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Habib Noorbhai, Danica Sims & Nadia Hartman. (2024) Multi-disciplinary staff perspectives and consensus on e-Learning and mHealth for Health Sciences curricula. Higher Education Research & Development 43:3, pages 620-639.
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Andrea J. Doyle, Clare Sullivan, Michelle O'Toole, Anna Tjin, Anastasija Simiceva, Naoise Collins, Paul Murphy, Michael J. Anderson, Claire Mulhall, Claire Condron, Debra Nestel, Robert MacAulay, Nancy McNaughton, Frank Coffey & Walter Eppich. (2024) Training simulated participants for role portrayal and feedback practices in communication skills training: A BEME scoping review: BEME Guide No. 86 . Medical Teacher 46:2, pages 162-178.
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Heather MacNeill, Ken Masters, Kataryna Nemethy & Raquel Correia. (2024) Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161. Medical Teacher 46:1, pages 4-17.
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Sophie Wurth, Hubert Maisonneuve, Mohamed Amir Moussa, Baptiste Campion, Nathalie Caire Fon, Claire Peltier & Marie-Claude Audétat. (2023) Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study. Medical Education Online 28:1.
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Diantha Soemantri, Ardi Findyartini, Rita Mustika, Estivana Felaza, Muhammad Athallah Arsyaf, Bayu Prasetya Alfandy & Nadia Greviana. (2023) Looking beyond the COVID-19 pandemic: the recalibration of student-teacher relationships in teaching and learning process. Medical Education Online 28:1.
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Gregory Guldner, Jessica Wells, Napatkamon Ayutyanont, Rahul Iyengar, Steven Sprenger, Jason T. Siegel & Rahul Kashyap. (2023) COVID-19 related disruptions to medical education and perceived clinical capability of new resident physicians: a nationwide study of over 1200 first-year residents. Medical Education Online 28:1.
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Davorina Petek, Irena Zakarija-Grković, Aleksandar Stepanović, Marion Tomičić, Zlata Ožvačić Adžić, Venija Cerovečki, Igor Švab & Vesna Homar. (2023) Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19. European Journal of General Practice 29:1.
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Zakia Dimassi, Lea Chaiban, Nathalie K. Zgheib & Ramzi Sabra. (2023) Re-conceptualizing medical education in the post-COVID era. Medical Teacher 0:0, pages 1-8.
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Karen E. Hauer, Anna Chang, Sandrijn M. van Schaik, Catherine Lucey, Tami Cowell & Arianne Teherani. (2023) “It’s All About the Trust And Building A Foundation:” Evaluation of a Longitudinal Medical Student Coaching Program. Teaching and Learning in Medicine 35:5, pages 550-564.
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Umit Kartoglu, Sevgi Turan, Alp Ergör, Dilek Aslan, Gülriz Erişgen, Duygu Fındık, Özlem Kayım Yıldız & Thomas C. Reeves. (2023) Opportunities for pedagogical change in Turkish medical education revealed in the wake of the COVID-19 pandemic. Teaching and Learning in Medicine 0:0, pages 1-16.
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Grainne P. Kearney, Helen Reid & Nigel D. Hart. (2023) Essential workers? An institutional ethnographic lens on pandemic GP placements. Education for Primary Care 34:3, pages 131-137.
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Pieter C. Barnhoorn, Vera Nierkens, Mattijs E. Numans, Yvonne Steinert & Walther N. K. A. van Mook. (2023) “What kind of doctor do you want to become?”: Clinical supervisors’ perceptions of their roles in the professional identity formation of General Practice residents. Medical Teacher 45:5, pages 485-491.
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Gandes Retno Rahayu, Prattama Santoso Utomo, Rilani Riskiyana & Rachmadya Nur Hidayah. (2022) Opportunity Amid Crisis in Medical Education: Teaching During the Pandemic of COVID-19. Journal of Multidisciplinary Healthcare 15, pages 2493-2502.
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Qian Liu, Susan Geertshuis, Tehmina Gladman & Rebecca Grainger. (2022) Student video production within health professions education: A scoping review. Medical Education Online 27:1.
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Jane L. D. Currie, Srdjan Saso, Karen Guerrero & Melanie Davies. (2022) Impact of covid-19 on subspecialty training in obstetrics and gynaecology. Journal of Obstetrics and Gynaecology 42:8, pages 3545-3551.
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Jye Gard, Clare Polley, Angela Cisternino & Amy Gray. (2022) The void: COVID-19 restrictions and junior doctor education opportunities. Medical Teacher 44:11, pages 1290-1295.
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Davina Carr & Gerard J Gormley. (2022) ‘Visiting uncertainty’: an immersive primary care simulation to explore decision-making when there is clinical uncertainty. Education for Primary Care 33:4, pages 237-243.
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Toni Li, Adrian Yung & Carolyn Tran. (2022) The virtualization of preclinical undergraduate medical education one year later: Students’ perspectives in Canada. Medical Teacher 44:7, pages 815-815.
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Deena Khamees, William Peterson, Madalena Patricio, Teresa Pawlikowska, Carolyn Commissaris, Andrea Austin, Mallory Davis, Maxwell Spadafore, Max Griffith, Ahmad Hider, Cameron Pawlik, Jennifer Stojan, Ciaran Grafton-Clarke, Hussein Uraiby, Satid Thammasitboon, Morris Gordon & Michelle Daniel. (2022) Remote learning developments in postgraduate medical education in response to the COVID-19 pandemic – A BEME systematic review: BEME Guide No. 71. Medical Teacher 44:5, pages 466-485.
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Jennifer Stojan, Mary Haas, Satid Thammasitboon, Lina Lander, Sean Evans, Cameron Pawlik, Teresa Pawilkowska, Madelyn Lew, Deena Khamees, William Peterson, Ahmad Hider, Ciaran Grafton-Clarke, Hussein Uraiby, Morris Gordon & Michelle Daniel. (2022) Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 69. Medical Teacher 44:2, pages 109-129.
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Rodrigo Almeida Bastos, Danielle Rachel dos Santos Carvalho, Carolina Felipe Soares Brandão, Ellen Cristina Bergamasco, John Sandars & Dario Cecilio-Fernandes. (2022) Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review. Medical Teacher 44:2, pages 187-195.
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Deborah Erlich, Elizabeth Armstrong & Holly Gooding. (2021) Silver linings: A thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic. Medical Teacher 43:12, pages 1444-1449.
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Warunya Woranush, Annahita Sedghi, Mats Leif Moskopp, Julia Japtok, Christian G. Ziegler, Jessica Barlinn, Lutz Mirow, Thomas Noll & Timo Siepmann. (2021) Effects of digitalized university curriculum-associated teaching on the equilibrium of autonomic neurophysiology and disposition of learners in medical school (EDUCATE-AND-LEARN): protocol for a randomized crossover study. Annals of Medicine 53:1, pages 1981-1988.
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Morris Gordon, Michelle Daniel, Aderonke Ajiboye, Hussein Uraiby, Nicole Y. Xu, Rangana Bartlett, Janice Hanson, Mary Haas, Maxwell Spadafore, Ciaran Grafton-Clarke, Rayhan Yousef Gasiea, Colin Michie, Janet Corral, Brian Kwan, Diana Dolmans & Satid Thammasitboon. A scoping review of artificial intelligence in medical education: BEME Guide No. 84. Medical Teacher 0:0, pages 1-25.
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Kelvin Gomez, Helen L. Edwards & Jane Kirby. (2024) Livestreaming clinical experience to remotely located learners: A critical narrative review. Medical Education.
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Clare Conway, Helena McKeague & Sarah Harney. (2023) The missing ingredient: Medical student insights to inform and enhance learner handover. The Clinical Teacher 21:2.
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Sinan Hopcan, Elif Polat & Ebru Albayrak. (2023) Research trends in e-learning practices for postgraduate medical education: A systematic review. Education and Information Technologies 29:5, pages 5921-5945.
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Yuqi Gu, Marshall Tenenbein, Linda Korz, Jason W. Busse & Michelle Chiu. (2024) Simulation-based medical education in Canadian anesthesiology academic institutions: a national surveyLa formation médicale par simulation dans les établissements canadiens d’enseignement en anesthésiologie : une enquête nationale. Canadian Journal of Anesthesia/Journal canadien d'anesthésie.
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