Bibliography for Teaching in Health Professions BETA

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 [electronic resource]. 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 [electronic resource]. 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 [electronic resource]. 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. (2014) A taxonomy for learning, teaching, and assessing: a revision of Bloom’s. Pearson new international edition. Edited by L.W. Anderson. Harlow, Essex: Pearson.

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.

Boyle, J. et al. (2017) ‘Flipping the classroom: is it worth the bother?’, The Clinical Teacher, 14(2), pp. 137–138. Available at: https://doi.org/10.1111/tct.12533.

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 [electronic resource]. 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/.

Cruess, S.R., Cruess, R.L. and Steinert, Y. (2019) ‘Supporting the development of a professional identity: General principles’, Medical Teacher, 41(6), pp. 641–649. Available at: https://doi.org/10.1080/0142159X.2018.1536260.

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.

David R. Krathwohl (2002) ‘A Revision of Bloom’s Taxonomy: An Overview’, Theory Into Practice, 41(4), pp. 212–218. Available at: https://www.jstor.org/stable/1477405.

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.

Fitzgerald, A. and Clukey, L. (2022) ‘Factors influencing nursing professional identity development: A qualitative study’, Nursing Forum, 57(6), pp. 1346–1353. Available at: https://doi.org/10.1111/nuf.12816.

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://thoughtsmostlyaboutlearning.wordpress.com/wp-content/uploads/2015/12/learning-by-doing-graham-gibbs.pdf.

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.

KEGAN, R. (1980) ‘Making Meaning: The Constructive‐Developmental Approach to Persons and Practice’, The Personnel and Guidance Journal, 58(5), pp. 373–380. Available at: https://doi.org/10.1002/j.2164-4918.1980.tb00416.x.

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.

McCormick, R. et al. (1999) Learning and knowledge. London: Paul Chapman in association with the Open University.

McKimm, J. and Swanwick, T. (2009) ‘Assessing learning needs’, British Journal of Hospital Medicine, 70(6), pp. 348–351. Available at: https://www.researchgate.net/profile/Judy_Mckimm/publication/26282399_Assessing_learning_needs/links/0912f505c2d74962ac000000.pdf.

Meili, R., Fuller, D. and Lydiate, J. (2011) ‘Teaching social accountability by making the links: Qualitative evaluation of student experiences in a service-learning project’, Medical Teacher, 33(8), pp. 659–666. Available at: https://doi.org/10.3109/0142159X.2010.530308.

Mishra, P. and Koehler, M.J. (no date) ‘Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge’. Available at: http://ezproxy.lib.gla.ac.uk/login?url=http://www.tcrecord.org/library/content.asp?contentid=12516.

Missimer, C.A. (1995) Good arguments: an introduction to critical thinking. 3rd ed. Englewood Cliffs, N.J.: Prentice Hall.

Moore, T.J. (2011) ‘Critical thinking and disciplinary thinking: a continuing debate’, Higher Education Research & Development, 30(3), pp. 261–274. Available at: https://doi.org/10.1080/07294360.2010.501328.

Muijs, D. (2011) Doing quantitative research in education with SPSS [electronic resource]. 2nd ed. London: SAGE. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://methods.sagepub.com/book/doing-quantitative-research-in-education-with-spss-2e.

Murray, I. and Savin-Baden, M. (2000) ‘Staff Development in Problem-based Learning’, Teaching in Higher Education, 5(1), pp. 107–126. Available at: https://doi.org/10.1080/135625100114993.

Najim, M. et al. (2015) ‘The trend toward digital in medical education – playing devil’s advocate’, Advances in Medical Education and Practice [Preprint]. Available at: https://doi.org/10.2147/AMEP.S95309.

Nicol, D.J. and Macfarlane‐Dick, D. (2006) ‘Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, 31(2), pp. 199–218. Available at: https://doi.org/10.1080/03075070600572090.

Noble, C., McKauge, L. and Clavarino, A. (2019) ‘<p>Pharmacy student professional identity formation: a scoping review</p>’, Integrated Pharmacy Research and Practice, Volume 8, pp. 15–34. Available at: https://doi.org/10.2147/IPRP.S162799.

Okojie, M., Olinzock, A. and Okojie-Boulder, T. (no date) ‘The Pedagogy of TEchnology Integration’. Available at: http://files.eric.ed.gov/fulltext/EJ847571.pdf.

‘Outcomes for graduates 2018’ (2018). Available at: https://www.gmc-uk.org/-/media/documents/dc11326-outcomes-for-graduates-2018_pdf-75040796.pdf.

P. M. Van Der Vleuten, D. H. J. M., C. (2000) ‘The need for evidence in education’, Medical Teacher, 22(3), pp. 246–250. Available at: https://doi.org/10.1080/01421590050006205.

Pai, H.-H., Sears, D.A. and Maeda, Y. (2015) ‘Effects of Small-Group Learning on Transfer: a Meta-Analysis’, Educational Psychology Review, 27(1), pp. 79–102. Available at: https://doi.org/10.1007/s10648-014-9260-8.

Park, J. et al. (2006) ‘Gestures: Silent Scaffolding within Small Groups’, The Journal of Classroom Interaction, 41(1), pp. 15–21. Available at: https://www.jstor.org/stable/23869755.

Parmelee, D. et al. (2012) ‘Team-based learning: A practical guide: AMEE Guide No. 65’, Medical Teacher, 34(5), pp. e275–e287. Available at: https://doi.org/10.3109/0142159X.2012.651179.

‘Patient Assessment Questionnaire’ (no date). Available at: http://www.westmidlandsdeanery.nhs.uk/Portals/0/Denistry/Dental%20PAQ%20VT%202007-2008.pdf.

Paul, R. (1995) Critical thinking: how to prepare students for a rapidly changing world. foundation for critical thinking.

Paul, R. and Elder, L. (2006) ‘The Miniature Guide to Critical Thinking: Concepts and Tools’. Available at: https://www.criticalthinking.org/files/Concepts_Tools.pdf.

Peberdy, D. (ed.) (2014) Active learning spaces and technology: advances in higher and further education. Droitwich Spa, Worcestershire: DroitwichNet.

Prince, K.J.A.H. et al. (2005) ‘General competencies of problem-based learning (PBL) and non-PBL graduates’, Medical Education, 39(4), pp. 394–401. Available at: https://doi.org/10.1111/j.1365-2929.2005.02107.x.

Prober, C. and Khan, S. (2013) ‘Medical Education Reimagined: A Call to Action : Academic Medicine’, Academic Medicine, 88(10), pp. 1407–1410. Available at: https://doi.org/10.1097/ACM.0B013E3182A368BD.

Prober, C.G. and Norden, J.G. (2021) ‘Learning Alone or Learning Together: Is It Time to Reevaluate Teacher and Learner Responsibilities?’, Academic Medicine, 96(2), pp. 170–172. Available at: https://doi.org/10.1097/ACM.0000000000003741.

Prytula, M., Hellsten, L. and McIntyre, L. (2010) ‘Perceptions of Teacher Planning Time: An Epistemological Challenge’, Current Issues in Education, 13(4). Available at: https://cie.asu.edu/ojs/index.php/cieatasu/article/view/437.

Pugsley, L. (2010) ‘How to design an effective PowerPoint presentation’, Education for Primary Care, 21(1), pp. 51–53. Available at: https://doi.org/10.1080/14739879.2010.11493876.

Race, P. (2007) The lecturer’s toolkit: a practical guide to assessment, learning and teaching [electronic resource]. 3rd ed. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=3060457.

Ramani, S. (2003) ‘Twelve tips to improve bedside teaching’, Medical Teacher, 25(2), pp. 112–115. Available at: https://doi.org/10.1080/0142159031000092463.

Ramani, S. and Krackov, S.K. (2012) ‘Twelve tips for giving feedback effectively in the clinical environment’, Medical Teacher, 34(10), pp. 787–791. Available at: https://doi.org/10.3109/0142159X.2012.684916.

Redish, E.F., Saul, J. and Steinberg, R. (1997) ‘On the effectiveness of active-engagement microcomputer-based laboratories’, American Journal of Physics, 65(1). Available at: https://doi.org/10.1119/1.18498.

Rees, C.E. and Monrouxe, L.V. (2018) ‘Who are you and who do you want to be? Key considerations in developing professional identities in medicine’, Medical Journal of Australia, 209(5), pp. 202–203. Available at: https://doi.org/10.5694/mja18.00118.

Richardson, J. et al. (2014) ‘The use of evidence-informed sustainability scenarios in the nursing curriculum: Development and evaluation of teaching methods’, Nurse Education Today, 34(4), pp. 490–493. Available at: https://doi.org/10.1016/j.nedt.2013.07.007.

Richstone, et al, L.M.D. (no date) ‘Eye Metrics as an Objective Assessment of Surgical Skill.[Article]’. Available at: http://ezproxy.lib.gla.ac.uk/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;NEWS=N&amp;PAGE=fulltext&amp;AN=00000658-201007000-00028&amp;LSLINK=80&amp;D=ovft.

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.

Rose, D.H. and Meyer, A. (2002) Teaching every student in the Digital Age: universal design for learning. Alexandria, Va: Association for Supervision and Curriculum Development.

Rose, G.L. (2005) ‘Group Differences in Graduate Students? Cconcepts of The Ideal Mentor’, Research in Higher Education, 46(1), pp. 53–80. Available at: https://doi.org/10.1007/s11162-004-6289-4.

Rourke, J. (2018) ‘Social Accountability’, Academic Medicine, 93(8), pp. 1120–1124. Available at: https://doi.org/10.1097/ACM.0000000000002239.

Rowan, C.J., McCourt, C. and Beake, S. (2008) ‘Problem based learning in midwifery – The students’ perspective’, Nurse Education Today, 28(1), pp. 93–99. Available at: https://doi.org/10.1016/j.nedt.2007.02.014.

Ruhl, K.L., Hughes, C.A. and Schloss, P.J. (1987) ‘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, 10(1), pp. 14–18. Available at: https://doi.org/10.1177/088840648701000103.

Salmon, G. (2000) E-moderating: the key to teaching and learning online. London: Kogan Page.

Sambunjak, D. and Marušić, A. (2009) ‘Mentoring’, JAMA, 302(23). Available at: https://doi.org/10.1001/jama.2009.1858.

Sambunjak, D., Straus, S.E. and Marušić, A. (2006) ‘Mentoring in Academic Medicine’, JAMA, 296(9). Available at: https://doi.org/10.1001/jama.296.9.1103.

Savin-Baden, M., Major, C.H., and Society for Research into Higher Education (2004) Foundations of problem-based learning. Maidenhead: Society for Research into Higher Education & Open University Press.

Savin-Baden, M., Wilkie, K., and Society for Research into Higher Education (2004) Challenging research in problem-based learning. Maidenhead: Society for Research into Higher Education & Open University Press.

Saye, J.W. and Brush, T. (2002) ‘Scaffolding Critical Reasoning about History and Social Issues in Multimedia-Supported Learning Environments’, Educational Technology Research and Development, 50(3), pp. 77–96. Available at: https://www.jstor.org/stable/30220337.

Schell, J. (no date) What is a flipped classroom? (in 60 seconds). Turn to Your Neighbour: The Official Peer Instruction Blog. Available at: http://blog.peerinstruction.net/2013/04/22/what-is-a-flipped-classroom-in-60-seconds/.

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&amp;CSC=Y&amp;NEWS=N&amp;PAGE=fulltext&amp;D=ovft&amp;AN=00001888-199606000-00021&amp;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&amp;CSC=Y&amp;NEWS=N&amp;PAGE=fulltext&amp;D=ovft&amp;AN=00001888-199508000-00015&amp;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.

‘Second Teaching: A Study of Small Group Physics Learning."’ (no date). Available at: https://eric.ed.gov/?id=ED479497.

‘Seven principles for good practice in undergraduate education’ (1987). Available at: https://www.flinders.edu.au/Teaching_and_Learning_Files/Documents/7%20Principles%20of%20Good%20Practice%20in%20Undergrad%20Ed-ChickeringGamson.pdf.

Shaw, E. et al. (2021) ‘AMEE Consensus Statement: Planetary health and education for sustainable healthcare’, Medical Teacher, 43(3), pp. 272–286. Available at: https://doi.org/10.1080/0142159X.2020.1860207.

Shieh, K.-K. and Lin, C.-C. (2000) ‘Effects of screen type, ambient illumination, and color combination on VDT visual performance and subjective preference’, International Journal of Industrial Ergonomics, 26(5), pp. 527–536. Available at: https://doi.org/10.1016/S0169-8141(00)00025-1.

Simons, K.D. and Ertmer, P.A. (no date) ‘Scaffolding Disciplined Inquiry in Problem-Based Environments’. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.5661&amp;rep=rep1&amp;type=pdf.

Skeff, K., Bowen, J. and Irby, D. (1997) ‘Protecting Time for Teaching in the Ambulatory Care Setting’, Academic Medicine, 72(8), pp. 694–697. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://oce.ovid.com/article/00001888-199708000-00014/PDF.

Snell, Y.S., Linda S. (1999) ‘Interactive lecturing: strategies for increasing participation in large group presentations’, Medical Teacher, 21(1), pp. 37–42. Available at: https://doi.org/10.1080/01421599980011.

Steele, D.J., Medder, J.D. and Turner, P. (2000) ‘A comparison of learning outcomes and attitudes in student- versus faculty-led problem-based learning: an experimental study’, Medical Education, 34(1), pp. 23–29. Available at: https://doi.org/10.1046/j.1365-2923.2000.00460.x.

Steinert, Y. and Macdonald, M.E. (2015) ‘Why physicians teach: giving back by paying it forward’, Medical Education, 49(8), pp. 773–782. Available at: https://doi.org/10.1111/medu.12782.

Strobel, J. and van Barneveld, A. (2009) When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary journal of problem-based learning. Available at: http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1046&amp;context=ijpbl.

Stuart, J. and Rutherford, R.J.D. (1978) ‘MEDICAL STUDENT CONCENTRATION DURING LECTURES’, The Lancet, 312(8088), pp. 514–516. Available at: https://doi.org/10.1016/S0140-6736(78)92233-X.

Suetsugu, N., Ohki, M. and Kaku, T. (2016) ‘Quantitative Analysis of Nursing Observation Employing a Portable Eye-Tracker’, Open Journal of Nursing, 06(01), pp. 53–61. Available at: https://doi.org/10.4236/ojn.2016.61006.

Svinicki, M.D. (2007) ‘Moving Beyond "It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education’, Educational Psychology Review, 19(1), pp. 49–61. Available at: https://doi.org/10.1007/s10648-006-9040-1.

Sweet, J. et al. (2008) ‘Tools to share good chairside teaching practice: a clinical scenario and appreciative questionnaire’, BDJ, 205(11), pp. 603–606. Available at: https://doi.org/10.1038/sj.bdj.2008.1026.

Sweet, J., Pugsley, L. and Wilson, J. (2008) ‘Stakeholder perceptions of chairside teaching and learning in one UK dental school’, BDJ, 205(9), pp. 499–503. Available at: https://doi.org/10.1038/sj.bdj.2008.934.

Sweet, J., Wilson, J. and Pugsley, L. (2008) ‘Chairside teaching and the perceptions of dental teachers in the UK’, BDJ, 205(10), pp. 565–569. Available at: https://doi.org/10.1038/sj.bdj.2008.983.

Sweet, J., Wilson, J. and Pugsley, L. (2009) ‘Educational innovations for dentistry’, BDJ, 206(1), pp. 29–34. Available at: https://doi.org/10.1038/sj.bdj.2008.1123.

Taherian, K. and Shekarchian, M. (2008) ‘Mentoring for doctors. Do its benefits outweigh its disadvantages?’, Medical Teacher, 30(4), pp. e95–e99. Available at: https://doi.org/10.1080/01421590801929968.

Tanner, K.D. (2012) ‘Promoting Student Metacognition’, CBE—Life Sciences Education, 11(2), pp. 113–120. Available at: https://doi.org/10.1187/cbe.12-03-0033.

The Campbell Collaboration (no date). Available at: http://www.campbellcollaboration.org/.

The Dr. Fox effect: a study of lecturer effectiveness and ratings of instruction. (1975). Academic Medicine. Available at: http://journals.lww.com/academicmedicine/Abstract/1975/02000/The_Dr__Fox_effect__a_study_of_lecturer.6.aspx.

Tun, M.S. (2019) ‘Fulfilling a new obligation: Teaching and learning of sustainable healthcare in the medical education curriculum’, Medical Teacher, 41(10), pp. 1168–1177. Available at: https://doi.org/10.1080/0142159X.2019.1623870.

Tun, S. and Martin, T. (2022) ‘Education for Sustainable Healthcare - A curriculum for the UK’. Available at: https://www.medschools.ac.uk/media/2949/education-for-sustainable-healthcare_a-curriculum-for-the-uk_20220506.pdf.

Uijtdehaage, S. and O’Neal, C. (2015) ‘A curious case of the phantom professor: mindless teaching evaluations by medical students’, Medical Education, 49(9), pp. 928–932. Available at: https://doi.org/10.1111/medu.12647.

Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey (2014). Available at: http://heri.ucla.edu/pr-display.php?prQry=151.

University Benchmark for the Use of Technology in Modules (no date). Available at: http://staff.napier.ac.uk/services/vice-principal-academic/academic/TEL/TechBenchmark/Pages/home.aspx.

Veenman, S. (1995) ‘The Training of Coaching Skills: an implementation study’, Educational Studies, 21(3), pp. 415–431. Available at: https://doi.org/10.1080/0305569950210307.

Verner, C. and Dickinson, G. (1967) ‘The Lecture, An Analysis and Review of Research’, Adult Education Quarterly, 17(2), pp. 85–100. Available at: https://doi.org/10.1177/074171366701700204.

Walton, H. (1997) ‘Small group methods in medical teaching’, Medical Education, 31(6), pp. 459–464. Available at: https://doi.org/10.1046/j.1365-2923.1997.00703.x.

Wells, S., Warelow, P. and Jackson, K. (2009) ‘Problem based learning (PBL): A conundrum’, Contemporary Nurse, 33(2), pp. 191–201. Available at: https://doi.org/10.5172/conu.2009.33.2.191.

Westerman, D.A. and Smith, S.A. (1993) ‘A Research-Based Model for the Clinical Supervision of Student Teachers.’ Available at: https://eric.ed.gov/?id=ED361282.

Wilson, J., Sweet, J. and Pugsley, L. (2015) ‘Developmental guidelines for good chairside teaching - a consensus report from two conferences’, European Journal of Dental Education, 19(3), pp. 185–191. Available at: https://doi.org/10.1111/eje.12120.

Woodley, N., McKelvie, K. and Kellett, C. (2015) ‘Bedside teaching: specialists versus non-specialists’, The Clinical Teacher, p. n/a-n/a. Available at: https://doi.org/10.1111/tct.12373.

Yardley, S. and Dornan, T. (2012) ‘Kirkpatrick’s levels and education “evidence”’, Medical Education, 46(1), pp. 97–106. Available at: https://doi.org/10.1111/j.1365-2923.2011.04076.x.

Zerzan, Judy T. MD, MPH;  Hess, Rachel MD;  Schur, Ellen MD;  Phillips, Russell S. MD;  Rigotti, Nancy MD (no date) ‘Making the Most of Mentors: A Guide for Mentees’. Available at: http://ezproxy.lib.gla.ac.uk/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;NEWS=N&amp;PAGE=fulltext&amp;AN=00001888-200901000-00037&amp;LSLINK=80&amp;D=ovft.