Bibliography for Teaching in Health Professions BETA

ABC Curriculum Design Workshops | UCL Digital Education Team Blog. 2015, http://blogs.ucl.ac.uk/digital-education/2015/09/30/9169/.

Abel, Magdalena, and Karl-Heinz T. Bäuml. ‘Sleep Can Reduce Proactive Interference’. Memory, vol. 22, no. 4, May 2014, pp. 332–39, https://doi.org/10.1080/09658211.2013.785570.

Abercrombie, M. L. J. The Anatomy of Judgement: An Investigation into the Processes of Perception and Reasoning. Free Association, 1989.

Ajjawi, Rola, et al. ‘Learning Clinical Skills during Bedside Teaching Encounters in General Practice: A Video-Observational Study with Insights from Activity Theory’. Journal of Workplace Learning, vol. 27, no. 4, 2015, pp. 298–314, https://doi.org/10.1108/JWL-05-2014-0035.

Alavi, Christine. Problem-Based Learning in a Health Sciences Curriculum. Routledge, 1995, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=170065. Electronic resource.

Albanese, Mark. ‘Problem-Based Learning: Why Curricula Are Likely to Show Little Effect on Knowledge and Clinical Skills’. Medical Education, vol. 34, no. 9, Sept. 2000, pp. 729–38, https://doi.org/10.1046/j.1365-2923.2000.00753.x.

Amery, Justin, and Susie Lapwood. ‘A Study into the Educational Needs of Children’s Hospice Doctors: A Descriptive Quantitative and Qualitative Survey’. Palliative Medicine, vol. 18, no. 8, Nov. 2004, pp. 727–33, https://doi.org/10.1191/0269216304pm902oa.

Andrews, Margaret, and Peter Reece Jones. ‘Problem-Based Learning in an Undergraduate Nursing Programme: A Case Study’. Journal of Advanced Nursing, vol. 23, no. 2, Feb. 1996, pp. 357–65, https://doi.org/10.1111/j.1365-2648.1996.tb02679.x.

Association for the Study of Medical Education. Understanding Medical Education: Evidence, Theory, and Practice. Edited by Tim Swanwick et al., Third edition, Wiley-Blackwell, 2019, https://login.uofglasgow.idm.oclc.org/login?url=https://dx.doi.org/10.1002/9781119373780.

———. Understanding Medical Education: Evidence, Theory, and Practice. Edited by Tim Swanwick et al., Third edition, Wiley-Blackwell, 2019, https://login.uofglasgow.idm.oclc.org/login?url=https://dx.doi.org/10.1002/9781119373780.

———. Understanding Medical Education: Evidence, Theory, and Practice. Edited by Tim Swanwick et al., Third edition, Wiley-Blackwell, 2019, https://login.uofglasgow.idm.oclc.org/login?url=https://dx.doi.org/10.1002/9781119373780.

Astin, Alexander W. What Matters in College?: Four        Critical Years Revisited. Jossey-Bass, 1993.

Atkinson, Simon Paul. ‘Graduate Competencies, Employability and Educational Taxonomies: Critique of Intended Learning Outcomes’. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, vol. 10, no. 2, 2015, pp. 154–77, https://www.pestlhe.org/index.php/pestlhe/article/view/104.

Azer, Samy A. ‘Challenges Facing PBL Tutors: 12 Tips for Successful Group Facilitation’. Medical Teacher, vol. 27, no. 8, Jan. 2005, pp. 676–81, https://doi.org/10.1080/01421590500313001.

———. ‘Cracks in Problem-Based Learning: What Is Your Action Plan?’ Medical Teacher, vol. 35, no. 10, Oct. 2013, pp. 806–14, https://doi.org/10.3109/0142159X.2013.826792.

Baddeley, Alan D. Human Memory: Theory and Practice. Rev. ed, Psychology Press, 1997.

Barrows, Howard S., and Robyn M. Tamblyn. Problem-Based Learning: An Approach to Medical Education. Springer Pub. Co, 1980, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=423456. Electronic resource.

Bell, Richard, et al. Research Methods in Education. Edited by Louis Cohen et al., Seventh edition, Routledge, 2011, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1144438.

BEME Collaboration. http://www.bemecollaboration.org/.

Benbassat, Jochanan. ‘Undesirable Features of the Medical Learning Environment: A Narrative Review of the Literature’. Advances in Health Sciences Education, vol. 18, no. 3, 2013, pp. 527–36, https://doi.org/10.1007/s10459-012-9389-5.

Bergmann, Jonathan, and Aaron Sams. Flip Your Classroom: Reach Every Student in Every Class Every Day. First edition, International Society for Technology in Education, 2012, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=3317690.

Bevan, James, et al. ‘Planetary Health and Sustainability Teaching in UK Medical Education: A Review of Medical School Curricula’. Medical Teacher, Dec. 2022, pp. 1–10, https://doi.org/10.1080/0142159X.2022.2152190.

Bhuiyan, Pritha S., et al., editors. The Art of Teaching Medical Students. 3rd edition, Reed Elsevier India Pvt Ltd, 2015, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9788131242285.

Biggs, John B., et al. Teaching for Quality Learning at University. Fifth edition, Open University Press, 2022, https://www.vlebooks.com/product/openreader?id=GlasgowUni&accId=8694356&isbn=9780335250837. Electronic resource.

Birch, Lucy. ‘Strategies to Implement the Recommendations of the Francis Report’. British Journal of Healthcare Management, vol. 21, no. 12, Dec. 2015, pp. 558–63, https://contentstore.cla.co.uk//secure/link?id=96e87ce1-e640-e911-80cd-005056af4099.

Bligh, Donald A. What’s the Use of Lectures? 1st ed, The Jossey-Bass higher and adult education series, Jossey-Bass Publishers, 2000.

Bloom, Benjamin S. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s. Edited by Lorin W. Anderson, Pearson new international edition, Pearson, 2014.

———. Taxonomy of Educational Objectives: The Classification of Educational Goals. Longman, 1964.

Bonwell, Charles, and James Eison. Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No 1 - George Washington University, Washington D.C., 1991, http://files.eric.ed.gov/fulltext/ED336049.pdf.

Boyle, James, et al. ‘Flipping the Classroom: Is It Worth the Bother?’ The Clinical Teacher, vol. 14, no. 2, Apr. 2017, pp. 137–38, https://doi.org/10.1111/tct.12533.

Brookfield, Stephen. Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. Open University Press, 1987.

Brown, George, and Madeleine Atkins. Effective Teaching in Higher Education. Routledge, 1990, https://login.uofglasgow.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=74586&site=ehost-live. Electronic resource.

Brown, George, and Michael Manogue. ‘AMEE Medical Education Guide No. 22: Refreshing Lecturing: A Guide for Lecturers’. Medical Teacher, vol. 23, no. 3, Jan. 2001, pp. 231–44, https://doi.org/10.1080/01421590120043000.

Brown, Sally, and Philip Race. Lecturing: A Practical Guide. Kogan Page, 2002.

Burls, Amanda and Hayward Medical Communications Ltd. What Is Critical Appraisal? Revised edition, Hayward Medical Communications, 2014.

Byrne, A. ‘What Is Simulation For?’ Anaesthesia, vol. 67, no. 3, Mar. 2012, pp. 219–25, https://doi.org/10.1111/j.1365-2044.2011.07053.x.

Byrne, Andrew M., and Shari M. Sias. ‘Conceptual Application of the Discrimination Model of Clinical Supervision for Direct Care Workers in Adolescent Residential Treatment Settings’. Child & Youth Care Forum, vol. 39, no. 3, June 2010, pp. 201–09, https://doi.org/10.1007/s10566-010-9100-z.

Cantillon, Peter, et al., editors. ABC of Learning and Teaching in Medicine. Third edition, Wiley, 2017, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4914172.

Cantillon, Peter. ‘ABC of Learning and Teaching in Medicine: Teaching Large Groups’. BMJ, vol. 326, no. 7386, 2003, pp. 437–437, https://doi.org/10.1136/bmj.326.7386.437.

Cardall, Scott, et al. ‘Live Lecture Versus Video-Recorded Lecture: Are Students Voting with Their Feet?’ Academic Medicine, vol. 83, no. 12, 2008, pp. 1174–78, https://doi.org/10.1097/ACM.0b013e31818c6902.

CASP Critical Appraisal Skills Programme Oxford UK. http://www.casp-uk.net/.

Clark, Donald. 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.

Clark, Ruth Colvin, and Richard E. Mayer. E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. 3rd ed, Pfeiffer, 2011.

Coady, Sarah, et al. ‘Online Classrooms Enhance Clerkship Small Group Teaching’. Medical Education, vol. 39, no. 11, Nov. 2005, pp. 1152–53, https://doi.org/10.1111/j.1365-2929.2005.02305.x.

Cochrane | Trusted Evidence. Informed Decisions. Better Health. http://www.cochrane.org/.

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.

Couto, Lucélio B., et al. ‘Brazilian Medical Students’ Perceptions of Expert versus Non-Expert Facilitators in a (Non) Problem-Based Learning Environment’. Medical Education Online, vol. 20, Apr. 2015, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4400295/.

Cruess, Richard L., Sylvia R. Cruess, and Yvonne Steinert. ‘Amending Miller’s Pyramid to Include Professional Identity Formation’. Academic Medicine, vol. 91, no. 2, Feb. 2016, pp. 180–85, https://doi.org/10.1097/ACM.0000000000000913.

Cruess, Richard L., Sylvia R. Cruess, J. Donald Boudreau, et al. ‘Reframing Medical Education to Support Professional Identity Formation’. Academic Medicine, vol. 89, no. 11, Nov. 2014, pp. 1446–51, https://doi.org/10.1097/ACM.0000000000000427.

Cruess, Sylvia R., et al. ‘Supporting the Development of a Professional Identity: General Principles’. Medical Teacher, vol. 41, no. 6, June 2019, pp. 641–49, https://doi.org/10.1080/0142159X.2018.1536260.

Da Silva, Ana L., and Reg Dennick. ‘Corpus Analysis of Problem-Based Learning Transcripts: An Exploratory Study’. Medical Education, vol. 44, no. 3, Mar. 2010, pp. 280–88, https://doi.org/10.1111/j.1365-2923.2009.03575.x.

Dale, Vicki H. M. UCL E-Learning Evaluation Toolkit. 2014, http://discovery.ucl.ac.uk/1462309/.

Daloz, Laurent A. Effective Teaching and Mentoring. 1st ed, The Jossey-Bass higher education series, Jossey-Bass, 1986.

Darongkamas, Jurai, et al. ‘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, vol. 42, no. 3, May 2014, pp. 261–70, https://doi.org/10.1080/03069885.2014.895797.

Dash, Nihar Ranjan. ‘Evaluation of the Integration of Social Accountability Values into Medical Education Using a Problem-Based Learning Curriculum’. BMC Medical Education, vol. 22, no. 1, 2022, https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03245-6.

David R. Krathwohl. ‘A Revision of Bloom’s Taxonomy: An Overview’. Theory Into Practice, vol. 41, no. 4, 2002, pp. 212–18, https://www.jstor.org/stable/1477405.

Detsky, Allan S. ‘The Art of Pimping’. JAMA, vol. 301, no. 13, Apr. 2009, https://doi.org/10.1001/jama.2009.247.

Dolmans, Diana, H. J. M., and H. G. Schmidt. ‘What Drives the Student in Problem-Based Learning?’ Medical Education, vol. 28, no. 5, Sept. 1994, pp. 372–80, https://doi.org/10.1111/j.1365-2923.1994.tb02547.x.

Donaldson, A. L. ‘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, vol. 38, no. 1, Feb. 2015, pp. 58–70, https://doi.org/10.1177/0888406414566995.

Draper, S. W., and M. I. Brown. ‘Increasing Interactivity in Lectures Using an Electronic Voting System’. Journal of Computer Assisted Learning, vol. 20, no. 2, 2004, pp. 81–94, https://doi.org/10.1111/j.1365-2729.2004.00074.x.

Dudley-Evans, and Johns. The Teaching of Listening Comprehension. 1981, https://www.teachingenglish.org.uk/article/teaching-listening-comprehension.

Dunkin, M. J. ‘A Review of Research on Lecturing’. Higher Education Research & Development, vol. 2, no. 1, Jan. 1983, pp. 63–78, https://doi.org/10.1080/0729436830020105.

Eby, Lillian T. ‘Cross-Lagged Relations between Mentoring Received from Supervisors and Employee OCBs: Disentangling Causal Direction and Identifying Boundary Conditions.’ Journal of Applied Psychology, no. 4, 2015, https://login.uofglasgow.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2015-01015-001&site=ehost-live.

E-Learning Methodologies. 2011, http://www.fao.org/docrep/015/i2516e/i2516e.pdf.

Elizabeth, Murphy. Constructivism: From Philosophy to Practice. 1997, http://files.eric.ed.gov/fulltext/ED444966.pdf.

Ellis, Michael V. ‘A Comparative Study of Clinical Supervision in the Republic of Ireland and the United States.’ Journal of Counseling Psychology, no. 4, 2015, https://login.uofglasgow.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2015-46822-001&site=ehost-live.

———. ‘Bridging the Science and Practice of Clinical Supervision: Some Discoveries, Some Misconceptions’. The Clinical Supervisor, vol. 29, no. 1, May 2010, pp. 95–116, https://doi.org/10.1080/07325221003741910.

Ernst, H., and K. Colthorpe. ‘The Efficacy of Interactive Lecturing for Students with Diverse Science Backgrounds’. AJP: Advances in Physiology Education, vol. 31, no. 1, Mar. 2007, pp. 41–44, https://doi.org/10.1152/advan.00107.2006.

‘Evaluation of a Programme of Workshops for Promoting the Teaching of Critical Appraisal Skills’. Medical Education, vol. 32, no. 5, Sept. 1998, pp. 486–91, https://doi.org/10.1046/j.1365-2923.1998.00256.x.

Evensen, Dorothy H., and Cindy E. Hmelo-Silver. Problem-Based Learning: A Research Perspective on Learning Interactions. Lawrence Erlbaum Publishers, 2000.

Fatmi, Mim, et al. ‘The Effectiveness of Team-Based Learning on Learning Outcomes in Health Professions Education: BEME Guide No. 30’. Medical Teacher, vol. 35, no. 12, Dec. 2013, pp. e1608–24, https://doi.org/10.3109/0142159X.2013.849802.

Ferguson, Zachary. ‘Technology-Enhanced Learning Should Be Employed alongside – Not Instead of – Bedside Teaching’. Advances in Medical Education and Practice, Feb. 2016, https://doi.org/10.2147/AMEP.S102902.

Fisher, Michael. Digital Learning Strategies: How Do I Assign and Assess 21st Century Work? ASCD, 2013.

Fitzgerald, Anita, and Lory Clukey. ‘Factors Influencing Nursing Professional Identity Development: A Qualitative Study’. Nursing Forum, vol. 57, no. 6, Nov. 2022, pp. 1346–53, https://doi.org/10.1111/nuf.12816.

French, M. M. J., et al. ‘Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia’. The Journal of Educational Research, vol. 106, no. 4, July 2013, pp. 301–04, https://doi.org/10.1080/00220671.2012.736430.

Frost, Jennifer, et al. ‘Expanding Assessment Methods and Moments in History’. Assessment & Evaluation in Higher Education, vol. 37, no. 3, May 2012, pp. 293–304, https://doi.org/10.1080/02602938.2010.531247.

Gandhi, Vanita, et al. ‘Integrating Sustainability into Postgraduate Medical Education’. Future Healthcare Journal, vol. 7, no. 2, June 2020, pp. 102–04, https://doi.org/10.7861/fhj.2020-0042.

Gardiner, Lion F. Redesigning Higher Education: Producing Dramatic Gains in Student Learning. 1994, https://eric.ed.gov/?id=ED394442.

Garrison, D.R. ‘Critical Thinking and Adult Education: A Conceptual Model for Developing Critical Thinking in Adult Learners’. International Journal of Lifelong Education, vol. 10, no. 4, Oct. 1991, pp. 287–303, https://doi.org/10.1080/0260137910100403.

Garrison, D. R. ‘Critical Thinking and Self-Directed Learning in Adult Education: An Analysis of Responsibility and Control Issues’. Adult Education Quarterly, vol. 42, no. 3, Mar. 1992, pp. 136–48, https://doi.org/10.1177/074171369204200302.

Garrison, D. Randy, et al. ‘Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education’. The Internet and Higher Education, vol. 2, nos 2–3, Mar. 1999, pp. 87–105, https://doi.org/10.1016/S1096-7516(00)00016-6.

Geller, Elaine, and Gilbert M. Foley. ‘Broadening the "Ports of Entry” for Speech-Language Pathologists: A Relational and Reflective Model for Clinical Supervision’. American Journal of Speech-Language Pathology, vol. 18, no. 1, Feb. 2009, https://contentstore.cla.co.uk/secure/link?id=6dae9b55-a7b3-e911-80cd-005056af4099.

Gibbs, Graham. Learning by Doing: A Guide to Teaching and Learning Methods. 1988, https://thoughtsmostlyaboutlearning.wordpress.com/wp-content/uploads/2015/12/learning-by-doing-graham-gibbs.pdf.

Gilkison, Andrea. ‘Techniques Used by “expert” and “Non-Expert” Tutors to Facilitate Problem-Based Learning Tutorials in an Undergraduate Medical Curriculum’. Medical Education, vol. 37, no. 1, Jan. 2003, pp. 6–14, https://doi.org/10.1046/j.1365-2923.2003.01406.x.

Gillispie, Veronica. ‘Using the Flipped Classroom to Bridge the Gap to Generation Y’. The Ochsner Journal, vol. 16, no. 1, 2016, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4795497/.

Gould, Jill, and Pat Day. ‘Hearing You Loud and Clear: Student Perspectives of Audio Feedback in Higher Education’. Assessment & Evaluation in Higher Education, vol. 38, no. 5, Aug. 2013, pp. 554–66, https://doi.org/10.1080/02602938.2012.660131.

Graffam, Ben. ‘Active Learning in Medical Education: Strategies for Beginning Implementation’. Medical Teacher, vol. 29, no. 1, Jan. 2007, pp. 38–42, https://doi.org/10.1080/01421590601176398.

Grow, G. O. ‘Teaching Learners To Be Self-Directed’. Adult Education Quarterly, vol. 41, no. 3, Sept. 1991, pp. 125–49, https://doi.org/10.1177/0001848191041003001.

Gullo, Charles, et al. ‘Twelve Tips for Facilitating Team-Based Learning’. Medical Teacher, vol. 37, no. 9, Sept. 2015, pp. 819–24, https://doi.org/10.3109/0142159X.2014.1001729.

Haith-Cooper, Melanie. ‘An Exploration of Tutors’ Experiences of Facilitating Problem-Based Learning. Part 2—Implications for the Facilitation of Problem Based Learning’. Nurse Education Today, vol. 23, no. 1, Jan. 2003, pp. 65–75, https://doi.org/10.1016/S0260-6917(02)00166-1.

———. ‘Problem-Based Learning within Health Professional Education. What Is the Role of the Lecturer? A Review of the Literature’. Nurse Education Today, vol. 20, no. 4, May 2000, pp. 267–72, https://doi.org/10.1054/nedt.1999.0397.

Hake, Richard R. ‘Interactive-Engagement versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses’. American Journal of Physics, vol. 66, no. 1, 1998, https://doi.org/10.1119/1.18809.

Hammick, Marilyn, et al. ‘Conducting a Best Evidence Systematic Review. Part 1: From Idea to Data Coding. BEME Guide No. 13’. Medical Teacher, vol. 32, no. 1, Jan. 2010, pp. 3–15, https://doi.org/10.3109/01421590903414245.

Hashweh, Maher Z. ‘Effects of Subject-Matter Knowledge in the Teaching of Biology and Physics’. Teaching and Teacher Education, vol. 3, no. 2, Jan. 1987, pp. 109–20, https://doi.org/10.1016/0742-051X(87)90012-6.

Hauer, Karen E., et al. ‘Understanding Trust as an Essential Element of Trainee Supervision and Learning in the Workplace’. Advances in Health Sciences Education, July 2013, https://doi.org/10.1007/s10459-013-9474-4.

———. ‘Understanding Trust as an Essential Element of Trainee Supervision and Learning in the Workplace’. Advances in Health Sciences Education, July 2013, https://doi.org/10.1007/s10459-013-9474-4.

Hay, David, et al. ‘Making Learning Visible: The Role of Concept Mapping in Higher Education’. Studies in Higher Education, vol. 33, no. 3, June 2008, pp. 295–311, https://doi.org/10.1080/03075070802049251.

Hay, David B., et al. ‘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, vol. 35, no. 5, Aug. 2010, pp. 577–95, https://doi.org/10.1080/02602931003782525.

Hersey, Paul, and Kenneth H. Blanchard. ‘Great Ideas Revisited’. Training & Development, vol. 50, no. 1, 1996, pp. 42–47, https://login.uofglasgow.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9602066392&site=ehost-live.

Hitchcock, Maurice A., and Alex S. Anderson. ‘Dealing with Dysfunctional Tutorial Groups’. Teaching and Learning in Medicine, vol. 9, no. 1, Jan. 1997, pp. 19–24, https://doi.org/10.1080/10401339709539808.

Hmelo, Cindy E. ‘Problem-Based Learning: Effects on the Early Acquisition of Cognitive Skill in Medicine’. Journal of the Learning Sciences, vol. 7, no. 2, Apr. 1998, pp. 173–208, https://doi.org/10.1207/s15327809jls0702_2.

Hodges, Brian David. A Practical Guide for Medical Teachers. Edited by John A. Dent et al., Fifth edition, Elsevier, 2017, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780702068935.

Horsley, Tanya, et al. ‘Teaching Critical Appraisal Skills in Healthcare Settings’. Cochrane Database of Systematic Reviews [Chichester, UK], no. 11, 2011, https://doi.org/10.1002/14651858.CD001270.pub2.

Huang, Grace C., et al. ‘Critical Thinking in Health Professions Education: Summary and Consensus Statements of the Millennium Conference 2011’. Teaching and Learning in Medicine, vol. 26, no. 1, Jan. 2014, pp. 95–102, https://doi.org/10.1080/10401334.2013.857335.

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/.

Irby, David M., and Stanley J. Hamstra. ‘Parting the Clouds: Three Professionalism Frameworks in Medical Education’. Academic Medicine, vol. 91, no. 12, Dec. 2016, pp. 1606–11, https://doi.org/10.1097/ACM.0000000000001190.

Jarvis-Selinger, Sandra, et al. ‘Competency Is Not Enough’. Academic Medicine, vol. 87, no. 9, Sept. 2012, pp. 1185–90, https://doi.org/10.1097/ACM.0b013e3182604968.

Jenicek, Milos. ‘The Hard Art of Soft Science: Evidence-Based Medicine, Reasoned Medicine or Both?’ Journal of Evaluation in Clinical Practice, vol. 12, no. 4, Aug. 2006, pp. 410–19, https://doi.org/10.1111/j.1365-2753.2006.00718.x.

Joanna Briggs Institute QARI. https://jbi.global/.

Johnson, David W., and Frank P. Johnson. Joining Together: Group Theory and Group Skills. 4th ed, Prentice-Hall international editions, Prentice/Hall International, 1991.

Josephson, Sheree. ‘Keeping Your Readers’ Eyes on the Screen: An Eye-Tracking Study Comparing Sans Serif and Serif Typefaces’. Visual Communication Quarterly, vol. 15, nos 1–2, Apr. 2008, pp. 67–79, https://doi.org/10.1080/15551390801914595.

Kee, F., and I. Bickle. ‘Critical Thinking and Critical Appraisal: The Chicken and the Egg?’ QJM, vol. 97, no. 9, Sept. 2004, pp. 609–14, https://doi.org/10.1093/qjmed/hch099.

KEGAN, ROBERT. ‘Making Meaning: The Constructive‐Developmental Approach to Persons and Practice’. The Personnel and Guidance Journal, vol. 58, no. 5, Jan. 1980, pp. 373–80, https://doi.org/10.1002/j.2164-4918.1980.tb00416.x.

King, Alison. ‘From Sage on the Stage to Guide on the Side’. College Teaching, vol. 41, no. 1, Jan. 1993, pp. 30–35, https://doi.org/10.1080/87567555.1993.9926781.

Kirkpatrick, Donald. ‘Great Ideas Revisited: Revisiting Kirkpatrick’s Four-Level Model’. Training and Development, vol. 50, no. 1, 1996, pp. 54–59, https://login.uofglasgow.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9602066395&site=ehost-live.

Kitchener, Karen Strohm, and Patricia M. King. ‘Reflective Judgment: Concepts of Justification and Their Relationship to Age and Education’. Journal of Applied Developmental Psychology, vol. 2, no. 2, June 1981, pp. 89–116, https://doi.org/10.1016/0193-3973(81)90032-0.

Koles, Paul, et al. ‘Active Learning in a Year 2 Pathology Curriculum’. Medical Education, vol. 39, no. 10, Oct. 2005, pp. 1045–55, https://doi.org/10.1111/j.1365-2929.2005.02248.x.

Kost et al, Amanda. Socrates Was Not a Pimp:  Changing the Paradigm of Questioning in Medical Education. https://login.uofglasgow.idm.oclc.org/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., et al. ‘Basic Science Knowledge of Dental Students on Conventional and Problem-Based Learning (PBL) Courses at Liverpool’. European Journal of Dental Education, vol. 5, no. 4, Nov. 2001, pp. 148–54, https://doi.org/10.1034/j.1600-0579.2001.50402.x.

Laurillard, Diana. Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge, 2012.

Lovato, Chris, and David Wall. ‘Programme Evaluation: Improving Practice, Influencing Policy and Decision-Making’. Understanding Medical Education, edited by Tim Swanwick, John Wiley & Sons, Ltd, 2019, pp. 443–55, https://doi.org/10.1002/9781119373780.ch30.

Luft, J. ‘The Johari Window: A Graphic Model of Awarness in Interpersonal Relations’. Human Relations Training News, vol. 5, no. 9, 1961, https://static1.1.sqspcdn.com/static/f/1124858/28387950/1617395004320/THE+JOHARI+WINDOW.pdf?token=7qvapCgtyiUyEIkKZ1h4LgzDV1I%3D.

MacDonald, Janet, and Clare Kell. Develop Your Teaching through Peer Review | Wales Deanery. https://www.walesdeanery.org/how-to-guides/develop-your-teaching-through-peer-review.

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