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Assessing tomorrow's learners: In competency-based education only a radically different holistic method of assessment will work. Six things we could forget

Medical teacher, 2013-07, Vol.35 (7), p.555-559

2013

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The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30

Medical teacher, 2013-12, Vol.35 (12), p.e1608-e1624

2013

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The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10

Medical teacher, 2008-01, Vol.30 (2), p.124-145

2008

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Evidence for curricular and instructional design approaches in undergraduate medical education: An umbrella review

Medical teacher, 2016-02, Vol.38 (2), p.150-161

2016

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Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

Medical teacher, 2021-08, Vol.43 (8), p.924-936

2021

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Frameworks for learner assessment in medicine: AMEE Guide No. 78

Medical teacher, 2013-06, Vol.35 (6), p.e1197-e1210

2013

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Optimal timing of faculty teaching when combined with near-peer teaching: A mixed methods analysis

Medical teacher, 2024-02, p.1-8

2024

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Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula

Medical teacher, 2009-01, Vol.31 (10), p.e477-e483

2009

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The "problem" learner: Whose problem is it? AMEE Guide No. 76

Medical teacher, 2013-04, Vol.35 (4), p.e1035-e1045

Steinert, Yvonne

2013

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Investigating feedback orientation in medical learners

Medical teacher, 2023-05, Vol.45 (5), p.492-498

2023

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Student engagement in health professions education: AMEE Guide No. 152

Medical teacher, 2023-09, Vol.ahead-of-print (ahead-of-print), p.1-17

2023

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Impact of a professional development session based on learner evaluations within a preceptor community of practice

Medical teacher, 2023-07, Vol.45 (7), p.732-739

2023

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Self-regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66

Medical teacher, 2022, Vol.44 (1), p.3-18

2022

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Immersive distance simulation: Exploring the educational impact of stereoscopic extended reality (XR) video in remote learning environments

Medical teacher, 2024-09, Vol.46 (9), p.1134-1136

2024

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Learners, performers, caregivers, and team players: Descriptions of the ideal medical student in longitudinal integrated and block clerkships

Medical teacher, 2016-03, Vol.38 (3), p.297-305

2016

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Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan

Medical teacher, 2018-03, Vol.40 (3), p.285-295

2018

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Left to their own devices: Medical learners' use of mobile technologies

Medical teacher, 2014-02, Vol.36 (2), p.130-138

2014

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Effect of students' learning styles on classroom performance in problem-based learning

Medical teacher, 2012-04, Vol.34 (s1), p.S14-S19

Alghasham, Abdullah A.

2012

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Development of a taxonomy of unprofessional behavior in clinical learning environments using learner-generated critical incidents

Medical teacher, 2021-10, Vol.43 (10), p.1161-1169

2021

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A novel workplace-based assessment for competency-based decisions and learner feedback

Medical teacher, 2018-11, Vol.40 (11), p.1143-1150

2018

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Twelve tips for providing academic remediation to widening access learners in medical education

Medical teacher, 2023-10, Vol.ahead-of-print (ahead-of-print), p.1-6

2023

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Addressing learner disorientation: Give them a roadmap

Medical teacher, 2014-08, Vol.36 (8), p.685-691

Crossley, James G. M.

2014

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Student teaching: views of student near-peer teachers and learners

Medical teacher, 2007-01, Vol.29 (6), p.583-590

2007

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The impact of simulated patient death on medical students' stress response and learning of ACLS

Medical teacher, 2016-07, Vol.38 (7), p.730-737

2016

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Competence committee: How meeting frequency impacts committee function and learner-centered assessment

Medical teacher, 2020-04, Vol.42 (4), p.472-473

2020

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Assessing tomorrow's learners: In competency-based education only a radically different holistic method of assessment will work. Six things we could forget

The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30

The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10

Evidence for curricular and instructional design approaches in undergraduate medical education: An umbrella review

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

Frameworks for learner assessment in medicine: AMEE Guide No. 78

Optimal timing of faculty teaching when combined with near-peer teaching: A mixed methods analysis

Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula

The "problem" learner: Whose problem is it? AMEE Guide No. 76

Investigating feedback orientation in medical learners

Student engagement in health professions education: AMEE Guide No. 152

Impact of a professional development session based on learner evaluations within a preceptor community of practice

Self-regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66

Immersive distance simulation: Exploring the educational impact of stereoscopic extended reality (XR) video in remote learning environments

Learners, performers, caregivers, and team players: Descriptions of the ideal medical student in longitudinal integrated and block clerkships

Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan

Left to their own devices: Medical learners' use of mobile technologies

Effect of students' learning styles on classroom performance in problem-based learning

Development of a taxonomy of unprofessional behavior in clinical learning environments using learner-generated critical incidents

A novel workplace-based assessment for competency-based decisions and learner feedback

Twelve tips for providing academic remediation to widening access learners in medical education

Addressing learner disorientation: Give them a roadmap

Student teaching: views of student near-peer teachers and learners

The impact of simulated patient death on medical students' stress response and learning of ACLS

Competence committee: How meeting frequency impacts committee function and learner-centered assessment

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