Bibliography for Teaching in Health Professions BETA

‘ABC Curriculum Design Workshops | UCL Digital Education Team Blog’. N.p., 2015. Web. <http://blogs.ucl.ac.uk/digital-education/2015/09/30/9169/>.

Abel, Magdalena, and Karl-Heinz T. Bäuml. ‘Sleep Can Reduce Proactive Interference’. Memory 22.4 (2014): 332–339. Web.

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

Ajjawi, Rola, Charlotte Rees, and Lynn V Monrouxe. ‘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 (2015): 298–314. Web.

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

Albanese, Mark. ‘Problem-Based Learning: Why Curricula Are Likely to Show Little Effect on Knowledge and Clinical Skills’. Medical Education 34.9 (2000): 729–738. Web.

Amery, Justin, and Susie Lapwood. ‘A Study into the Educational Needs of Children’s Hospice Doctors: A Descriptive Quantitative and Qualitative Survey’. Palliative Medicine 18.8 (2004): 727–733. Web.

Andrews, Margaret, and Peter Reece Jones. ‘Problem-Based Learning in an Undergraduate Nursing Programme: A Case Study’. Journal of Advanced Nursing 23.2 (1996): 357–365. Web.

Association for the Study of Medical Education. Understanding Medical Education: Evidence, Theory, and Practice. Ed. Tim Swanwick, Kirsty Forrest, and Bridget C. O’Brien. Third edition. Hoboken, NJ: Wiley-Blackwell, 2019. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780>.

---. Understanding Medical Education: Evidence, Theory, and Practice. Ed. Tim Swanwick, Kirsty Forrest, and Bridget C. O’Brien. Third edition. Hoboken, NJ: Wiley-Blackwell, 2019. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780>.

---. Understanding Medical Education: Evidence, Theory, and Practice. Ed. Tim Swanwick, Kirsty Forrest, and Bridget C. O’Brien. Third edition. Hoboken, NJ: Wiley-Blackwell, 2019. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780>.

Astin, Alexander W. What Matters in College?: Four        Critical Years Revisited. Jossey-Bass higher and adult education series. San Francisco: Jossey-Bass, 1993. Print.

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 10.2 (2015): 154–177. Web. <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 27.8 (2005): 676–681. Web.

---. ‘Cracks in Problem-Based Learning: What Is Your Action Plan?’ Medical Teacher 35.10 (2013): 806–814. Web.

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

Barrows, Howard S., and Robyn M. Tamblyn. Problem-Based Learning: An Approach to Medical Education. v. 1. New York: Springer Pub. Co, 1980. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=423456>.

Bell, Richard et al. Research Methods in Education. Ed. Louis Cohen, Lawrence Manion, and Keith Morrison. Seventh edition. London: Routledge, 2011. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1144438>.

‘BEME Collaboration’. N.p., n.d. Web. <http://www.bemecollaboration.org/>.

Benbassat, Jochanan. ‘Undesirable Features of the Medical Learning Environment: A Narrative Review of the Literature’. Advances in Health Sciences Education 18.3 (2013): 527–536. Web.

Bergmann, Jonathan, and Aaron Sams. Flip Your Classroom: Reach Every Student in Every Class Every Day. First edition. Eugene, Oregon: International Society for Technology in Education, 2012. Web. <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 (2022): 1–10. Web.

Bhuiyan, Pritha S., Nirmala N. Rege, and Avinash Supe, eds. The Art of Teaching Medical Students. 3rd edition. New Delhi: Reed Elsevier India Pvt Ltd, 2015. Web. <https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&amp;isbn=9788131242285>.

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

Birch, Lucy. ‘Strategies to Implement the Recommendations of the Francis Report’. British Journal of Healthcare Management 21.12 (2015): 558–563. Web. <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. San Francisco: Jossey-Bass Publishers, 2000. Print.

Bloom, Benjamin S., David R. Krathwohl, and Bertram B. Masia. Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: Longman, 1964. Print.

Bonwell, Charles, and James Eison. ‘Active Learning: Creating Excitement in the Classroom’. 1991. Web. <http://files.eric.ed.gov/fulltext/ED336049.pdf>.

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

Brown, George, and Madeleine Atkins. Effective Teaching in Higher Education. London: Routledge, 1990. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=nlebk&amp;AN=74586&amp;site=ehost-live>.

Brown, George, and Michael Manogue. ‘AMEE Medical Education Guide No. 22: Refreshing Lecturing: A Guide for Lecturers’. Medical Teacher 23.3 (2001): 231–244. Web.

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

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

Byrne, A. ‘What Is Simulation For?’ Anaesthesia 67.3 (2012): 219–225. Web.

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 39.3 (2010): 201–209. Web.

Cantillon, Peter. ‘ABC of Learning and Teaching in Medicine: Teaching Large Groups’. BMJ 326.7386 (2003): 437–437. Web.

Cantillon, Peter, Diana F. Wood, and Sarah Yardley, eds. ABC of Learning and Teaching in Medicine. Third edition. Hoboken, NJ: Wiley, 2017. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4914172>.

Cardall, Scott, Edward Krupat, and Michael Ulrich. ‘Live Lecture Versus Video-Recorded Lecture: Are Students Voting with Their Feet?’ Academic Medicine 83.12 (2008): 1174–1178. Web. <https://journals.lww.com/academicmedicine/Fulltext/2008/12000/Live_Lecture_Versus_Video_Recorded_Lecture__Are.31.aspx>.

‘CASP Critical Appraisal Skills Programme Oxford UK’. N.p., n.d. Web. <http://www.casp-uk.net/>.

Clark, Donald. ‘Ten Reasons We Should Ditch University Lectures’. n. pag. Web. <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. San Francisco, CA: Pfeiffer, 2011. Print.

Coady, Sarah, Adina Kalet, and Mary Ann Hopkins. ‘Online Classrooms Enhance Clerkship Small Group Teaching’. Medical Education 39.11 (2005): 1152–1153. Web.

‘Cochrane | Trusted Evidence. Informed Decisions. Better Health.’ N.p., n.d. Web. <http://www.cochrane.org/>.

Conole, G. ‘The 7Cs of Learning Design - a New Approach to Rethinking Design Practice’. 2014. Web. <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 20 (2015): n. pag. Web. <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4400295/>.

Da Silva, Ana L, and Reg Dennick. ‘Corpus Analysis of Problem-Based Learning Transcripts: An Exploratory Study’. Medical Education 44.3 (2010): 280–288. Web.

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

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

Darongkamas, Jurai, Christopher John, and Mark James Walker. ‘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 (2014): 261–270. Web.

Dash, Nihar Ranjan. ‘Evaluation of the Integration of Social Accountability Values into Medical Education Using a Problem-Based Learning Curriculum’. BMC Medical Education 22.1 (2022): n. pag. Web. <https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03245-6>.

Detsky, Allan S. ‘The Art of Pimping’. JAMA 301.13 (2009): n. pag. Web.

Dolmans, Diana, H. J. M., and H. G. Schmidt. ‘What Drives the Student in Problem-Based Learning?’ Medical Education 28.5 (1994): 372–380. Web.

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 38.1 (2015): 58–70. Web.

Draper, S. W., and M. I. Brown. ‘Increasing Interactivity in Lectures Using an Electronic Voting System’. Journal of computer assisted learning 20.2 (2004): 81–94. Web.

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

Dunkin, M. J. ‘A Review of Research on Lecturing’. Higher Education Research & Development 2.1 (1983): 63–78. Web.

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 4 (2015): n. pag. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=pdh&amp;AN=2015-01015-001&amp;site=ehost-live>.

‘E-Learning Methodologies’. 2011. Web. <http://www.fao.org/docrep/015/i2516e/i2516e.pdf>.

Elizabeth, Murphy. ‘Constructivism: From Philosophy to Practice’. 1997. Web. <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 4 (2015): n. pag. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=pdh&amp;AN=2015-46822-001&amp;site=ehost-live>.

---. ‘Bridging the Science and Practice of Clinical Supervision: Some Discoveries, Some Misconceptions’. The Clinical Supervisor 29.1 (2010): 95–116. Web.

Ernst, H., and K. Colthorpe. ‘The Efficacy of Interactive Lecturing for Students with Diverse Science Backgrounds’. AJP: Advances in Physiology Education 31.1 (2007): 41–44. Web.

‘Evaluation of a Programme of Workshops for Promoting the Teaching of Critical Appraisal Skills’. Medical Education 32.5 (1998): 486–491. Web.

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

Fatmi, Mim et al. ‘The Effectiveness of Team-Based Learning on Learning Outcomes in Health Professions Education: BEME Guide No. 30’. Medical Teacher 35.12 (2013): e1608–e1624. Web.

Ferguson, Zachary. ‘Technology-Enhanced Learning Should Be Employed alongside – Not Instead of – Bedside Teaching’. Advances in Medical Education and Practice (2016): n. pag. Web.

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

French, M. M. J. et al. ‘Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia’. The Journal of Educational Research 106.4 (2013): 301–304. Web.

Frost, Jennifer, Genevieve de Pont, and Ian Brailsford. ‘Expanding Assessment Methods and Moments in History’. Assessment & Evaluation in Higher Education 37.3 (2012): 293–304. Web.

Gandhi, Vanita et al. ‘Integrating Sustainability into Postgraduate Medical Education’. Future Healthcare Journal 7.2 (2020): 102–104. Web.

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

Garrison, D. R. ‘Critical Thinking and Self-Directed Learning in Adult Education: An Analysis of Responsibility and Control Issues’. Adult Education Quarterly 42.3 (1992): 136–148. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://journals.sagepub.com/doi/10.1177/074171369204200302>.

Garrison, D.R. ‘Critical Thinking and Adult Education: A Conceptual Model for Developing Critical Thinking in Adult Learners’. International Journal of Lifelong Education 10.4 (1991): 287–303. Web.

Garrison, D.Randy, Terry Anderson, and Walter Archer. ‘Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education’. The Internet and Higher Education 2.2–3 (1999): 87–105. Web.

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 18.1 (2009): n. pag. Web. <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. N.p., 1988. Web. <https://gdn.glos.ac.uk/gibbs/index.htm>.

Gilkison, Andrea. ‘Techniques Used by “expert” and “Non-Expert” Tutors to Facilitate Problem-Based Learning Tutorials in an Undergraduate Medical Curriculum’. Medical Education 37.1 (2003): 6–14. Web.

Gillispie, Veronica. ‘Using the Flipped Classroom to Bridge the Gap to Generation Y’. The Ochsner Journal 16.1 (2016): n. pag. Web. <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 38.5 (2013): 554–566. Web.

Graffam, Ben. ‘Active Learning in Medical Education: Strategies for Beginning Implementation’. Medical Teacher 29.1 (2007): 38–42. Web.

Grow, G. O. ‘Teaching Learners To Be Self-Directed’. Adult Education Quarterly 41.3 (1991): 125–149. Web.

Gullo, Charles, Tam Cam Ha, and Sandy Cook. ‘Twelve Tips for Facilitating Team-Based Learning’. Medical Teacher 37.9 (2015): 819–824. Web.

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 23.1 (2003): 65–75. Web.

---. ‘Problem-Based Learning within Health Professional Education. What Is the Role of the Lecturer? A Review of the Literature’. Nurse Education Today 20.4 (2000): 267–272. Web.

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 66.1 (1998): n. pag. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://scitation.aip.org/content/aapt/journal/ajp/66/1/10.1119/1.18809>.

Hammick, Marilyn, Timothy Dornan, and Yvonne Steinert. ‘Conducting a Best Evidence Systematic Review. Part 1: From Idea to Data Coding. BEME Guide No. 13’. Medical Teacher 32.1 (2010): 3–15. Web.

Hashweh, Maher Z. ‘Effects of Subject-Matter Knowledge in the Teaching of Biology and Physics’. Teaching and Teacher Education 3.2 (1987): 109–120. Web.

Hauer, Karen E. et al. ‘Understanding Trust as an Essential Element of Trainee Supervision and Learning in the Workplace’. Advances in Health Sciences Education (2013): n. pag. Web.

---. ‘Understanding Trust as an Essential Element of Trainee Supervision and Learning in the Workplace’. Advances in Health Sciences Education (2013): n. pag. Web.

Hay, David B., Po Li Tan, and Eric Whaites. ‘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 (2010): 577–595. Web.

Hay, David, Ian Kinchin, and Simon Lygo‐Baker. ‘Making Learning Visible: The Role of Concept Mapping in Higher Education’. Studies in Higher Education 33.3 (2008): 295–311. Web.

Hersey, Paul, and Kenneth H. Blanchard. ‘Great Ideas Revisited’. Training & Development 50.1 (1996): 42–47. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=tfh&amp;AN=9602066392&amp;site=ehost-live>.

Hitchcock, Maurice A., and Alex S. Anderson. ‘Dealing with Dysfunctional Tutorial Groups’. Teaching and Learning in Medicine 9.1 (1997): 19–24. Web.

Hmelo, Cindy E. ‘Problem-Based Learning: Effects on the Early Acquisition of Cognitive Skill in Medicine’. Journal of the Learning Sciences 7.2 (1998): 173–208. Web.

Hodges, Brian David. A Practical Guide for Medical Teachers. Ed. John A. Dent, Ronald M. Harden, and Dan Hunt. Fifth edition. Edinburgh: Elsevier, 2017. Web. <https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&amp;isbn=9780702068935>.

Horsley, Tanya et al. ‘Teaching Critical Appraisal Skills in Healthcare Settings’. Cochrane Database of Systematic Reviews 11 (2011): n. pag. Web.

Huang, Grace C., Lori R. Newman, and Richard M. Schwartzstein. ‘Critical Thinking in Health Professions Education: Summary and Consensus Statements of the Millennium Conference 2011’. Teaching and Learning in Medicine 26.1 (2014): 95–102. Web.

‘Infusing Climate Change and Sustainability into the Medical School Curriculum - The BMJ’. N.p., 2021. Web. <https://blogs.bmj.com/bmj/2021/06/07/infusing-climate-change-and-sustainability-into-the-medical-school-curriculum/>.

Jenicek, Milos. ‘The Hard Art of Soft Science: Evidence-Based Medicine, Reasoned Medicine or Both?’ Journal of Evaluation in Clinical Practice 12.4 (2006): 410–419. Web.

‘Joanna Briggs Institute QARI’. N.p., n.d. Web. <https://jbi.global/>.

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

Josephson, Sheree. ‘Keeping Your Readers’ Eyes on the Screen: An Eye-Tracking Study Comparing Sans Serif and Serif Typefaces’. Visual Communication Quarterly 15.1–2 (2008): 67–79. Web.

Kee, F., and I. Bickle. ‘Critical Thinking and Critical Appraisal: The Chicken and the Egg?’ QJM 97.9 (2004): 609–614. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/qjmed/article/97/9/609/1594870?login=true>.

King, Alison. ‘From Sage on the Stage to Guide on the Side’. College Teaching 41.1 (1993): 30–35. Web.

Kirkpatrick, Donald. ‘Great Ideas Revisited: Revisiting Kirkpatrick’s Four-Level Model’. Training and Development 50.1 (1996): 54–59. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&amp;db=tfh&amp;AN=9602066395&amp;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 2.2 (1981): 89–116. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/article/pii/0193397381900320>.

Koles, Paul et al. ‘Active Learning in a Year 2 Pathology Curriculum’. Medical Education 39.10 (2005): 1045–1055. Web.

Kost et al, Amanda. ‘Socrates Was Not a Pimp:  Changing the Paradigm of Questioning in Medical Education’. n. pag. Web. <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=00001888-201501000-00011&amp;LSLINK=80&amp;D=ovft>.

Last, K. S., J. Appleton, and H. Stevenson. ‘Basic Science Knowledge of Dental Students on Conventional and Problem-Based Learning (PBL) Courses at Liverpool’. European Journal of Dental Education 5.4 (2001): 148–154. Web.

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

Lovato, Chris, and David Wall. ‘Programme Evaluation: Improving Practice, Influencing Policy and Decision-Making’. Understanding Medical Education. Ed. Tim Swanwick. Oxford, UK: John Wiley & Sons, Ltd, 2019. 443–455. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1002/9781119373780.ch30>.

Luft, J. ‘The Johari Window: A Graphic Model of Awarness in Interpersonal Relations’. Human relations training news 5.9 (1961): n. pag. Web. <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’. Web. <https://www.walesdeanery.org/how-to-guides/develop-your-teaching-through-peer-review>.

Mann, Karen V et al. ‘Community Family Medicine Teachers’ Perceptions of Their Teaching Role’. Medical Education 35.3 (2008): 278–285. Web.

Marshall, Stephanie, ed. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Fifth edition. Abingdon, Oxon: Routledge, 2020. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041>.

---, ed. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Fifth edition. Abingdon, Oxon: Routledge, 2020. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041>.

---, ed. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Fifth edition. Abingdon, Oxon: Routledge, 2020. Web. <https://ebookcentral.proquest.com/lib/gla/detail.action?docID=5983041>.

Masters, Ken et al. ‘Mobile Technologies in Medical Education: AMEE Guide No. 105’. Medical Teacher (2016): 1–13. Web.

Mazur, Eric. Peer Instruction: A User’s Manual. Prentice Hall series in educational innovation. Upper Saddle River, N.J.: Prentice Hall, 1997. Print.

---. ‘Peer Instruction: Getting Students to Think in Class’. AIP Conference Proceedings. AIP, 1997. 981–988. Web.

McCarthy, Cian P., and John W. McEvoy. ‘Pimping in Medical Education’. JAMA 314.22 (2015): n. pag. Web.

McCormick, Robert et al. Learning and Knowledge. Open University. London: Paul Chapman in association with the Open University, 1999. Print.

McKimm, Judy, and Tim Swanwick. ‘Assessing Learning Needs’. British Journal of Hospital Medicine 70.6 (2009): 348–351. Web. <https://www.researchgate.net/profile/Judy_Mckimm/publication/26282399_Assessing_learning_needs/links/0912f505c2d74962ac000000.pdf>.

Meili, Ryan, Daniel Fuller, and Jessica Lydiate. ‘Teaching Social Accountability by Making the Links: Qualitative Evaluation of Student Experiences in a Service-Learning Project’. Medical Teacher 33.8 (2011): 659–666. Web.

Mishra, P., and M. J. Koehler. ‘Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge’. n. pag. Web. <http://ezproxy.lib.gla.ac.uk/login?url=http://www.tcrecord.org/library/content.asp?contentid=12516>.

Missimer, C. A. Good Arguments: An Introduction to Critical Thinking. 3rd ed. Englewood Cliffs, N.J.: Prentice Hall, 1995. Print.

Moore, Tim John. ‘Critical Thinking and Disciplinary Thinking: A Continuing Debate’. Higher Education Research & Development 30.3 (2011): 261–274. Web.

Muijs, Daniel. Doing Quantitative Research in Education with SPSS. 2nd ed. London: SAGE, 2011. Web. <https://ezproxy.lib.gla.ac.uk/login?url=https://methods.sagepub.com/book/doing-quantitative-research-in-education-with-spss-2e>.

Murray, Ian, and Maggi Savin-Baden. ‘Staff Development in Problem-Based Learning’. Teaching in Higher Education 5.1 (2000): 107–126. Web.

Najim, Muhammad et al. ‘The Trend toward Digital in Medical Education – Playing Devil’s Advocate’. Advances in Medical Education and Practice (2015): n. pag. Web.

Nicol, David J., and Debra Macfarlane‐Dick. ‘Formative Assessment and Self‐regulated Learning: A Model and Seven Principles of Good Feedback Practice’. Studies in Higher Education 31.2 (2006): 199–218. Web.

Okojie, M, A Olinzock, and T Okojie-Boulder. ‘The Pedagogy of TEchnology Integration’. Web. <http://files.eric.ed.gov/fulltext/EJ847571.pdf>.

‘Outcomes for Graduates 2018’. 2018. Web. <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. ‘The Need for Evidence in Education’. Medical Teacher 22.3 (2000): 246–250. Web.

Pai, Hui-Hua, David A. Sears, and Yukiko Maeda. ‘Effects of Small-Group Learning on Transfer: A Meta-Analysis’. Educational Psychology Review 27.1 (2015): 79–102. Web.

Park, John et al. ‘Gestures: Silent Scaffolding within Small Groups’. The Journal of Classroom Interaction 41.1 (2006): 15–21. Web. <https://www.jstor.org/stable/23869755>.

Parmelee, Dean et al. ‘Team-Based Learning: A Practical Guide: AMEE Guide No. 65’. Medical Teacher 34.5 (2012): e275–e287. Web.

‘Patient Assessment Questionnaire’. Web. <http://www.westmidlandsdeanery.nhs.uk/Portals/0/Denistry/Dental%20PAQ%20VT%202007-2008.pdf>.

Paul, Richard. Critical Thinking: How to Prepare Students for a Rapidly Changing World. foundation for critical thinking, 1995. Print.

Paul, Richard, and Linda Elder. ‘The Miniature Guide to Critical Thinking: Concepts and Tools’. 2006. Web. <https://www.criticalthinking.org/files/Concepts_Tools.pdf>.

Peberdy, Duncan, ed. Active Learning Spaces and Technology: Advances in Higher and Further Education. Droitwich Spa, Worcestershire: DroitwichNet, 2014. Print.

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