s the use of lectures? 1st ed. San Francisco: Jossey-Bass Publishers.
Bloom, B.S., Krathwohl, D.R. and Masia, B.B. (1964) Taxonomy of educational objectives: the classification of educational goals. New York: Longman.
Bonwell, C. and Eison, J. (1991) ‘Active learning: creating excitement in the classroom’. ASHE-ERIC Higher Education Report No 1 - George Washington University, Washington D.C. Available at: http://files.eric.ed.gov/fulltext/ED336049.pdf.
Brookfield, S. (1987) Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. Milton Keynes: Open University Press.
Brown, G. and Atkins, M. (1990) Effective teaching in higher education. London: Routledge. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=74586&site=ehost-live.
Brown, G. and Manogue, M. (2001) ‘AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers’, Medical Teacher, 23(3), pp. 231–244. Available at: https://doi.org/10.1080/01421590120043000.
Brown, S. and Race, P. (2002) Lecturing: a practical guide. London: Kogan Page.
Burls, A. and Hayward Medical Communications Ltd (2014) What is critical appraisal? Revised edition. London: Hayward Medical Communications.
Byrne, A. (2012) ‘What is simulation for?’, Anaesthesia, 67(3), pp. 219–225. Available at: https://doi.org/10.1111/j.1365-2044.2011.07053.x.
Byrne, A.M. and Sias, S.M. (2010) ‘Conceptual Application of the Discrimination Model of Clinical Supervision for Direct Care Workers in Adolescent Residential Treatment Settings’, Child & Youth Care Forum, 39(3), pp. 201–209. Available at: https://doi.org/10.1007/s10566-010-9100-z.
Cantillon, P. (2003) ‘ABC of learning and teaching in medicine: Teaching large groups’, BMJ, 326(7386), pp. 437–437. Available at: https://doi.org/10.1136/bmj.326.7386.437.
Cantillon, P., Wood, D.F. and Yardley, S. (eds) (2017) ABC of learning and teaching in medicine. Third edition. Hoboken, NJ: Wiley. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4914172.
Cardall, S., Krupat, E. and Ulrich, M. (2008) ‘Live Lecture Versus Video-Recorded Lecture: Are Students Voting with their feet?’, Academic Medicine, 83(12), pp. 1174–1178. Available at: https://doi.org/10.1097/ACM.0b013e31818c6902.
CASP Critical Appraisal Skills Programme Oxford UK (no date). Available at: http://www.casp-uk.net/.
Clark, D. (no date) ‘Ten reasons we should ditch university lectures’. Available at: https://www.theguardian.com/higher-education-network/blog/2014/may/15/ten-reasons-we-should-ditch-university-lectures.
Clark, R.C. and Mayer, R.E. (2011) E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. 3rd ed. San Francisco, CA: Pfeiffer.
Coady, S., Kalet, A. and Hopkins, M.A. (2005) ‘Online classrooms enhance clerkship small group teaching’, Medical Education, 39(11), pp. 1152–1153. Available at: https://doi.org/10.1111/j.1365-2929.2005.02305.x.
Cochrane | Trusted evidence. Informed decisions. Better health. (no date). Available at: http://www.cochrane.org/.
Conole, G. (2014) ‘The 7Cs of Learning Design - a new approach to rethinking design practice’. Available at: http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/pdf/conole.pdf.
Couto, L.B. et al. (2015) ‘Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment’, Medical Education Online, 20. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4400295/.
Da Silva, A.L. and Dennick, R. (2010) ‘Corpus analysis of problem-based learning transcripts: an exploratory study’, Medical Education, 44(3), pp. 280–288. Available at: https://doi.org/10.1111/j.1365-2923.2009.03575.x.
Dale, V.H.M. (2014) ‘UCL E-Learning Evaluation Toolkit’. Available at: http://discovery.ucl.ac.uk/1462309/.
Daloz, L.A. (1986) Effective teaching and mentoring. 1st ed. San Francisco, Calif: Jossey-Bass.
Darongkamas, J., John, C. and Walker, M.J. (2014) ‘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, 42(3), pp. 261–270. Available at: https://doi.org/10.1080/03069885.2014.895797.
Dash, Nihar Ranjan (2022) ‘Evaluation of the integration of social accountability values into medical education using a problem-based learning curriculum’, BMC Medical Education, 22(1). Available at: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03245-6.
Detsky, A.S. (2009) ‘The Art of Pimping’, JAMA, 301(13). Available at: https://doi.org/10.1001/jama.2009.247.
Dolmans, D., H.J.M. and Schmidt, H.G. (1994) ‘What drives the student in problem-based learning?’, Medical Education, 28(5), pp. 372–380. Available at: https://doi.org/10.1111/j.1365-2923.1994.tb02547.x.
Donaldson, A.L. (2015) ‘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, 38(1), pp. 58–70. Available at: https://doi.org/10.1177/0888406414566995.
Draper, S.W. and Brown, M.I. (2004) ‘Increasing interactivity in lectures using an electronic voting system’, Journal of computer assisted learning, 20(2), pp. 81–94. Available at: https://doi.org/10.1111/j.1365-2729.2004.00074.x.
Dudley-Evans and Johns (1981) ‘The teaching of listening comprehension’. Available at: https://www.teachingenglish.org.uk/article/teaching-listening-comprehension.
Dunkin, M.J. (1983) ‘A Review of Research on Lecturing’, Higher Education Research & Development, 2(1), pp. 63–78. Available at: https://doi.org/10.1080/0729436830020105.
Eby, L.T. (2015) ‘Cross-lagged relations between mentoring received from supervisors and employee OCBs: Disentangling causal direction and identifying boundary conditions.’, Journal of Applied Psychology [Preprint], (4). Available at: 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.
‘E-learning methodologies’ (2011). Available at: http://www.fao.org/docrep/015/i2516e/i2516e.pdf.
Elizabeth, M. (1997) ‘Constructivism: From Philosophy to Practice’. Available at: http://files.eric.ed.gov/fulltext/ED444966.pdf.
Ellis, M.V. (2010) ‘Bridging the Science and Practice of Clinical Supervision: Some Discoveries, Some Misconceptions’, The Clinical Supervisor, 29(1), pp. 95–116. Available at: https://doi.org/10.1080/07325221003741910.
Ellis, M.V. (2015) ‘A comparative study of clinical supervision in the Republic of Ireland and the United States.’, Journal of Counseling Psychology [Preprint], (4). Available at: 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.
Ernst, H. and Colthorpe, K. (2007) ‘The efficacy of interactive lecturing for students with diverse science backgrounds’, AJP: Advances in Physiology Education, 31(1), pp. 41–44. Available at: https://doi.org/10.1152/advan.00107.2006.
‘Evaluation of a programme of workshops for promoting the teaching of critical appraisal skills’ (1998) Medical Education, 32(5), pp. 486–491. Available at: https://doi.org/10.1046/j.1365-2923.1998.00256.x.
Evensen, D.H. and Hmelo-Silver, C.E. (2000) Problem-based learning: a research perspective on learning interactions. Mahwah, N.J.: Lawrence Erlbaum Publishers.
Fatmi, M. et al. (2013) ‘The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30’, Medical Teacher, 35(12), pp. e1608–e1624. Available at: https://doi.org/10.3109/0142159X.2013.849802.
Ferguson, Z. (2016) ‘Technology-enhanced learning should be employed alongside – not instead of – bedside teaching’, Advances in Medical Education and Practice [Preprint]. Available at: https://doi.org/10.2147/AMEP.S102902.
Fisher, M. (2013) Digital learning strategies: how do I assign and assess 21st century work? Alexandria, Virginia: ASCD.
French, M.M.J. et al. (2013) ‘Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia’, The Journal of Educational Research, 106(4), pp. 301–304. Available at: https://doi.org/10.1080/00220671.2012.736430.
Frost, J., de Pont, G. and Brailsford, I. (2012) ‘Expanding assessment methods and moments in history’, Assessment & Evaluation in Higher Education, 37(3), pp. 293–304. Available at: https://doi.org/10.1080/02602938.2010.531247.
Gandhi, V. et al. (2020) ‘Integrating sustainability into postgraduate medical education’, Future Healthcare Journal, 7(2), pp. 102–104. Available at: https://doi.org/10.7861/fhj.2020-0042.
Gardiner, L.F. (1994) Redesigning Higher Education: Producing Dramatic Gains in Student Learning. Available at: https://eric.ed.gov/?id=ED394442.
Garrison, D.R. (1991) ‘Critical thinking and adult education: a conceptual model for developing critical thinking in adult learners’, International Journal of Lifelong Education, 10(4), pp. 287–303. Available at: https://doi.org/10.1080/0260137910100403.
Garrison, D.R. (1992) ‘Critical Thinking and Self-Directed Learning in Adult Education: An Analysis of Responsibility and Control Issues’, Adult Education Quarterly, 42(3), pp. 136–148. Available at: https://doi.org/10.1177/074171369204200302.
Garrison, D.R., Anderson, T. and Archer, W. (1999) ‘Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education’, The Internet and Higher Education, 2(2–3), pp. 87–105. Available at: https://doi.org/10.1016/S1096-7516(00)00016-6.
Geller, E. and Foley, G.M. (2009) ‘Broadening the "Ports of Entry” for Speech-Language Pathologists: A Relational and Reflective Model for Clinical Supervision’, American Journal of Speech-Language Pathology, 18(1). Available at: https://contentstore.cla.co.uk/secure/link?id=6dae9b55-a7b3-e911-80cd-005056af4099.
Gibbs, G. (1988) Learning by Doing: a guide to teaching and learning methods. Available at: https://gdn.glos.ac.uk/gibbs/index.htm.
Gilkison, A. (2003) ‘Techniques used by “expert” and “non-expert” tutors to facilitate problem-based learning tutorials in an undergraduate medical curriculum’, Medical Education, 37(1), pp. 6–14. Available at: https://doi.org/10.1046/j.1365-2923.2003.01406.x.
Gillispie, V. (2016) ‘Using the Flipped Classroom to Bridge the Gap to Generation Y’, The Ochsner Journal, 16(1). Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4795497/.
Gould, J. and Day, P. (2013) ‘Hearing you loud and clear: student perspectives of audio feedback in higher education’, Assessment & Evaluation in Higher Education, 38(5), pp. 554–566. Available at: https://doi.org/10.1080/02602938.2012.660131.
Graffam, B. (2007) ‘Active learning in medical education: Strategies for beginning implementation’, Medical Teacher, 29(1), pp. 38–42. Available at: https://doi.org/10.1080/01421590601176398.
Grow, G.O. (1991) ‘Teaching Learners To Be Self-Directed’, Adult Education Quarterly, 41(3), pp. 125–149. Available at: https://doi.org/10.1177/0001848191041003001.
Gullo, C., Ha, T.C. and Cook, S. (2015) ‘Twelve tips for facilitating team-based learning’, Medical Teacher, 37(9), pp. 819–824. Available at: https://doi.org/10.3109/0142159X.2014.1001729.
Haith-Cooper, M. (2000) ‘Problem-based learning within health professional education. What is the role of the lecturer? A review of the literature’, Nurse Education Today, 20(4), pp. 267–272. Available at: https://doi.org/10.1054/nedt.1999.0397.
Haith-Cooper, M. (2003) ‘An exploration of tutors’ experiences of facilitating problem-based learning. Part 2—implications for the facilitation of problem based learning’, Nurse Education Today, 23(1), pp. 65–75. Available at: https://doi.org/10.1016/S0260-6917(02)00166-1.
Hake, R.R. (1998) ‘Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses’, American Journal of Physics, 66(1). Available at: https://doi.org/10.1119/1.18809.
Hammick, M., Dornan, T. and Steinert, Y. (2010) ‘Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13’, Medical Teacher, 32(1), pp. 3–15. Available at: https://doi.org/10.3109/01421590903414245.
Hashweh, M.Z. (1987) ‘Effects of subject-matter knowledge in the teaching of biology and physics’, Teaching and Teacher Education, 3(2), pp. 109–120. Available at: https://doi.org/10.1016/0742-051X(87)90012-6.
Hauer, K.E. et al. (2013a) ‘Understanding trust as an essential element of trainee supervision and learning in the workplace’, Advances in Health Sciences Education [Preprint]. Available at: https://doi.org/10.1007/s10459-013-9474-4.
Hauer, K.E. et al. (2013b) ‘Understanding trust as an essential element of trainee supervision and learning in the workplace’, Advances in Health Sciences Education [Preprint]. Available at: https://doi.org/10.1007/s10459-013-9474-4.
Hay, D., Kinchin, I. and Lygo‐Baker, S. (2008) ‘Making learning visible: the role of concept mapping in higher education’, Studies in Higher Education, 33(3), pp. 295–311. Available at: https://doi.org/10.1080/03075070802049251.
Hay, D.B., Tan, P.L. and Whaites, E. (2010) ‘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, 35(5), pp. 577–595. Available at: https://doi.org/10.1080/02602931003782525.
Hersey, P. and Blanchard, K.H. (1996) ‘Great ideas revisited’, Training & Development, 50(1), pp. 42–47. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9602066392&site=ehost-live.
Hitchcock, M.A. and Anderson, A.S. (1997) ‘Dealing with dysfunctional tutorial groups’, Teaching and Learning in Medicine, 9(1), pp. 19–24. Available at: https://doi.org/10.1080/10401339709539808.
Hmelo, C.E. (1998) ‘Problem-Based Learning: Effects on the Early Acquisition of Cognitive Skill in Medicine’, Journal of the Learning Sciences, 7(2), pp. 173–208. Available at: https://doi.org/10.1207/s15327809jls0702_2.
Hodges, B.D. (2017) A practical guide for medical teachers. Fifth edition. Edited by J.A. Dent, R.M. Harden, and D. Hunt. Edinburgh: Elsevier. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780702068935.
Horsley, T. et al. (2011) ‘Teaching critical appraisal skills in healthcare settings’, Cochrane Database of Systematic Reviews [Preprint], (11). Available at: https://doi.org/10.1002/14651858.CD001270.pub2.
Huang, G.C., Newman, L.R. and Schwartzstein, R.M. (2014) ‘Critical Thinking in Health Professions Education: Summary and Consensus Statements of the Millennium Conference 2011’, Teaching and Learning in Medicine, 26(1), pp. 95–102. Available at: https://doi.org/10.1080/10401334.2013.857335.
Infusing climate change and sustainability into the medical school curriculum - The BMJ (2021). Available at: https://blogs.bmj.com/bmj/2021/06/07/infusing-climate-change-and-sustainability-into-the-medical-school-curriculum/.
Jenicek, M. (2006) ‘The hard art of soft science: Evidence-Based Medicine, Reasoned Medicine or both?’, Journal of Evaluation in Clinical Practice, 12(4), pp. 410–419. Available at: https://doi.org/10.1111/j.1365-2753.2006.00718.x.
Joanna Briggs Institute QARI (no date). Available at: https://jbi.global/.
Johnson, D.W. and Johnson, F.P. (1991) Joining together: group theory and group skills. 4th ed. London: Prentice/Hall International.
Josephson, S. (2008) ‘Keeping Your Readers’ Eyes on the Screen: An Eye-Tracking Study Comparing Sans Serif and Serif Typefaces’, Visual Communication Quarterly, 15(1–2), pp. 67–79. Available at: https://doi.org/10.1080/15551390801914595.
Kee, F. and Bickle, I. (2004) ‘Critical thinking and critical appraisal: the chicken and the egg?’, QJM, 97(9), pp. 609–614. Available at: https://doi.org/10.1093/qjmed/hch099.
King, A. (1993) ‘From Sage on the Stage to Guide on the Side’, College Teaching, 41(1), pp. 30–35. Available at: https://doi.org/10.1080/87567555.1993.9926781.
Kirkpatrick, D. (1996) ‘Great Ideas Revisited: Revisiting Kirkpatrick’s Four-Level Model’, Training and Development, 50(1), pp. 54–59. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9602066395&site=ehost-live.
Kitchener, K.S. and King, P.M. (1981) ‘Reflective judgment: Concepts of justification and their relationship to age and education’, Journal of Applied Developmental Psychology, 2(2), pp. 89–116. Available at: https://doi.org/10.1016/0193-3973(81)90032-0.
Koles, P. et al. (2005) ‘Active learning in a Year 2 pathology curriculum’, Medical Education, 39(10), pp. 1045–1055. Available at: https://doi.org/10.1111/j.1365-2929.2005.02248.x.
Kost et al, A. (no date) ‘Socrates Was Not a Pimp: Changing the Paradigm of Questioning in Medical Education’. Available at: 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.
Last, K.S., Appleton, J. and Stevenson, H. (2001) ‘Basic science knowledge of dental students on conventional and problem-based learning (PBL) courses at Liverpool’, European Journal of Dental Education, 5(4), pp. 148–154. Available at: https://doi.org/10.1034/j.1600-0579.2001.50402.x.
Laurillard, D. (2012) Teaching as a design science: building pedagogical patterns for learning and technology. New York, NY: Routledge.
Lovato, C. and Wall, D. (2019) ‘Programme Evaluation: Improving Practice, Influencing Policy and Decision-Making’, in T. Swanwick (ed.) Understanding Medical Education. Oxford, UK: John Wiley & Sons, Ltd, pp. 443–455. Available at: https://doi.org/10.1002/9781119373780.ch30.
Luft, J. (1961) ‘The Johari Window: A graphic model of Awarness in Interpersonal Relations’, Human relations training news, 5(9). Available at: https://static1.1.sqspcdn.com/static/f/1124858/28387950/1617395004320/THE+JOHARI+WINDOW.pdf?token=7qvapCgtyiUyEIkKZ1h4LgzDV1I%3D.
MacDonald, J. and Kell, C. (no date) ‘Develop your Teaching through Peer Review | Wales Deanery’. Available at: https://www.walesdeanery.org/how-to-guides/develop-your-teaching-through-peer-review.
Mann, K.V. et al. (2008) ‘Community family medicine teachers’ perceptions of their teaching role’, Medical Education, 35(3), pp. 278–285. Available at: https://doi.org/10.1111/j.1365-2923.2001.00769.x.
Marshall, S. (ed.) (2020a) A handbook for teaching and learning in higher education: enhancing academic practice. Fifth edition. Abingdon, Oxon: Routledge. Available at: 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. Abingdon, Oxon: Routledge. Available at: 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. Abingdon, Oxon: Routledge. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041.
Masters, K. et al. (2016) ‘Mobile technologies in medical education: AMEE Guide No. 105’, Medical Teacher, pp. 1–13. Available at: https://doi.org/10.3109/0142159X.2016.1141190.
Mazur, E. (1997a) Peer instruction: a user’s manual. Upper Saddle River, N.J.: Prentice Hall.
Mazur, E. (1997b) ‘Peer instruction: Getting students to think in class’, in AIP Conference Proceedings. AIP, pp. 981–988. Available at: https://doi.org/10.1063/1.53199.
McCarthy, C.P. and McEvoy, J.W. (2015) ‘Pimping in Medical Education’, JAMA, 314(22). Available at: https://doi.org/10.1001/jama.2015.13570.
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Roman, B., Hayden, C. and Parmelee, D. (2021) ‘Medical Education Should Say Goodbye to Lectures’, Academic Medicine, 96(11), pp. 1499–1500. Available at: https://doi.org/10.1097/ACM.0000000000004236.
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Schmidt et al, H.G. (no date) ‘The development of diagnostic competence: comparison of a problem-based, an integrated, and a conventional medical curriculum.[Article]’. Available at: 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.
Schmidt, H.G. and Moust, J.H. (no date) ‘What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula.[Article]’. Available at: 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.
Schmidt, H.G., Rotgans, J.I. and Yew, E.H. (2011) ‘The process of problem-based learning: what works and why’, Medical Education, 45(8), pp. 792–806. Available at: https://doi.org/10.1111/j.1365-2923.2011.04035.x.
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