Medical Teacher Journal

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A change of mind: Error motivation is shaped by error perceptions in different learning environments.. ahead-of-print:1-9. 2024
Development and delivery of justice, equity, diversity, inclusion, and anti-oppression concepts in entry-level health professional education: A scoping review: BEME Guide No. 88.. ahead-of-print:1-13. 2024
Data sharing and big data in health professions education: Ottawa consensus statement and recommendations for scholarship. 46:471-485. 2024
In EPAs we trust, is quality and safety a must? A cross-specialty analysis of entrustable professional activity guides. ahead-of-print:1-9. 2024
The development of a tool to assess medical students’ non-technical skills – The Norwegian medical students’ non-technical skills (NorMS-NTS). 45:516-523. 2023
Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education. 45:395-403. 2023
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. 45:241-251. 2023
“House calls”: An approach to faculty development in distributed medical education. 43:920-921. 2021
Becoming a deliberately developmental organization: Using competency based assessment data for organizational development. 43:801-809. 2021
Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees. 43:765-773. 2021
If we could turn back time: Imagining time-variable, competency-based medical education in the context of COVID-19. 43:774-779. 2021
DRIFT happens, sometimes: Examining time based rater variance in a high-stakes OSCE. 41:819-823. 2019
Communication, learning and assessment: Exploring the dimensions of the digital learning environment. 41:385-390. 2019
Eight-year outcomes of a competency-based residency training program in orthopedic surgery. 40:1042-1054. 2018
Preparing teachers for competency-based medical education: Fundamental teaching activities. 40:80-85. 2018
A call to action: The controversy of and rationale for competency-based medical education. 39:574-581. 2017
Evolving concepts of assessment in a competency-based world. 39:603-608. 2017
Toward a shared language for competency-based medical education. 39:582-587. 2017
Health advocacy. 39:128-135. 2017
OSCE circuit performance effects: Does circuit order influence scores?. 38:98-100. 2016
Deliberate practice as a framework for evaluating feedback in residency training. 37:551-557. 2015
Twitter as a tool for communication and knowledge exchange in academic medicine: A guide for skeptics and novices. 37:411-416. 2015
A process oriented approach to promoting collaborative practice: Incorporating complexity methods. 36:821-824. 2014
Twelve tips on engaging learners in checking health care decisions. 36:111-115. 2014
Simulation in healthcare: A taxonomy and a conceptual framework for instructional design and media selection. 35:e1380-e1395. 2013
Enhancing learning approaches: Practical tips for students and teachers. 35:433-443. 2013
Procedural certification program: Enhancing resident procedural teaching skills. 35:524-524. 2013
Integration and timing of basic and clinical sciences education. 35:381-387. 2013
Historical factors influencing medical education research productivity. 35:269-270. 2013
An evaluation of the ‘5 Minute Medicine’ video podcast series compared to conventional medical resources for the internal medicine clerkship. 34:e751-e755. 2012
Generalizability theory for the perplexed: A practical introduction and guide: AMEE Guide No. 68. 34:960-992. 2012
Testing the validity of a scenario-based questionnaire to assess the ethical sensitivity of undergraduate medical students. 34:635-642. 2012
New directions in e-learning research in health professions education: Report of two symposia. 34:e15-e20. 2012
Student perspectives on patient educators as facilitators of interprofessional education. 33:851-853. 2011
Promoting interprofessional learning with medical students in home care settings. 33:e236-e241. 2011
Students’ perceptions of interprofessional learning through facilitated online learning modules. 32:e391-e398. 2010
Competency-based continuing professional development. 32:657-662. 2010
Competency-based medical education in postgraduate medical education. 32:651-656. 2010
Competency-based medical education: theory to practice. 32:638-645. 2010
The importance of faculty development in the transition to competency-based medical education. 32:683-686. 2010
The role of assessment in competency-based medical education. 32:676-682. 2010
Toward a definition of competency-based education in medicine: a systematic review of published definitions. 32:631-637. 2010
Assessment steers learning down the right road: Impact of progress testing on licensing examination performance. 32:496-499. 2010
The development of a national pediatric trauma curriculum. 32:e115-e119. 2010
The effect of educational games on medical students’ learning outcomes: a systematic review: BEME Guide No 14. 32:16-27. 2010
A comprehensive checklist for reporting the use of OSCEs. 31:112-124. 2009
Letters to the Editor. 31:1094-1098. 2009
Teaching basic science to optimize transfer. 31:807-811. 2009
Turning words into numbers: establishing an empirical cut score for a letter graded examination. 31:442-446. 2009
Comparing academic performance of medical students in distributed learning sites: the McMaster experience. 30:67-71. 2008
The feasibility of an electronic reflective practice exercise among physiotherapy students. 30:e232-e238. 2008
The merit of mandatory interprofessional education for pre-health professionalstudents. 29:e235-e242. 2007
EBM user and practitioner models for graduate medical education: what do residents prefer?. 28:192-194. 2006
Can students’ reasons for choosing set answers to ethical vignettes be reliably rated? Development and testing of a method. 26:713-718. 2004
An interprofessional problem-based learning course on rehabilitation issues in HIV. 25:408-413. 2003
Computer-assisted instruction of carpal bone radiograph interpretation. 24:605-608. 2002
A systematic process for content review in a problem-based learning curriculum. 23:556-560. 2001
Perceptions of student peer tutors in a problem-based learning programme. 23:181-186. 2001
Reflections on BEME. 22:141-144. 2000
Learning anatomy: do new computer models improve spatial understanding?. 21:519-522. 1999
The problem-based learning tutor: Teacher? Facilitator? Evaluator?. 21:393-401. 1999
Moral development or moral decline? A discussion of ethics education for the health care professions. 19:301-309. 1997
A proposal for enhancing the quality of clinical teaching: results of a department of medicine's educational retreat. 15:147-161. 1993
Clinical evaluation: physiotherapists' ranking of competencies. 15:369-377. 1993
The structured oral self-directed learning evaluation: one method of evaluating the clinical reasoning skills of occupational therapy and physiotherapy students. 15:223-236. 1993
Learning contracts in clinical education: evaluation by clinical supervisors. 14:205-210. 1992
Electives in the McMaster MD Programme. 10:91-94. 1988
The Educational Value of Student Encounter Logs in a Psychiatry Clerkship. 10:33-40. 1988
The Way We Teach… Haematology to Postgraduates. 6:134-137. 1984
The Way We Teach… Haematology to Undergraduates. 6:92-96. 1984

has subject area

1301 Education Systems (FoR)
1302 Curriculum and Pedagogy (FoR)
1303 Specialist Studies in Education (FoR)
Medical Informatics (Science Metrix)