Medical Education Resources: the AMEE Guides (Medical Teacher)

Introduction

The Association for Medical Education in Europe (AMEE) publishes a range of guides providing theoretical reviews and practical advice on a number of topics in medical and health education.

Full Text Link

Reference

AMEE Guides Catalogue. Dundee [Online]: The Association for Medical Education in Europe (AMEE).

The Bibliographic Citations

Access to the full-text of these articles requires a suitable Athens password, a journal subscription or payment per article.

2017

Audétat, MC. Laurin, S. [and] Dory, V. [et al] (2017). Diagnosis and management of clinical reasoning difficulties: Part I. Clinical reasoning supervision and educational diagnosis. [Unnumbered AMEE Guide]. Medical Teacher. June 7th 2017: 1-5. [Epub ahead of print].

Audétat, MC. Laurin, S. [and] Dory, V. [et al] (2017). Diagnosis and management of clinical reasoning difficulties: Part II. Clinical reasoning difficulties: Management and remediation strategies. [Unnumbered AMEE Guide]. Medical Teacher. June 7th 2017: 1-5. [Epub ahead of print].

Sandars, J. [and] Murdoch-Eaton, D. (2017). Appreciative inquiry in medical education. [Unnumbered AMEE Guide]. Medical Teacher. February 2017; 39(2): 123-127.

2016

Boelen, C. Pearson, D. [and] Kaufman, A. [et al] (2016). Producing a socially accountable medical school: AMEE Guide No. 109. Medical Teacher. November 2016: 38(11): 1078-1091.

Varpio, L. Amiel, J. Richards, BF. (2016). Writing competitive research conference abstracts: AMEE Guide no. 108. Medical Teacher. September 2016; 38(9): 863-71.

Nordquist, J. Sundberg, K. [and] Laing, A. (2016). Aligning physical learning spaces with the curriculum: AMEE Guide No. 107. Medical Teacher. August 2016; 38(8): 755-68.

Ramani, S. Mann, K. Taylor, D. Thampy, H. (2016). Residents as teachers: near peer learning in clinical work settings: AMEE Guide No. 106. Medical Teacher. July 2016; 38(7): 642-55.

Masters, K. Ellaway, RH. [and] Topps, D. [et al] (2016). Mobile technologies in medical education: AMEE Guide No. 105. Medical Teacher. June 2016; 38(6): 537-49.

van Schalkwyk, SC. Murdoch-Eaton, D. [and] Tekian, A. [et al] (2016). The supervisor’s toolkit: a framework for doctoral supervision in health professions education: AMEE Guide No. 104. Medical Teacher.  May 2016; 38(5): 429-42.

Dogra, N. Bhatti, F. [and] Ertubey, C. [et al] (2016). Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE Guide No. Guide No. 103. Medical Teacher. April 2016; 38(4): 323-37.

Phillips, AW. Reddy, S. [and] Durning, SJ. (2016). Improving response rates and evaluating nonresponse bias in surveys: AMEE Guide No. 102. Medical Teacher. March 2016; 38(3): 217-28.

Blanco, MA. Gruppen, LD. Artino, AR Jr. [et al] (2016). How to write an educational research grant: AMEE Guide No. 101. Medical Teacher. February 2016; 38(2): 113-22.

Patterson, F. Zibarras, L. [and] Ashworth V. (2016). Situational judgement tests in medical education and training: Research, theory and practice: AMEE Guide No. 100. Medical Teacher. January 2016; 38(1): 3-17.

2015

Vandewaetere, M. Manhaeve, D. [and] Aertgeerts, B. [et al] (2014). 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93. Medical Teacher. January 2015; 37(1): 4-20.

Sharma, R. Gordon, M. Dharamsi, S. Gibbs, T. (2015). Systematic reviews in medical education: a practical approach: AMEE Guide 94. Medical Teacher. February 2015; 37(2): 108-24.

Patel, R. Sandars, J. [and] Carr, S. (2015). Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for teaching: AMEE Guide No. 95. Medical Teacher. March 2015; 37(3): 211-27.

Brauer, DG. Ferguson, KJ. (2015). The integrated curriculum in medical education: AMEE Guide No. 96. Medical Teacher. April 2015; 37(4): 312-22.

Sandars, J. [and] Sarojini Hart, C. (2015). The capability approach for medical education: AMEE Guide No. 97. Medical Teacher. July 2015; 37(6): 510-20.

Sandars, J. [and] Jackson, B. (2015). Self-authorship theory and medical education: AMEE Guide No. 98. Medical Teacher. July 2015; 37(6): 521-32.

Ten Cate, O. Chen, HC. [and] Hoff, RG. [et al] (2015). Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Medical Teacher. 2015; 37(11): 983-1002.

2014

Taylor, DC. Hamdy, H. (2013). Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher. November 2013; 35(11): e1561-72.

Bate, E. Hommes, J. Duvivier, R. [et al]. (2014). Problem-based learning (PBL): getting the most out of your students – their roles and responsibilities: AMEE Guide No. 84. Medical Teacher. January 2014; 36(1): 1-12.

McKinley, DW. Norcini, JJ. (2014). How to set standards on performance-based examinations: AMEE Guide No. 85. Medical Teacher. February 2014; 36(2): 97-110.

Young, JQ. Van Merrienboer, J. Durning, S. [et al]. (2014). Cognitive Load Theory: implications for medical education: AMEE Guide No. 86. Medical Teacher. May 2014; 36(5): 371-84.

Artino, AR. Jr. La Rochelle, JS. Dezee, KJ. [et al]. (2014). Developing questionnaires for educational research: AMEE Guide No. 87. Medical Teacher. June 2014; 36(6): 463-74.

Lumb, A. Murdoch-Eaton, D. (2014). Electives in undergraduate medical education: AMEE Guide No. 88. Medical Teacher. July 2014; 36(7): 557-72.

Crites, GE. Gaines, JK. [and] Cottrell, S. [et al] (2014). Medical education scholarship: An introductory guide. AMEE Guide No. 89. Medical Teacher. August 2014; 36(8): 657-74.

Tavakol, M. [and] Sandars, J. (2014). Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part I. Medical Teacher.  May 20th 2014, 1-11. [Epub ahead of print].

Tavakol, M. [and] Sandars, J. (2014). Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II. Medical Teacher.  May 20th 2014, 1-11. [Epub ahead of print].

Stalmeijer, RE. Mcnaughton, N. Van Mook, WN. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical Teacher. November 2014; 36(11): 923-39.

Sandars, J. Patel, R. [and] Steele, H. [et al] (2014). Developmental student support in undergraduate medical education: AMEE Guide No. 92. Medical Teacher. December 2014; 36(12): 1015-26.

2013

Tavakol, M. Dennick, R. (2013). Psychometric evaluation of a knowledge based examination using Rasch analysis: an illustrative guide: AMEE Guide No. 72. Medical Teacher. 2013; 35(1): e838-48.

Kuper, A. Whitehead, C. Hodges, BD. (2013). Looking back to move forward: using history, discourse and text in medical education research: AMEE Guide No. 73. Medical Teacher. 2013; 35(1): e849-60.

Sulaiman, N. [and] Hamdy, H. (2013). Problem-based learning: where are we now? Guide supplement 36.3: Practical Application. Medical Teacher. 2013; 35(2):160-2.

Khogalib, S.E. (2013). Team-based learning: A practical guide: Guide Supplement 65.1 – Viewpoint. Medical Teacher. 2013, 35(2), 163-165.

Coverdale, JH. Roberts, LW. Balon, R. [et al]. (2013). Writing for academia: getting your research into print: AMEE Guide No. 74. Medical Teacher. 2013; 35(2): e926-34.

Lubarsky, S. Dory, V. Duggan, P. [et al]. (2013). Script concordance testing: from theory to practice: AMEE Guide No. 75. Medical Teacher. 2013; 35(3): 184-93.

Steinert, Y. (2013). The “problem” learner: whose problem is it? AMEE Guide No. 76. Medical Teacher. April 2013; 35(4): e1035-45.

Cleland, J. Scott, N. Harrild, K. [et al]. (2013). Using databases in medical education research: AMEE Guide No. 77. Medical Teacher. May 2013; 35(5): e1103-22.

Pangaro, L. Ten Cate, O. (2013). Frameworks for learner assessment in medicine: AMEE Guide No. 78. Medical Teacher. June 2013; 35(6): e1197-210.

Hojat, M. Erdmann, JB. Gonnella, JS. (2013). Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79. Medical Teacher. July 2013; 35(7): e1267-301. Review.

Reeves, S. Peller, J. Goldman, J. [et al] (2013). Ethnography in qualitative educational research: AMEE Guide No. 80. Medical Teacher. August 2013; 35(8): e1365-79. Review.

Khan, KZ. Ramachandran, S. Gaunt, K. [et al]. (2013). The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: an historical and theoretical perspective. Medical Teacher. September 2013; 35(9): e1437-46.

Khan, KZ. Gaunt, K. Ramachandran, S. [et al]. (2013). The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: organisation and administration. Medical Teacher. September 2013; 35(9): e1447-63.

Motola, I. Devine, LA. Chung, HS. [et al]. (2013). Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Medical Teacher. October 2013; 35(10): e1511-30.

2012

Dolmans, DH. Tigelaar, D. (2012). Building bridges between theory and practice in medical education using a design-based research approach: AMEE Guide No. 60. Medical Teacher. 2012; 34(1): 1-10

Karakitsiou, DE. Markou, A. Kyriakou, P. [et al] (2012). The good student is more than a listener – The 12+1 roles of the medical student. Medical Teacher. 2012; 34(1): e1-8.

O’Sullivan, H. van Mook, W. Fewtrell, R. [et al] (2012). Integrating professionalism into the curriculum: AMEE Guide No. 61. Medical Teacher. 2012; 34(2): e64-77.  Review.

O’Sullivan, H. van Mook, W. Fewtrell, R. [et al] (2012). Integrating professionalism into the curriculum. Medical Teacher. 2012; 34(2): 155-7.

Hean, S. Craddock, D. Hammick, M. [et al]. (2012). Theoretical insights into interprofessional education: AMEE Guide No. 62. Medical Teacher. 2012; 34(2): e78-101.

Hean, S. Craddock, D. Hammick, M. (2012). Theoretical insights into interprofessional education. Medical Teacher. 2012; 34(2): 158-60

Yardley, S. Teunissen, PW. Dornan, T. (2012). Experiential learning: AMEE Guide No. 63. Medical Teacher. 2012; 34(2): e102-15. Review.

Yardley, S. Teunissen, PW. Dornan, T. (2012). Experiential learning: transforming theory into practice. Medical Teacher. 2012; 34(2): 161-4.

Artino AR, Jr. Holmboe, ES. Durning, SJ. (2012). Control-value theory: using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64. Medical Teacher. 2012; 34(3): e148-60.

Parmelee, D. Michaelsen, LK. Cook, S. [et al] (2012). Team-based learning: a practical guide: AMEE Guide No. 65. Medical Teacher. 2012; 34(5): e275-87.

Parmelee. DX. Hudes, P. (2012). Team-based learning: a relevant strategy in health professionals’ education. Medical Teacher. 2012; 34(5): 411-3.

Quantrill, S.J. Tun, J.K. (2012). Workplace-based assessment as an educational tool. Guide supplement 31.5 – Viewpoint. Medical Teacher. 2012, 34(5), 417-418.

Tavakol, M. Dennick, R. (2012). Post-examination interpretation of objective test data: monitoring and improving the quality of high-stakes examinations: AMEE Guide No. 66. Medical Teacher. 2012; 34(3): e161-75.

Tavakol, M. Dennick, R. (2012). Post-examination interpretation of objective test data: monitoring and improving the quality of high-stakes examinations – a commentary on two AMEE Guides. Medical Teacher. 2012; 34(3): 245-8.

Quantrill, SJ. Tun, JK. (2012). Workplace-based assessment as an educational tool. Guide supplement 31.5: viewpoint. Medical Teacher. 2012; 34(5): 417-8.

Frye, AW. Hemmer, PA. (2012). Program evaluation models and related theories: AMEE Guide No. 67. Medical Teacher. 2012; 34(5): e288-99.

Bloch, R. Norman, G. (2012). Generalizability theory for the perplexed: a practical introduction and guide: AMEE Guide No. 68. Medical Teacher. 2012; 34(11): 960-92.

Laidlaw, A. Aiton, J. Struthers, J. [et al]. (2012). Developing research skills in medical students: AMEE Guide No. 69. Medical Teacher. 2012; 34(9): e754-71.

Watling, CJ. Lingard, L. (2012). Grounded theory in medical education research: AMEE Guide No. 70. Medical Teacher. 2012; 34(10): 850-61.

Wrigley, W. van der Vleuten, CP. Freeman, A. [et al]. (2012). A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71. Medical Teacher. 2012; 34(9): 683-97.

2011

Azer, SA. (2011). Problem-based learning: Where are we now? Guide supplement 36.1 – viewpoint. Medical Teacher. 2011; 33(3): e121-2.

Edmunds, S. Brown, G. (2010). Effective small group learning: AMEE Guide No. 48. Medical Teacher. 2010; 32(9): 715-26.

Khan, K. Pattison, T. Sherwood, M. (2011). Simulation in medical education. Medical Teacher. 2011; 33(1): 1-3.

Laidlaw, A. Hart, J. (2011). Communication skills: an essential component of medical curricula. Part I: Assessment of clinical communication: AMEE Guide No. 51. Medical Teacher. 2011; 33(1): 6-8. Review.

Gibbs, T. Durning, S. [and] Van Der Vleuten, C. (2011). Theories in medical education: towards creating a union between educational practice and research traditions. Medical Teacher. 2011, 33(3), 183-187.

Durning, SJ. Artino, AR. (2011). Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide No. 52. Medical Teacher. 2011; 33(3): 188-99.

Azer, S.A. (2011). Problem-based learning: Where are we now? Guide supplement 36.1 – Viewpoint. Medical Teacher. 2011, 33(3), e121-e122.

Zuberi, R.W. (2011). Problem-based learning: Where are we now? Guide supplement 36.2 – Viewpoint. Medical Teacher. 2011, 33(3), e123-e124.

Dowie, A. [and] Martin, A. (2011). AMEE Guide 53: Ethics and law in the medical curriculum.  [Online Ebook], 2011.

Dowie AL. (2011). Making sense of ethics and law in the medical curriculum. Medical Teacher. 2011, 33(5), 384-387.

Tavakol, M. Dennick, R. (2011). Post-examination analysis of objective tests. [AMEE Guide No. 54]. Medical Teacher. 2011; 33(6): 447-58.

Snadden, D. Bates, J. Burns, P. [et al]; Association for Medical Education in Europe. (2011). Developing a medical school: expansion of medical student capacity in new locations: AMEE Guide No. 55. Medical Teacher. 2011; 33(7): 518-29.

Ringsted, C. Hodges, B. Scherpbier, A. (2011). ‘The research compass’: an introduction to research in medical education: AMEE Guide No. 56. Medical Teacher. 2011; 33(9): 695-709.

Schuwirth, LW. van der Vleuten, CP. (2011). General overview of the theories used in assessment: AMEE Guide No. 57. Medical Teacher. 2011; 33(10): 783-97. Review.

Sandars, J. Cleary, TJ. (2011). Self-regulation theory: applications to medical education: AMEE Guide No. 58. Medical Teacher. 2011; 33(11): 875-86.

Ten Cate, TJ. Kusurkar, RA. Williams, GC. (2011). How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59. Medical Teacher. 2011; 33(12): 961-73. Review.

2010

Kumta, S.M. Ware, J. [and] Wong, M. (2010). AMEE Guide Supplements 34: Teaching in the clinical environment. Guide Supplement 34.3 – Viewpoint. Medical Teacher. 2010. 32: 167-168. Full Text Link.

Scott, M. (2010). Continuing medical education: Guide supplement 35.1 – Viewpoint. Medical Teacher. 2010; 32(2): 169-71. Full Text Link.

Ribeiro, S. [and] Mennin, S. (2010). Continuing medical education: Guide supplement 35.2 – Viewpoint. Medical Teacher. 2010, 32(2): 172-173. Full Text Link.

Van der Vleuten, C. (2010). Setting and maintaining standards in multiple choice examinations: Guide supplement 37.1 – Viewpoint. Medical Teacher. 2010; 32(2), 174-6. Full Text Link.

Steinert, Y. (2010). AMEE Guide Supplements. Faculty development: yesterday, today and tomorrow: Guide supplement 33.1 – Viewpoint. Faculty development: from workshops to communities of practice. Medical Teacher. January 2010, 32(5), 425-428. Full Text Link.

Lieff, S.J. (2010). AMEE Guide Supplements. Faculty development: Yesterday, today and tomorrow: Guide supplement 33.2 – Viewpoint. Medical Teacher. January 2010, 32(5), 429-431. Full Text Link.

Denekens, J. (2010). Learning in interprofessional teams: Guide Supplement 38.1 – Viewpoint. Medical Teacher. January 2010, 32(5), 432–433. Full Text Link.

Cooper, H. (2010). Learning in interprofessional teams: Guide Supplement 38.2 – Viewpoint. Medical Teacher. January 2010, 32(5), 434–435. Full Text Link.

De Champlain, A.F. (2010). Setting and maintaining standards in multiple-choice examinations: Guide supplement 37.2 – Viewpoint. Medical Teacher. January 2010, 32(5), 436-437. Full Text Link.

Bruce, D. (2010). Workplace-based assessment as an educational tool: Guide Supplement 31.4 – review. Medical Teacher. 2010; 32(6): 524-5. Full Text Link.

Mclean, M. (2010). AMEE Guide 43 Supplement: Scholarship, publication and career advancement in the health professions education: Guide Supplement 43.1 – Viewpoint. Medical Teacher. 2010, 32(6), 526–529. Full Text Link.

Price, J. (2010). AMEE Guide 43 Supplement: Scholarship, publication and career advancement in health professions education: Guide supplement 43.2 – Viewpoint. Medical Teacher. 2010, 32(6), 530–532. Full Text Link.

Abu-Hijleh, M. (2010). AMEE Guide Supplements. The place of anatomy in medical education: Guide Supplement 41.1 – Viewpoint. Medical Teacher. 2010; 32(7): 601-3. Full Text Link.

Abu-Hijleh, M. Chakravarty, M. [and] Latif, N. [et al] (2010). AMEE Guide Supplements. The place of anatomy in medical education: Guide Supplement 41.2 – Practical application. Medical Teacher. 2010; 32(7): 604-6. Full Text Link.

Bandaranayake, RC. (2010). AMEE Guide Supplements. The place of anatomy in medical education: Guide Supplement 41.3 – viewpoint. Medical Teacher. 2010; 32(7): 607-9.  Full Text Link.

Hussein, A. Abdelkhalek, N. [and] Hamdy, H. (2010). Setting and maintaining standards in multiple choice examinations: Guide Supplement 37.3 – Practical application. Medical Teacher. 2010; 32(7): 610-2.

Edmunds, S. Brown, G. (2010). Effective small group learning: AMEE Guide No. 48. Medical Teacher. 2010; 32(9): 715-26.

Ketele, P. Jacobs, A. [and] Boruett, N. (2010). AMEE Guide 30: Peer-assisted learning: a planning and implementation framework. PerSIST: A PAL system for clinical skills training: A planning and implementation framework. Guide Supplement 8 – Practical Application. Medical Teacher. 2010. 32(9): 782–784. Full Text Link.

Robinson, Z. Hazelgrove-Planel, E. Edwards, Z. [et al] (2010). Peer-assisted learning: a planning and implementation framework. Guide supplement 30.7: practical application. Medical Teacher. 2010; 32(9): e366-8. Full Text Link.

Saedon, H. Saedon, MH. Aggarwal, SP. (2010). Workplace-based assessment as an educational tool: Guide supplement 31.3: viewpoint. Medical Teacher. 2010; 32(9): e369-72. Full Text Link.

Schofield, SJ. Bradley, S. Macrae, C. [et al]. (2010). How we encourage faculty development. Medical Teacher. 2010; 32(11): 883-6.

Pell, G. Fuller, R. Homer, M. [et al]; International Association for Medical Education (2010). How to measure the quality of the OSCE: A review of metrics – AMEE Guide No. 49. Medical Teacher. 2010; 32(10): 802-11.

2009

Hammick, M. Olckers, L. [and] Campion-Smith, C. (2009). Learning in interprofessional teams: AMEE Guide No 38. Medical Teacher. January 2009, 31(1), Pages 1-12.

Juenger, J. Schultz, JH. Schoenemann, J. [et al]. (2009). AMEE Guide Supplements: Peer-assisted learning: a planning and implementation framework. Guide supplement 30.6 – practical application. Medical Teacher. January 2009; 31(1): 55-6. Full Text Link.

Ten Cate, O. (2009). AMEE Guide Supplements: Peer-assisted learning: A planning and implementation framework. Guide supplement 30.5 – viewpoint. Medical Teacher. January 2009; 31(1): 57-8. Full Text Link.

Hamdy, H. (2009). AMEE Guide Supplements: Workplace-based assessment as an educational tool. Guide supplement 31.1: Viewpoint. Medical Teacher. January 2009; 31(1): 59-60. Full Text Link.

Hammick, M. Olckers, L. Campion-Smith, C. (2009). Learning in interprofessional teams: AMEE Guide No 38. Medical Teacher. January 2009; 31(1): 1-12.

Juenger, J. Schultz, J.H. [and] Schoenemann, J. [et al] (2009). AMEE Guide Supplements: Peer-assisted learning: a planning and implementation framework. Guide supplement 30.6 – Practical application. Medical Teacher. 2009, 31(1), 55-56. Full Text Link.

Ten Cate, O. (2009). AMEE Guide Supplements: Peer-assisted learning: a planning and implementation framework. Guide supplement 30.5: viewpoint. Medical Teacher. January 2009; 31(1): 57-8. Full Text Link.

Dennick, R. Wilkinson, S. Purcell, N. (2009). Online eAssessment: AMEE Guide No. 39. Medical Teacher. March 2009; 31(3): 192-206.

Hess, GR. Tosney, KW. Liegel, LH. (2009). Creating effective poster presentations: AMEE Guide No. 40. Medical Teacher. April 2009; 31(4): 319-21.

Sandars, J. (2009). AMEE Guide Supplements. E-learning in medical education: Guide Supplement 32.1 – Viewpoint. Medical Teacher. 2009, 31(4), 362-363. Full Text Link.

Murray, C. [and] Sandars, J. (2009). AMEE Guide Supplements. e-Learning in medical education: Guide supplement 32.2 – Practical application. Medical Teacher. 2009, 31(4), 364-365. Full Text Link.

Pyne, N. (2009). AMEE Guide Supplements. e-Learning in medical education: Guide supplement 32.3 – Practical application. Medical Teacher.  2009, 31(4), 366-367. Full Text Link.

Fuller, R, Coulby, C. Homer-Vanniasinkam, S. Hennessy, S. [and] Davis, N. (2009). AMEE Guide Supplements. e-Learning in medical education: Guide supplement 32.4 – Practical application. Medical Teacher. 2009, 31(4), 368-369. Full Text Link.

Louw, G. Eizenberg, N. Carmichael, SW. (2009). The place of anatomy in medical education: AMEE Guide No 41. Medical Teacher. May 2009; 31(5): 373-86.

Bilham, T. (2009). AMEE Guide Supplements. e-Learning in medical education: Guide supplement 32.5 – Viewpoint. Medical Teacher. 2009, 31(5), 449-451. Full Text Link.

Rajapakse, S. Fernando, D. Rubasinghe, N. [and] Gurusinghe, S. (2009). AMEE Guide Supplements. e-Learning in medical education: Guide supplement 32.6 – Practical application. Medical Teacher. 2009; 31(5), 452–453. Full Text Link.

Jacobs, J. L. (2009). Teaching in the clinical environment: Guide Supplement 34.1 – Viewpoint. Medical Teacher. 2009, 31(5), 454-456. Full Text Link.

Wong, S. (2009). Teaching in the clinical environment: Guide Supplement 34.2 – Viewpoint. Medical Teacher. 2009, 31(5), 457-458. Full Text Link.

Cleland, JA. Abe, K. Rethans, JJ. (2009). The use of simulated patients in medical education: AMEE Guide No 42. Medical Teacher. June 2009; 31(6): 477-86.

McGaghie, WC. (2009) Scholarship, publication, and career advancement in health professions education: AMEE Guide No. 43. Medical Teacher. July 2009; 31(7): 574-90. Erratum in: Medical Teacher. August 2009; 31(8): 786. Webster, Augusta [removed].

Sandars, J. (2009). The use of reflection in medical education: AMEE Guide No. 44. Medical Teacher. August 2009; 31(8): 685-95.

Van Tartwijk, J. Driessen, EW. (2009). Portfolios for assessment and learning: AMEE Guide No. 45. Medical Teacher. September 2009; 31(9): 790-801. Review.

Riley, SC. (2009). Student Selected Components (SSCs): AMEE Guide No 46. Medical Teacher. October 2009; 31(10): 885-94.

Maley, M. Worley, P. Dent, J. (2009). Using rural and remote settings in the undergraduate medical curriculum: AMEE Guide No. 47. Medical Teacher. November 2009; 31(11): 969-83.

Leinster, S.J. (2009). Workplace-based assessment as an educational tool: AMEE Guide Supplement 31.2 – Viewpoint. Medical Teacher. 2009, 31(11), 1032-1032. Full Text Link.

2008

Ramani, S. Leinster, S. (2008). AMEE Guide No. 34: Teaching in the clinical environment. Medical Teacher. 2008; 30(4): 347-64.

Topping, K. (2008). Peer-assisted learning: a planning and implementation framework. Guide supplement 30.1: viewpoint. Medical Teacher. 2008; 30(4): 440. Full Text Link.

Durning, SJ. (2008). Peer-assisted learning: a planning and implementation framework. Guide supplement 30.2: viewpoint. Medical Teacher. 2008; 30(4): 441-2. Full Text Link.

Nikendei, C. Köhl-Hackert, N. Jünger, J. (2008). Peer-assisted learning: a planning and implementation framework. Guide supplement 30.3: practical application. Medical Teacher. 2008; 30(4): 442-3. Full Text Link.

Weyrich, P. Schrauth, M. Nikendei, C. (2008). Peer-assisted learning: a planning and implementation framework. Guide supplement 30.4: practical application. Medical Teacher. 2008; 30(4): 444-5. Full Text Link.

Ellaway, R. Masters, K. (2008). AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Medical Teacher. June 2008; 30(5): 455-73.

Masters K, Ellaway R. (2008). e-Learning in medical education Guide 32 Part 2: Technology, management and design. Medical Teacher. June 2008; 30(5): 474-89.

Ramani, S. Leinster, S. (2008). AMEE Guide No. 34: Teaching in the clinical environment. Medical Teacher. 2008; 30(4): 347-64.

Gibbs, T. (2008). “Time to have your say”: AMEE Guide supplements. Medical Teacher. 2008; 30(4): 345-6.

Durning, SJ. (2008). Peer-assisted learning: a planning and implementation framework. Guide supplement 30.2: viewpoint. Medical Teacher. 2008; 30(4): 441-2.

McLean, M. Cilliers, F. [and] Van Wyk, J.M. (2008). AMEE Guide No. 36. Faculty development: yesterday, today and tomorrow. Medical Teacher. 2008, 30(6), 555-584.

Davis N, Davis D, Bloch R. (2008). Continuing medical education: AMEE Education Guide No 35. Medical Teacher. 2008; 30(7): 652-66.

Hamdy, H. (2008). The fuzzy world of problem based learning. Medical Teacher. 2008; 30(8): 739-41.

Bandaranayake, RC. (2008). Setting and maintaining standards in multiple choice examinations: AMEE Guide No. 37. Medical Teacher. 2008; 30(9-10): 836-45.

2007

Kilminster, S. Cottrell, D. Grant, J. [et al]. (2007). AMEE Guide No. 27: Effective educational and clinical supervision. Medical Teacher. February 2007; 29(1): 2-19.

Gibbs, T. (2007). Advancing Medical Education: the new series of AMEE guides in medical education. Medical Teacher. 2007, 29(6), 525-526.

Ross, MT. Cameron, HS. (2007). Peer assisted learning: a planning and implementation framework: AMEE Guide No. 30. Medical Teacher. September 2007; 29(6): 527-45.

Norcini, J. Burch, V. (2007). Workplace-based assessment as an educational tool: AMEE Guide No. 31. Medical Teacher. November 2007; 29(9): 855-71. Review.

2006

Goldie, J. (2006). AMEE Education Guide No. 29: evaluating educational programmes. Medical Teacher. May 2006; 28(3): 210-24. Review.

2005

Dent, JA. (2005). AMEE Guide No 26: clinical teaching in ambulatory care settings: making the most of learning opportunities with outpatients. Medical Teacher. June 2005; 27(4): 302-15.

Davis, MH. Karunathilake, I. Harden, RM. (2005). AMEE Education Guide No. 28: the development and role of departments of medical education. Medical Teacher. December 2005; 27(8): 665-75.

2003

Shumway, JM. Harden, RM.; Association for Medical Education in Europe (2003). AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Medical Teacher. November 2003; 25(6): 569-84.

2001

Harden, RM. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher. March 2001; 23(2): 123-137.

Brown, G. Manogue, M. (2001). AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers. Medical Teacher. May 2001; 23(3): 231-244.

Genn, JM. (2001). AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education – a unifying perspective. Medical Teacher. July 2001; 23(4): 337-344.

Genn, JM. (2001). AMEE Medical Education Guide No. 23 (Part 2): Curriculum, environment, climate, quality and change in medical education – a unifying perspective. Medical Teacher. 2001; 23(5): 445-54.

Friedman Ben David, M. Davis, MH. Harden, RM. [et al]. (2001). AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment. Medical Teacher. October 2001; 23(6): 535-551.

2000

Ben-David, M.F. (2000). AMEE Guide No. 18: Standard setting in student assessment. Medical Teacher. March 2000, 22(2), 120-130.

Challis M. (2000). AMEE Medical Education Guide No. 19: Personal learning plans. Medical Teacher. May 2000, 22(3), 225-236.

Harden, R.M. [and] Crosby, J. (2000) AMEE Guide No. 20: The good teacher is more than a lecturer – The twelve roles of the teacher. Medical Teacher. July 2000, 22(4), 334-347.

1999

Harden, R.M. (1999). AMEE Guide No. 14: Outcome-based education: Part 1 – An introduction to outcome-based education. Medical Teacher. January 1999, 21(1), Pages 7-14.

Smith, S.R. (1999). AMEE Guide No. 14: Outcome-based education: Part 2 – Planning, implementing and evaluating a competency-based curriculum. Medical Teacher. January 1999, 21(1), 15-22.

Ben-David, M.F. (1999). AMEE Guide No. 14: Outcome-based education: Part 3-Assessment in outcome-based education. Medical Teacher. January 1999, 21(1), 23-25.

Ross, N. (1999). AMEE Guide No. 14: Outcome-based education: Part 4 – Outcome-based learning and the electronic curriculum at Birmingham Medical School. Medical Teacher. January 1999, 21(1), 26–31.

Challis, M (1999). AMEE Medical Education Guide No. 11 (revised): Portfolio-based learning and assessment in medical education. Medical Teacher. July 1999, 21(4). 370-386.

Harden, JR. Crosby, MH. Davis, M. [et al] (1999). AMEE Guide No. 14: Outcome-based education: Part 5 – From competency to meta-competency: a model for the specification of learning outcomes. Medical Teacher. 1999; 21(6): 546-52.

Davis, MH. (1999). AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide. Medical Teacher. 1999; 21(2): 130-40.

Harden, R.M. Laidlaw, J.M. [and] Hesketh E.A. (1999). AMEE Guide No. 16: Study Guides their use and preparation. Medical Teacher. May 1999, 21(3), 248-265.

Parsell, G. [and] Bligh, J. (1999) AMEE Guide No. 17: Writing for journal publication. Medical Teacher. September 1999, September 1999, 21(5), 457-468.

Harden, R.M. Crosby, J.R. Davis, M.H. [and] Friedman, M. (1999). AMEE Guide No. 14: Outcome-based education: Part 5 – From competency to meta-competency: a model for the specification of learning outcomes. Medical Teacher. November 1999, 21(6), 546-552.

1998

Harden, R.M. (1998). AMEE Guide No. 12: Multiprofessional education: Part 1 – effective multiprofessional education: a three-dimensional perspective. Medical Teacher. September 1998, 20(5), 402-408.

Pirrie, A. Wilson, V. Harden, R.M. [and] Elsegood, J. (1998). AMEE Guide No. 12: Multiprofessional education: Part 2 – promoting cohesive practice in health care. Medical Teacher, September 1998, 20(5), 409-416.

Collins, J.P. Harden, R.M. (1998). AMEE Medical Education Guide No. 13: Real patients, simulated patients and simulators in clinical examinations. Medical Teacher. November 1998, 20(6), 508-521.

1997

Gleeson, F. (1997). AMEE Medical Education Guide No. 9: Assessment of clinical competence using the Objective Structured Long Examination Record (OSLER). Medical Teacher. 1997, 19(1), pp.7-14.

Gale, R. [and] Grant, J. (1997). AMEE Medical Education Guide No. 10. Managing change in a medical context: guidelines for action. Medical Teacher, 1997, 19(4), pp.239-249.

1996

Harden, R.M. Laidlaw, J.M. Ker J.S. Mitchell H.E. (1996). AMEE Medical Education Guide No. 7: Task-based learning: an educational strategy for undergraduate, postgraduate and continuing medical education. Part 1. Medical Teacher, 1996, 18(1), pp.7-13.

Crosby, J. (1996). AMEE Medical Education Guide No. 8: Learning in small groups. Medical Teacher. September 1996, 18(3), pp.189-202.

1995

Harden, R.M. Davis, M.H. (1995). AMEE Medical Education Guide No. 5. The core curriculum with options or special study modules. Medical Teacher. 1995, 17(2), 125-148.

Atkins, M.J. [and] O’Halloran, C. (1995). AMEE Medical Education Guide No. 6. Evaluating multimedia applications for medical education. Medical Teacher. 1995, 17(2), 149-160.

1992

Harden, R.M., [and] Laidlaw, J.M. (1992). AMEE Medical Education Guide No. 4: Effective continuing education: the CRISIS criteria. Medical Teacher. September 1992; 26(5): 408-22.

Reports (Non-AMEE) on Medical Education of Possible Interest

Selecting for excellence – final report. London: Medical Schools Council, December 8th 2014. Full Text Link.

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About Dementia and Elderly Care News

Dementia and Elderly Care News. Wolverhampton Medical Institute: WMI. (jh)
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