education
Diego A. Forero, MD, PhD
Key Papers about Education in the Health Sciences
General Review Papers
Forero DA, Majeed MH, Ruiz-Díaz P. Current trends and future perspectives for medical education in Colombia. Med Teach. 2020 Jan;42(1):17-23.
Wijnen-Meijer M, Burdick W, Alofs L, Burgers C, ten Cate O. Stages and transitions in medical education around the world: clarifying structures and terminology. Med Teach. 2013 Apr;35(4):301-7.
Ramani S, McKimm J, Thampy H, O'Sullivan PS, Rogers GD, Turner TL, Chisolm MS, Kusurkar RA, Hays R, Fornari A, Kachur EK, Wilson KW, Filipe HP, Schumacher DJ. From clinical educators to educational scholars and leaders: strategies for developing and advancing a career in health professions education. Clin Teach. 2020 Oct;17(5):477-482.
Taylor DC, Hamdy H. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013 Nov;35(11):e1561-72.
Mukhalalati BA, Taylor A. Adult learning theories in context: a quick guide for healthcare professional educators. Journal of medical education and curricular development. 2019 Apr;6:2382120519840332.
Kay D, Kibble J. Learning theories 101: application to everyday teaching and scholarship. Advances in physiology education. 2016 Mar;40(1):17-25.
Aliakbari F, Parvin N, Heidari M, Haghani F. Learning theories application in nursing education. Journal of education and health promotion. 2015;4.
Abela JC. Adult learning theories and medical education: a review. Malta Medical Journal 2009; 21 (1): 11-18.
Cook DA, Artino Jr AR. Motivation to learn: an overview of contemporary theories. Medical education. 2016 Oct;50(10):997-1014.
Johnson DM. Accreditation: How It Works and Is It Working?. In: The Uncertain Future of American Public Higher Education 2019 (pp. 175-191). Palgrave Macmillan.
Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teach. 2013 Oct;35(10):e1511-30.
Krahenbuhl KS. Student-centered education and constructivism: Challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2016 May 3;89(3):97-105.
Gooding HC, Mann K, Armstrong E. Twelve tips for applying the science of learning to health professions education. Med Teach. 2017 Jan;39(1):26-31.
Freret T, Rana J, Schwartzstein RM, Gooding HC. Twelve tips for implementation of "student-as-teacher" programs. Med Teach. 2017 Dec;39(12):1221-1226.
Lavin MA, Ruebling I, Banks R, Block L, Counte M, Furman G, Miller P, Reese C, Viehmann V, Holt J. Interdisciplinary health professional education: a historical review. Adv Health Sci Educ Theory Pract. 2001;6(1):25-47.
Buring SM, Bhushan A, Broeseker A, Conway S, Duncan-Hewitt W, Hansen L, Westberg S. Interprofessional education: definitions, student competencies, and guidelines for implementation. Am J Pharm Educ. 2009 Jul 10;73(4):59.
Simone JV. Understanding academic medical centers: Simone's Maxims. Clin Cancer Res. 1999 Sep;5(9):2281-5.
Kassab O. Does public outreach impede research performance? Exploring the ‘researcher’s dilemma’ in a sustainability research center. Science and public policy. 2019 Oct 1;46(5):710-0.
Burgess A, van Diggele C, Mellis C. Faculty development for junior health professionals. Clin Teach. 2019 Jun;16(3):189-196.
van Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020 Dec 3;20(Suppl 2):455.
Clarke AJ, Burgess A, van Diggele C, Mellis C. The role of reverse mentoring in medical education: current insights. Adv Med Educ Pract. 2019 Aug 26;10:693-701.
Burgess A, Roberts C, van Diggele C, Mellis C. Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning. BMC Med Educ. 2017 Dec 4;17(1):239.
Considine J, Berry D, Allen J, Hewitt N, Oldland E, Sprogis SK, Currey J. Team-based learning in nursing education: A scoping review. J Clin Nurs. 2020, in press.
Plunkett-Rondeau J, Hyland K, Dasgupta S. Training future physicians in the era of genomic medicine: trends in undergraduate medical genetics education. Genet Med. 2015 Nov;17(11):927-34.
Emanuel EJ. The Inevitable Reimagining of Medical Education. JAMA. 2020 Mar 24;323(12):1127-1128.
Kemp S, Hu W, Bishop J, Forrest K, Hudson JN, Wilson I, Teodorczuk A, Rogers GD, Roberts C, Wearn A. Medical student wellbeing - a consensus statement from Australia and New Zealand. BMC Med Educ. 2019 Mar 4;19(1):69.
Tian CY, Xu RH, Mo PK, Dong D, Wong EL. Generic Health Literacy Measurements for Adults: A Scoping Review. Int J Environ Res Public Health. 2020 Oct 23;17(21):7768.
Samuel A, Cervero RM, Durning SJ, Maggio LA. Effect of Continuing Professional Development on Health Professionals' Performance and Patient Outcomes: A Scoping Review of Knowledge Syntheses. Acad Med. 2020, in press.
Sardi L, Idri A, Fernández-Alemán JL. A systematic review of gamification in e-Health. J Biomed Inform. 2017 Jul;71:31-48.
Harden RM, Grant J, Buckley G, Hart IR. Best evidence medical education. Advances in Health Sciences Education. 2000 Mar;5(1):71-90.
Murillo-Vargas G, Gonzalez CH, Urrego-Rodríguez D. Transformación del Sistema de Aseguramiento de la Calidad de la Educación Superior en Colombia 2019-2020. Educación y Humanismo. 2020 Apr 17;22(38).
Fleur DS, Bredeweg B, van den Bos W. Metacognition: ideas and insights from neuro-and educational sciences. NPJ Science of Learning. 2021 Jun 8;6(1):1-1.
Medina MS, Castleberry AN, Persky AM. Strategies for improving learner metacognition in health professional education. American Journal of Pharmaceutical Education. 2017 May 1;81(4).
Rabbani F, Shipton L, White F, Nuwayhid I, London L, Ghaffar A, Ha BT, Tomson G, Rimal R, Islam A, Takian A, Wong S, Zaidi S, Khan K, Karmaliani R, Abbasi IN, Abbas F. Schools of public health in low and middle-income countries: an imperative investment for improving the health of populations? BMC Public Health. 2016 Sep 7;16:941.
Samet JM, Brownson RC. Epidemiology in a changing world. Am J Prev Med. 2014 Nov;47(5 Suppl 3):S383-5.
Daly ER. A review of the applied epidemiology workforce in the United States: past, present, and future. Ann Epidemiol. 2021 Jun;58:94-103.
Nundy S, Kakar A, Bhutta ZA. How to Practice Academic Medicine and Publish from Developing Countries?: A Practical Guide. Springer, 2022
Sánchez J, Lesmes M, González-Soltero R, R-Learte AI, Barbero MG, Gal B. Iniciación a la investigación en educación médica: guía práctica metodológica. Educación Médica. 2021 Jun 1;22:198-207.
Tavakol M, Sandars J. Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part I. Medical Teacher. 2014 Sep 1;36(9):746-56.
Tavakol M, Sandars J. Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II. Medical teacher. 2014 Oct 1;36(10):838-48.
Klitzman RL. Understanding Ethical Challenges in Medical Education Research. Academic Medicine. 2022 Jan 1;97(1):18-21.
Horsley T, Galipeau J, Petkovic J, Zeiter J, Hamstra SJ, Cook DA. Reporting quality and risk of bias in randomised trials in health professions education. Med Educ. 2017 Jan;51(1):61-71.
Cook DA, Beckman TJ. Reflections on experimental research in medical education. Adv Health Sci Educ Theory Pract. 2010 Aug;15(3):455-64.
Marsden E, Torgerson CJ. Single group, pre-and post-test research designs: Some methodological concerns. Oxford Review of Education. 2012 Oct 1;38(5):583-616.
Gopalan M, Rosinger K, Ahn JB. Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education. 2020 Mar;44(1):218-43.
Cook DA. If you teach them, they will learn: why medical education needs comparative effectiveness research. Advances in Health Sciences Education. 2012 Aug;17:305-10.
Fernandez-Castilla B, Van den Noortgate W. Network meta-analysis in psychology and educational sciences: A systematic review of their characteristics. Behavior Research Methods. 2023 Jun;55(4):2093-108.
Blanco M, Prunuske J, DiCorcia M, Learman LA, Mutcheson B, Huang GC. The DoCTRINE Guidelines: Defined Criteria To Report INnovations in Education. Academic Medicine 2022, in press.
Morán-Mariños C, Montesinos-Segura R, Taype-Rondan A. Producción científica en educación médica en Latinoamérica en Scopus, 2011-2015. Educación Médica. 2019 Mar 1;20:10-5.
Lee K, Whelan JS, Tannery NH, Kanter SL, Peters AS. 50 years of publication in the field of medical education. Medical Teacher. 2013 Jul 1;35(7):591-8.
Craig PA. Publishing your educational research. Biochemistry and Molecular Biology Education. 2020 Nov;48(6):643-5.
Mihaescu MC, Popescu PS. Review on publicly available datasets for educational data mining. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery. 2021 May;11(3):e1403.
Tackett S, Steinert Y, Whitehead CR, Reed DA, Wright SM. Blind spots in medical education: how can we envision new possibilities?. Perspectives on Medical Education. 2022 Nov 22:1-6.
Maggio LA, Costello JA, Ninkov AB, Frank JR, Artino Jr AR. The Voices of Medical Education Scholarship: Describing the Published Landscape. Medical Education. 2022, in press.
Maggio LA, Ninkov A, Frank JR, Costello JA, Artino AR Jr. Delineating the field of medical education: Bibliometric research approach(es). Med Educ. 2022 Apr;56(4):387-394.
Ninkov A, Frank JR, Maggio LA. Bibliometrics: Methods for studying academic publishing. Perspectives on medical education. 2022 Jun;11(3):173-6.
Blanco MA, Lee MY. Twelve tips for writing educational research grant proposals. Med Teach. 2012;34(6):450-3.
García-Morales VJ, Garrido-Moreno A, Martín-Rojas R. The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in Psychology. 2021 Feb 11;12:616059.
MacNeill H, Masters K, Nemethy K, Correia R. Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161. Med Teach. 2023 Apr 24:1-14.
Masters K, Correia R, Nemethy K, Benjamin J, Carver T, MacNeill H. Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163. Med Teach. 2023 Sep 23:1-16.
Huisman J. The use of methods: are higher education scholars lazy or insufficiently skilled?. Higher Education Research & Development. 2024 Jan 2;43(1):260-6.
Neuwirth LS, Jović S, Mukherji BR. Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education. 2021 Nov;27(2):141-56.
Nolte A, Pe-Than EP, Affia AA, Chaihirunkarn C, Filippova A, Kalyanasundaram A, Angarita MA, Trainer E, Herbsleb JD. How to organize a hackathon--A planning kit. Preprint, 2020.
Huppenkothen D, Arendt A, Hogg DW, Ram K, VanderPlas JT, Rokem A. Hack weeks as a model for data science education and collaboration. Proc Natl Acad Sci U S A. 2018 Sep 4;115(36):8872-8877.
Wallwey C, Longmeier MM, Hayde D, Armstrong J, Kajfez R, Pelan R. Consider “HACKS” when designing hackathon challenges: Hook, action, collaborative knowledge sharing. Frontiers in Education 2022; 7:954044.
Olson KR, Walsh M, Garg P, Steel A, Mehta S, Data S, Petersen R, Guarino AJ, Bailey E, Bangsberg DR. Health hackathons: theatre or substance? A survey assessment of outcomes from healthcare-focused hackathons in three countries. BMJ innovations. 2017 Feb 1;3(1).
Tolsgaard MG, Pusic MV, Sebok-Syer SS, Gin B, Svendsen MB, Syer MD, Brydges R, Cuddy MM, Boscardin CK. The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156. Med Teach. 2023 Jun;45(6):565-573.
Russell RG, Lovett Novak L, Patel M, Garvey KV, Craig KJT, Jackson GP, Moore D, Miller BM. Competencies for the Use of Artificial Intelligence-Based Tools by Health Care Professionals. Acad Med. 2023 Mar 1;98(3):348-356.
Boscardin CK, Gin B, Golde PB, Hauer KE. ChatGPT and Generative Artificial Intelligence for Medical Education: Potential Impact and Opportunity. Acad Med. 2024 Jan 1;99(1):22-27.
He K, Mao R, Lin Q, Ruan Y, Lan X, Feng M, Cambria E. A survey of large language models for healthcare: from data, technology, and applications to accountability and ethics. Preprint, 2023.
Thirunavukarasu AJ, Ting DSJ, Elangovan K, Gutierrez L, Tan TF, Ting DSW. Large language models in medicine. Nat Med. 2023 Aug;29(8):1930-1940.
Clusmann J, Kolbinger FR, Muti HS, Carrero ZI, Eckardt JN, Laleh NG, Löffler CML, Schwarzkopf SC, Unger M, Veldhuizen GP, Wagner SJ, Kather JN. The future landscape of large language models in medicine. Commun Med (Lond). 2023 Oct 10;3(1):141.
Meng X, Yan X, Zhang K, Liu D, Cui X, Yang Y, Zhang M, Cao C, Wang J, Wang X, Gao J, Wang YG, Ji JM, Qiu Z, Li M, Qian C, Guo T, Ma S, Wang Z, Guo Z, Lei Y, Shao C, Wang W, Fan H, Tang YD. The application of large language models in medicine: A scoping review. iScience. 2024 Apr 23;27(5):109713.
Systematic Reviews and Meta-Analyses
Bearman M, Smith CD, Carbone A, Slade S, Baik C, Hughes-Warrington M, Neumann DL. Systematic review methodology in higher education. Higher Education Research & Development. 2012 Oct 1;31(5):625-40.
Bearman M, Dawson P. Qualitative synthesis and systematic review in health professions education. Med Educ. 2013 Mar;47(3):252-60.
Tight M. Systematic reviews and meta-analyses of higher education research. European Journal of Higher Education. 2019 Apr 3;9(2):133-52.
Sharma R, Gordon M, Dharamsi S, Gibbs T. Systematic reviews in medical education: a practical approach: AMEE guide 94. Medical Teacher. 2015 Feb 1;37(2):108-24.
Gough D, Thomas J. Systematic reviews of research in education: Aims, myths and multiple methods. Review of Education. 2016 Feb;4(1):84-102.
Maggio LA, Larsen K, Thomas A, Costello JA, Artino Jr AR. Scoping reviews in medical education: A scoping review. Medical education. 2021 Jun;55(6):689-700.
Cook DA, Reed DA. Appraising the quality of medical education research methods: the medical education research study quality instrument and the Newcastle–Ottawa scale-education. Academic Medicine. 2015 Aug 1;90(8):1067-76.
Gordon M, Gibbs T. STORIES statement: publication standards for healthcare education evidence synthesis. BMC medicine. 2014 Dec;12(1):1-9.
Harrison R, Meyer L, Rawstorne P, Razee H, Chitkara U, Mears S, Balasooriya C. Evaluating and enhancing quality in higher education teaching practice: a meta-review. Studies in Higher Education. 2022 Jan 2;47(1):80-96.
Lin JC, Lokhande A, Margo CE, Greenberg PB. Best practices for interviewing applicants for medical school admissions: a systematic review. Perspectives on medical education. 2022 Sep 22:1-8.
Onyura B, Baker L, Cameron B, Friesen F, Leslie K. Evidence for curricular and instructional design approaches in undergraduate medical education: an umbrella review. Medical teacher. 2016 Feb 1;38(2):150-61.
Kalaian SA, Kasim RM. Effectiveness of various innovative learning methods in health science classrooms: a meta-analysis. Adv Health Sci Educ Theory Pract. 2017 Dec;22(5):1151-1167.
Reimschisel T, Herring AL, Huang J, Minor TJ. A systematic review of the published literature on team-based learning in health professions education. Med Teach. 2017 Dec;39(12):1227-1237.
Alberti S, Motta P, Ferri P, Bonetti L. The effectiveness of team-based learning in nursing education: A systematic review. Nurse Educ Today. 2021 Feb;97:104721.
He L, Yang N, Xu L, Ping F, Li W, Sun Q, Li Y, Zhu H, Zhang H. Synchronous distance education vs. traditional education for health science students: A systematic review and meta-analysis. Med Educ, 2020, in press.
Bredow CA, Roehling PV, Knorp AJ, Sweet AM. To flip or not to flip? A meta-analysis of the efficacy of flipped learning in higher education. Review of Educational Research. 2021 Dec;91(6):878-918.
Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ. 2017 Jun;51(6):585-597.
Låg T, Sæle RG. Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA open. 2019 Aug;5(3):2332858419870489.
Ebner C, Gegenfurtner A. Learning and satisfaction in webinar, online, and face-to-face instruction: a meta-analysis. Frontiers in Education 2019, 4: 92.
Gegenfurtner A, Ebner C. Webinars in higher education and professional training: A meta-analysis and systematic review of randomized controlled trials. Educational Research Review. 2019 Nov 1;28:100293.
Garzón J, Pavón J, Baldiris S. Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality. 2019 Dec;23(4):447-59.
Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis. J Med Internet Res. 2016 Jan 4;18(1):e2.
Abrami PC, Bernard RM, Borokhovski E, Waddington DI, Wade CA, Persson T. Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research. 2015 Jun;85(2):275-314.
Huber CR, Kuncel NR. Does college teach critical thinking? A meta-analysis. Review of Educational Research. 2016 Jun;86(2):431-68.
Murad MH, Coto-Yglesias F, Varkey P, Prokop LJ, Murad AL. The effectiveness of self-directed learning in health professions education: a systematic review. Med Educ. 2010 Nov;44(11):1057-68.
Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the health professions: a meta-analysis. JAMA. 2008 Sep 10;300(10):1181-96.
Jiménez-Saiz R, Rosace D. Is hybrid-PBL advancing teaching in biomedicine? A systematic review. BMC Med Educ. 2019 Jun 24;19(1):226.
Guraya SY, Barr H. The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. Kaohsiung J Med Sci. 2018 Mar;34(3):160-165.
Berger-Estilita J, Fuchs A, Hahn M, Chiang H, Greif R. Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature. BMC Med Educ. 2020 Aug 6;20(1):254.
-Marion-Martins AD, Pinho DL. Interprofessional simulation effects for healthcare students: A systematic review and meta-analysis. Nurse education today. 2020 Nov 1;94:104568.
-Best S, Williams S. Professional identity in interprofessional teams: findings from a scoping review. Journal of interprofessional care. 2019 Mar 4;33(2):170-81.
-Aldriwesh MG, Alyousif SM, Alharbi NS. Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review. BMC medical education. 2022 Dec;22(1):1-4.
-Talevski J, Wong Shee A, Rasmussen B, Kemp G, Beauchamp A. Teach-back: A systematic review of implementation and impacts. PLoS One. 2020 Apr 14;15(4):e0231350.
Wang T, Voss JG. Effectiveness of pictographs in improving patient education outcomes: a systematic review. Health Educ Res. 2020 Dec 17:cyaa046.
Looyestyn J, Kernot J, Boshoff K, Ryan J, Edney S, Maher C. Does gamification increase engagement with online programs? A systematic review. PLoS One. 2017 Mar 31;12(3):e0173403.
Zainuddin Z, Chu SK, Shujahat M, Perera CJ. The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review. 2020 Jun 1;30:100326.
van Gaalen AEJ, Brouwer J, Schönrock-Adema J, Bouwkamp-Timmer T, Jaarsma ADC, Georgiadis JR. Gamification of health professions education: a systematic review. Adv Health Sci Educ Theory Pract. 2021 May;26(2):683-711.
Zhu M, Sari AR, Lee MM. A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. Educational Technology Research and Development. 2020 Aug;68(4):1685-710.
Alturkistani A, Lam C, Foley K, Stenfors T, Blum ER, Van Velthoven MH, Meinert E. Massive Open Online Course Evaluation Methods: Systematic Review. J Med Internet Res. 2020 Apr 27;22(4):e13851.
Ahsan K, Akbar S, Kam B, Abdulrahman MD. Implementation of micro-credentials in higher education: A systematic literature review. Education and Information Technologies. 2023 Oct;28(10):13505-40.
Tamoliune G, Greenspon R, Tereseviciene M, Volungeviciene A, Trepule E, Dauksiene E. Exploring the potential of micro-credentials: A systematic literature review. Frontiers in Education 2023; 7: 1006811.
Uttl B, White CA, Gonzalez DW. Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation. 2017 Sep 1;54:22-42.
Chan AK, Botelho MG, Lam OL. Use of Learning Analytics Data in Health Care-Related Educational Disciplines: Systematic Review. J Med Internet Res. 2019 Feb 13;21(2):e11241.
Frich JC, Brewster AL, Cherlin EJ, Bradley EH. Leadership development programs for physicians: a systematic review. J Gen Intern Med. 2015 May;30(5):656-74.
Meyer HS, Larsen K, Samuel A, Berkley H, Harvey M, Norton C, Maggio LA. Teaching Medical Students How to Teach: A Scoping Review. Teach Learn Med. 2021 Oct 7:1-13.
Doobay-Persaud A, Adler MD, Bartell TR, Sheneman NE, Martinez MD, Mangold KA, Smith P, Sheehan KM. Teaching the social determinants of health in undergraduate medical education: a scoping review. Journal of general internal medicine. 2019 May;34(5):720-30.
Raso A, Marchetti A, D'Angelo D, Albanesi B, Garrino L, Dimonte V, Piredda M, De Marinis MG. The hidden curriculum in nursing education: a scoping study. Med Educ. 2019 Oct;53(10):989-1002.
Damiano RF, Cruz AOD, Oliveira JG, DiLalla LF, Tackett S, Ezequiel ODS, Lucchetti G. Mapping scientific research on the negative aspects of the medical school learning environment. Rev Assoc Med Bras (1992). 2019 Feb;65(2):232-239.
Maggio LA, Ninkov A, Costello JA, Driessen EW, Artino AR Jr. Knowledge syntheses in medical education: Meta-research examining author gender, geographic location, and institutional affiliation. PLoS One. 2021 Oct 26;16(10):e0258925.
Winzer R, Lindberg L, Guldbrandsson K, Sidorchuk A. Effects of mental health interventions for students in higher education are sustainable over time: a systematic review and meta-analysis of randomized controlled trials. PeerJ. 2018 Apr 2;6:e4598.
Curriculum and Learning Outcomes and Competencies
Forero DA, Adan A, Perry G, Majeed MH. Global perspectives and recommendations for curriculum design in academic programs in the health sciences. Educación Médica. 2022; 23(2):100728.
Caspersen J, Smeby JC, Olaf Aamodt P. Measuring learning outcomes. European Journal of Education. 2017 Mar;52(1):20-30.
Chatterjee D, Corral J. How to Write Well-Defined Learning Objectives. J Educ Perioper Med. 2017 Oct 1;19(4):E610.
Dzara K, Gooding H. A Guide to Educational Pyramids Commonly Used in Medical Education Programs. Acad Med. 2020, in press.
Caspersen J, Frølich N, Muller J. Higher education learning outcomes–Ambiguity and change in higher education. European Journal of Education. 2017 Mar;52(1):8-19.
Rogers GD, Thistlethwaite JE, Anderson ES, Abrandt Dahlgren M, Grymonpre RE, Moran M, Samarasekera DD. International consensus statement on the assessment of interprofessional learning outcomes. Med Teach. 2017 Apr;39(4):347-359.
Schoepp K. The state of course learning outcomes at leading universities. Studies in Higher Education. 2019 Apr 3;44(4):615-27.
Hussey T, Smith P. Learning outcomes: a conceptual analysis. Teaching in higher education. 2008 Feb 1;13(1):107-15.
Harris P, Bhanji F, Topps M, Ross S, Lieberman S, Frank JR, Snell L, Sherbino J, ICBME Collaborators. Evolving concepts of assessment in a competency-based world. Medical teacher. 2017 Jun 3;39(6):603-8.
Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, Harden RM, Iobst W, Long DM, Mungroo R, Richardson DL, Sherbino J, Silver I, Taber S, Talbot M, Harris KA. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638-45.
Harris P, Snell L, Talbot M, Harden RM. Competency-based medical education: implications for undergraduate programs. Med Teach. 2010;32(8):646-50.
Ten Cate O. Competency-Based Postgraduate Medical Education: Past, Present and Future. GMS J Med Educ. 2017 Nov 15;34(5):Doc69.
Englander R, Cameron T, Ballard AJ, Dodge J, Bull J, Aschenbrener CA. Toward a common taxonomy of competency domains for the health professions and competencies for physicians. Acad Med. 2013 Aug;88(8):1088-94.
Albanese MA, Mejicano G, Mullan P, Kokotailo P, Gruppen L. Defining characteristics of educational competencies. Med Educ. 2008 Mar;42(3):248-55.
Lurie SJ. History and practice of competency-based assessment. Med Educ. 2012 Jan;46(1):49-57.
Bennett RE. Formative assessment: A critical review. Assessment in education: principles, policy & practice. 2011 Feb 1;18(1):5-25.
Yates N, Gough S, Brazil V. Self-assessment: With all its limitations, why are we still measuring and teaching it? Lessons from a scoping review. Medical Teacher. 2022, in press.
Branzetti J, Gisondi MA, Hopson LR, Regan L. Aiming Beyond Competent: The Application of the Taxonomy of Significant Learning to Medical Education. Teach Learn Med. 2019 Aug-Sep;31(4):466-478.
Adams NE. Bloom's taxonomy of cognitive learning objectives. J Med Libr Assoc. 2015 Jul;103(3):152-3.
Crowe A, Dirks C, Wenderoth MP. Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology. CBE Life Sci Educ. 2008 Winter;7(4):368-81.
Casagrand J, Semsar K. Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes. Adv Physiol Educ. 2017 Jun 1;41(2):194-202.
Young JQ, Van Merrienboer J, Durning S, Ten Cate O. Cognitive Load Theory: implications for medical education: AMEE Guide No. 86. Med Teach. 2014 May;36(5):371-84.
Baker LR, Phelan S, Woods NN, Boyd VA, Rowland P, Ng SL. Re-envisioning paradigms of education: towards awareness, alignment, and pluralism. Adv Health Sci Educ Theory Pract. 2021 Aug;26(3):1045-1058.
Bissell AN, Lemons PP. A new method for assessing critical thinking in the classroom. BioScience. 2006 Jan 1;56(1):66-72.
Rachul C, Collins B, Ahmed M, Cai G. Twelve tips for designing assignments that foster independence in learning. Med Teach. 2021 Jan;43(1):75-79.
Teodorczuk A, Fraser J, Rogers GD. Open book exams: A potential solution to the "full curriculum"? Med Teach. 2018 May;40(5):529-530.
Cirigliano MM, Guthrie CD, Pusic MV. Click-level Learning Analytics in an Online Medical Education Learning Platform. Teach Learn Med. 2020 Aug-Sep;32(4):410-421.
Cirigliano MM, Guthrie C, Pusic MV, Cianciolo AT, Lim-Dunham JE, Spickard A 3rd, Terry V. "Yes, and …" Exploring the Future of Learning Analytics in Medical Education. Teach Learn Med. 2017 Oct-Dec;29(4):368-372.
Mcleod P, Steinert Y. Twelve tips for curriculum renewal. Med Teach. 2015 Mar;37(3):232-8.
Brauer DG, Ferguson KJ. The integrated curriculum in medical education: AMEE Guide No. 96. Med Teach. 2015 Apr;37(4):312-22.
Novak DA, Hallowell R, Ben-Ari R, Elliott D. A Continuum of Innovation: Curricular Renewal Strategies in Undergraduate Medical Education, 2010-2018. Acad Med. 2019 Nov;94:S79-S85.
Said JT, Schwartz AW. Remote Medical Education: Adapting Kern's Curriculum Design to Tele-teaching. Med Sci Educ. 2021 Jan 25:1-8.
Lee A, Steketee C, Rogers G, Moran M. Towards a theoretical framework for curriculum development in health professional education. Focus on Health Professional Education: A Multi-disciplinary Journal. 2013 Jun;14(3):70.
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Teaching Methods
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