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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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Ciaran Grafton-Clarke, Hussein Uraiby, Morris Gordon, Nicola Clarke, Eliot Rees, Sophie Park, Mohan Pammi, Sebastian Alston, Deena Khamees, William Peterson, Jennifer Stojan, Cameron Pawlik, Ahmad Hider & Michelle Daniel. (2022) Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70. Medical Teacher 44:3, pages 227-243.
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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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Elaine Hill, Dawne Gurbutt, Thamasi Makuloluwa, Morris Gordon, Rachel Georgiou, Hazel Roddam, Sujatha Seneviratne, Anna Byrom, Kerry Pollard, Kalpani Abhayasinghe & Kenneth Chance-Larsen. (2021) Collaborative healthcare education programmes for continuing professional education in low and middle-income countries: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 65. Medical Teacher 43:11, pages 1228-1241.
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Michelle Daniel, Morris Gordon, Madalena Patricio, Ahmad Hider, Cameron Pawlik, Rhea Bhagdev, Shoaib Ahmad, Sebastian Alston, Sophie Park, Teresa Pawlikowska, Eliot Rees, Andrea Jane Doyle, Mohan Pammi, Satid Thammasitboon, Mary Haas, William Peterson, Madelyn Lew, Deena Khamees, Maxwell Spadafore, Nicola Clarke & Jennifer Stojan. (2021) An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64. Medical Teacher 43:3, pages 253-271.
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Morris Gordon, Madalena Patricio, Laura Horne, Alexandra Muston, Sebastian R. Alston, Mohan Pammi, Satid Thammasitboon, Sophie Park, Teresa Pawlikowska, Eliot L. Rees, Andrea Jane Doyle & Michelle Daniel. (2020) Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63. Medical Teacher 42:11, pages 1202-1215.
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Morris Gordon, Simon Gupta, Debra Thornton, Michael Reid, Ernie Mallen & Angela Melling. (2020) Patient/service user involvement in medical education: A best evidence medical education (BEME) systematic review: BEME Guide No. 58. Medical Teacher 42:1, pages 4-16.
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John W. Ragsdale, Andrea Berry, Jennifer W. Gibson, Christiane R. Herber-Valdez, Lauren J. Germain & Deborah L. Engle. (2020) Evaluating the effectiveness of undergraduate clinical education programs. Medical Education Online 25:1.
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Gillian Maudsley & David Taylor. (2020) Analysing synthesis of evidence in a systematic review in health professions education: observations on struggling beyond Kirkpatrick. Medical Education Online 25:1.
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Miriam Lacasse, Marie-Claude Audétat, Élisabeth Boileau, Nathalie Caire Fon, Marie-Hélène Dufour, Marie-Claude Laferrière, Alexandre Lafleur, Ève La Rue, Shirley Lee, Mathieu Nendaz, Emmanuelle Paquette Raynard, Caroline Simard, Yvonne Steinert & Johanne Théorêt. (2019) Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56. Medical Teacher 41:9, pages 981-1001.
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Daniel Darbyshire, Morris Gordon, Paul Baker, Steven Agius & Sean McAleer. (2019) Systematic review of interventions to encourage careers in academic medicine. Medical Teacher 41:1, pages 61-67.
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Anne-Marie Feeley & Deborah L. Biggerstaff. (2015) Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students. Teaching and Learning in Medicine 27:3, pages 237-244.
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