EDP Sciences logo
Authentification abonné
Rechercher
Menu
Accueil Tous les numéros Volume 15 / Numéro 3 (août 2014) Pédagogie Médicale, 15 3 (2014) 183-237 Références
Accès gratuit
Numéro
Pédagogie Médicale
Volume 15, Numéro 3, août 2014
Page(s) 183 - 237
Section Références
DOI https://doi.org/10.1051/pmed/2015001
Publié en ligne 9 mars 2015
  1. Benor D. Faculty development, teacher training and teacher accreditation in medical education: twenty years from now. Med Teach 2000;22:503-512 [CrossRef] [PubMed] [Google Scholar]
  2. Guskey TR. What makes professional development effective? Phi Delta Kappan 2003;84:748-50. [CrossRef] [Google Scholar]
  3. Steinert Y. Staff development in: A Practical Guide for Medical Teacher, London : Elsevier Churchill Livingston, 2005. [Google Scholar]
  4. Bland C & Stritter F. Characteristics of an effective family medicine faculty development program. Fam Med 1988;20:282-8. [PubMed] [Google Scholar]
  5. Hitchcock MA, Stritter FT & Bland CJ. Faculty development in the health professions: conclusions and recommendations. Med Teach 1993;14:295-309. [CrossRef] [Google Scholar]
  6. Wilkerson L & Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Acad Med 1998;73:387-96. [CrossRef] [PubMed] [Google Scholar]
  7. Steinert Y. Faculty development in the new milenium: key challenges and future directions. Med Teach 2000;22:44-50. [CrossRef] [Google Scholar]
  8. Steinert Y, Nasmith L, McLeod P & Conochie L. A teaching scholarsprogram to develop leaders in medical education. Acad Med 2003;78:142-9. [CrossRef] [PubMed] [Google Scholar]
  9. Harris DL, Krause KC, Parish DC & Smith MU. Academic competencies for medical faculty. Fam Med 2007;39:343-50. [PubMed] [Google Scholar]
  10. Sheets KJ & Schwenk TL. Faculty development for family medicine educators: an agenda for future activities. Teach Learn Med 1990;2:141-8. [CrossRef] [Google Scholar]
  11. Gaff JC. Towards Faculty Renewal. San Francisco: Jossey-Bass,1975. [Google Scholar]
  12. Centra J. Faculty Development Practices in US Colleges and Universities. Princeton: Educational Testing Service, 1976. [Google Scholar]
  13. Stritter FT. Faculty evaluation and development. In: CH Mcguire, RFA Gorr & RW Richards (Eds.) Handbook of Health Professions Education. San Francisco: Jossey-Bass, 1983. [Google Scholar]
  14. Bland C & Schmitz C. Characteristics of the succcessful researcher and implications for faculty development. J Med Educ 1986;61:22-31. [PubMed] [Google Scholar]
  15. Bland C & Schmitz C. Faculty renewal: Concepts, strategies and lessons from the past twenty years. In: Wheeler JSD (Ed.) Enhancing Faculty Careers: Strategies for Renewal. San Francisco: Jossey Bass, 1988. [Google Scholar]
  16. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M & Prideaux D. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education. BEME Guide No 8. Med Teach 2006;28:497-526. [Google Scholar]
  17. Kirkpatrick DL. Evaluating training programs: the four levels. San Francisco: Berrett-Koehler Publishers, 994 [Google Scholar]
  18. Entwistle NJ & Ramsden P. Understanding student learning. London: Croom Helm, 1983. [Google Scholar]
  19. Harden RM, Crosby JR & Davis MH. AMEE Guide No. 14: Outcomes-Based Education: Part 1 – An introduction to outcome-based education. Med Teach 1999;21:7-14. [CrossRef] [Google Scholar]
  20. Carraccio C, Wolfsthal S, Englander R, Ferentz K & Martin C. Shifting paradigms: from Flexner to competencies. Acad Med 2002;77:361-7. [CrossRef] [PubMed] [Google Scholar]
  21. Simpson JG, Furnace J, Crosby J, Cumming AD, Evans PA & FriedmanBen-David M. The Scottish Doctor – Learning Outcomes For The Medical Undergraduate In Scotland: A foundation for competent and reflective practitioners. Med Teach 2002; 24:136-43. [CrossRef] [PubMed] [Google Scholar]
  22. Harden R & Crosby J. The good teacher is more than a lecturer: the twelve roles of the teacher. AMEE Guide N° 20. Med Teach 2000;22:334-7. [Google Scholar]
  23. Hesketh EA, Bagnall G, Buckley EG, Friedman M, Goodall E, Harden RM, Laidlaw J. M, Leighton-Beck L, Mckinley P, Newton R & Oughton R. A Framework For Developing Excellence As A Clinical Educator. Med Educ 2001;35:555-64. [CrossRef] [PubMed] [Google Scholar]
  24. Harden RM. Stress, pressure and burnout in teachers: is the swan exhausted? Med Teach 1999;21:245-7. [CrossRef] [Google Scholar]
  25. Tedesco L, Martin M, Banday N, Clarke M, Dechamplain R, Fazekas A, Giuliani M, Guglielmotti MB, Kotowic W, Martinez C, Nakata M, Robinson Pj, Radnai M, Saporito R, Stenvik A & Tansay M. 3.1 Scholarship and the university. Eur J Dent Educ 2002;6(Suppl. 3):86-96. [CrossRef] [PubMed] [Google Scholar]
  26. Leinster SJ. Medical education in the real world. Med Educ 2003;37: 397-398. [CrossRef] [PubMed] [Google Scholar]
  27. Sheets KJ & Schwenk TL. Faculty development for family medicine educators: an agenda for future activities. Teach Learn Med 1990;2:141-8. [CrossRef] [Google Scholar]
  28. General Medical Council. Tomorrow’s Doctors Recommendations on undergraduate medical education. London, GMC, 1993. [Google Scholar]
  29. Bligh J, Prideaux D & Parsell G. Prisms: new educational strategies for medical education. Med Educ 2001;35:520-1. [CrossRef] [PubMed] [Google Scholar]
  30. Irby DM & Wilkerson L. Educational Innovations In Academic Medicine And Environmental Trends. J Gen Intern Med 2003;18:370-6. [CrossRef] [PubMed] [Google Scholar]
  31. Clark JM, Houston TK, Kolodner K, Branch WT, Levine RB & Kern DE. National survey of faculty development in departments of medicine of US teaching hospitals. J Gen Intern Med 2004;19:205-14. [CrossRef] [PubMed] [Google Scholar]
  32. Houston TK, Ferenchick GS, Clark JM, Bowen JL, Branch WT, Alguire P, Esham RH, Clayton CP & Kern DE. Comparing community-based and hospital-based internal medicine teachers. J Gen Intern Med 2004;19:375-9. [CrossRef] [PubMed] [Google Scholar]
  33. Holman H. Chronic disease: the need for a new clinical education. JAMA 2004;292:1057-9. [CrossRef] [PubMed] [Google Scholar]
  34. Eitel F, Kanz K & Tesche A. Training and certification of teachers and trainers: the professionalization of medical education. Med Teach 2000;22:517-6. [CrossRef] [PubMed] [Google Scholar]
  35. Skeff KM, Stratos GA, Mygdal WK, Dewitt TG, Manfred LM, Quirk ME, Roberts KB, Greenberg LW. Clinical teaching improvement: past and future for faculty development. Fam Med 1997;29:252-7. [PubMed] [Google Scholar]
  36. Skeff K, Stratos GA, Mygdal WK, Dewitt TA, Manfred L, Quirk M, Roberts K, Greenberg L & Bland CJ. Faculty development. A resource for clinical teachers. J Gen Intern Med 1997;12:S56-S63. [Google Scholar]
  37. Hill F & Stephens C. Negotiating strategic direction for education staff development: the Southampton experience. Med Teach 2004;26:645-9. [CrossRef] [PubMed] [Google Scholar]
  38. Wilkerson L & Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Acad Med 1998;73:387-6. [CrossRef] [PubMed] [Google Scholar]
  39. Prebble T, Hargraves H, Leach L, Naidoo K, Suddaby G & Zepke N. Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: a synthesis of the research. New Zealand Ministry Of Education, 2004 [Google Scholar]
  40. Skeff K, Stratos G & Mount J. Faculty development: a field in evolution. Teaching And Teacher Education 2007;23:280-5. [CrossRef] [Google Scholar]
  41. Otto AK, Novielli K & Morahan PS. Implementing the logic model for measuring the value of faculty affairs activities. Acad Med 2006;81:280-5. [CrossRef] [PubMed] [Google Scholar]
  42. Glassick CE. Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad Med 2000;75:877-90. [CrossRef] [PubMed] [Google Scholar]
  43. Glassick CE, Huber MT & Maeroff G. Scholarship assessed: evaluation of the professoriate. San Francisco: Jossey-Bass, 1997. [Google Scholar]
  44. Cook DA, Beckman T & Bordage G. Quality of reporting of experimental studies in medical education: a systematic review. Med Educ 2007;41:737-5. [CrossRef] [PubMed] [Google Scholar]
  45. Parsell G & Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning. Med Educ 1999;33: 95-100. [CrossRef] [PubMed] [Google Scholar]
  46. Pololi LH, & Frankel RM. Humanising medical education through faculty development: linking self-awareness and teaching skills. Med Educ 2005;39: 154-2. [CrossRef] [PubMed] [Google Scholar]
  47. Knight AM, Carrese JA & Wright SM. Qualitative assessment of the long-term impact of a faculty development programme in teaching skills. Med Educ 2007;41:592-600. [CrossRef] [PubMed] [Google Scholar]
  48. Gruppen LD, Simpson D, Searle NS, Robins L, Irby DM & Mullan PB. Educational fellowship programs: common themes and overarching issues. Acad Med 2006;81:990-4. [CrossRef] [PubMed] [Google Scholar]
  49. Waldman JD, Kelly F, Arora S & Smith HL. The shocking cost of turnover in health care. Health Care Manage Rev 2004;29:2-7. [CrossRef] [PubMed] [Google Scholar]
  50. Whitcomb M. The medical school’s faculty is its most important asset. Acad Med 2003;78:117-8. [CrossRef] [PubMed] [Google Scholar]
  51. Riley J. The process of developing as an educator. London: King’s Centre Fund, 1993. [Google Scholar]
  52. Higgs J & Mcallister L. Educating clinical educators: using a model of the experience of being a clinical educator. Med Teach 2007;29:E51-E57. [CrossRef] [PubMed] [Google Scholar]
  53. Higgs J & Mcallister L. Being a clinical educator. Adv Health Sci Educ Theory Pract 2007;12:187-99. [Google Scholar]
  54. Trigwell K. Increasing faculty understanding of teaching. In: WA Wright (Ed.) Teaching Improvement Practices: Successful Strategies For Higher Education. Bolton: Anker Publishing Co., 1995 [Google Scholar]
  55. Kember D. A reconceptualisatiuon of research into university academic conceptions of teaching. Learning And Instruction 1997;7: 255-75. [CrossRef] [Google Scholar]
  56. Prosser M & Trigwell K. Relations between perceptions of the teaching environment and approaches to teaching. Br J Educ Psychol 1997;67:25-35. [CrossRef] [PubMed] [Google Scholar]
  57. Lueddeke GR. Professionalising teaching practice in higher education: a study of disciplinary variation and ‘teaching-scholarship. Studies In Higher Education 2003;28:213-28. [CrossRef] [Google Scholar]
  58. Richardson JTE. Students’ approaches to learning and teachers’ approaches to teaching in higher education. Educational Psychology 2005;25:673-8. [CrossRef] [Google Scholar]
  59. Norton L, Richardson JTE, Hartley J, Newstead S & Mayes J. Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education 2005;50:537-71. [CrossRef] [Google Scholar]
  60. Fincher RE & Work JA. Perspectives on the scholarship of teaching. Med Educ 2006;40:293-5. [CrossRef] [PubMed] [Google Scholar]
  61. Cohen R, Murnaghan L, Collins J & Pratt D. An update on master’s degree in medical education. Med Teach 2005;27:686-92. [CrossRef] [PubMed] [Google Scholar]
  62. Rogers J. Aspiring to leadership – identifying teacher-leaders. Med Teach 2005;27:629-33. [CrossRef] [PubMed] [Google Scholar]
  63. Weimer M & Lenze LF. Instructional interventions: A review of the literature on efforts to improve instruction. In: KR Perry & CJ Smart (Eds.). Effective Teaching in Higher Education: Research and Practice: New York: Agathon Press. 1997:205-40 [Google Scholar]
  64. Pololi LH, Knight SM, Dennis K & Frankel RM. Helping medical school faculty realize their dreams: an innovative, collaborative mentoring program. Acad Med 2002;77:377-84. [CrossRef] [PubMed] [Google Scholar]
  65. Steinert Y. Staff development. In: JA Dent & RM Harden (Eds.) A Practical Guide for Medical Teacher: 390-399. London: Elsevier, Churchill Livingston, 2005. [Google Scholar]
  66. Ramani S. Twelve tips to promote excellence in medical teaching. Med Teach 2006;28:19-23. [CrossRef] [PubMed] [Google Scholar]
  67. Burdick W, Page S, Morahan P & Norcini J. Slowing the brain drain: FAIMER education programs, Med Teach 2006;28:631-4. [CrossRef] [PubMed] [Google Scholar]
  68. Bland C & Stritter F. Characteristics of an effective family medicine faculty development program. Fam Med 1988;20:282-8 [PubMed] [Google Scholar]
  69. Bligh J. Faculty development. Med Educ 2005;39: 120-1. [CrossRef] [PubMed] [Google Scholar]
  70. Boelen C. Adapting health care institutions and medical schools to societies needs. Acad Med 1999;74, S11-S20. [CrossRef] [PubMed] [Google Scholar]
  71. Brown S. The institute for Learning and Teaching and UK approaches to accrediting teaching: looking to the future. Med Teach 2000;22:513-6. [CrossRef] [PubMed] [Google Scholar]
  72. Dearn J. The role and impact of faculty development on learning and teaching outcomes in Higher Education. Educational Developments, 6. 2005 [On-line] Disponible sur : http://www.mcmaster.ca/stlhe/3M.council/John%20Dearn.pdf [Google Scholar]
  73. Fry H. Professional development for teaching in Higher Education: a Briefaccount of the evolution of accredited programmes in the UK. Zeitschrift für Hochschulentwicklung 2006;1:1-13. [Google Scholar]
  74. World Federation For Medical Education. Basic Medical Education. Global Standards for Quality Improvement. Denmark: University of Copenhagen, 2003 [Google Scholar]
  75. Health Professions Council Of South Africa. Standards for theAccreditation of Undergraduate Medical Education in South Africa. Pretoria: HPCSA, 2004. [Google Scholar]
  76. Standing Committee On Postgraduate Medical Education. Teaching Hospital Doctors and Dentists to Teach: Its Role in Creating a Better Learning Environment. SCOPME report. London: SCOPME, 1992. [Google Scholar]
  77. Dearing R. Higher Education in the Learning Society: National Committee of Inquiry into Higher Education. Norwich, HM Stationery Office, 1997 [Google Scholar]
  78. Higher Education Academy. Guidance for institutions and practitioners on the implications of the professional standards framework for accreditation and for their accredited programmes. New York: HEA, 2006. [Google Scholar]
  79. Association Of American Medical Colleges. Educating Doctors to Provide High Quality Medical Care. Report of the Ad Hoc Committee of Deans. Washington: AAMC, 2004. [Google Scholar]
  80. Viggiano TR, Shub C & Giere RW. The Mayo Clinic’s clinician-educator award. Acad Med 2000; 75:940-3. [CrossRef] [PubMed] [Google Scholar]
  81. Skelton AM. Promoting ‘teaching excellence’ through fellowship schemes: three important issues to consider. Med Educ 2003;37:188-9. [CrossRef] [PubMed] [Google Scholar]
  82. Hamilton JD. International standards of medical education: a global responsibility. Med Teach 2000;22: 547-8. [CrossRef] [PubMed] [Google Scholar]
  83. Lilley PM & Harden RM. Standards and medical education. Med Teach 2003;25:349-51. [CrossRef] [PubMed] [Google Scholar]
  84. Stern DT, Wojtczak A & Schwarz MR. The assessment of global minimum essential requirements in medical education. Med Teach 2003;25:589-95. [CrossRef] [PubMed] [Google Scholar]
  85. Karle H. Global standards and accreditation in medical education: a view from the WFME. Acad Med 2006;81:S43-S48. [CrossRef] [PubMed] [Google Scholar]
  86. Purcell N & Lloyd-Jones G Standards for medical educators. Med Educ 2003;37:149-54. [CrossRef] [PubMed] [Google Scholar]
  87. Smith KL, Petersen DJ, Soriano R, Friedman E & Bensinger LD. Training tomorrow’s teachers today: a national medical student teaching and leadership retreat. Medical Teach 2007;29:328-34 [CrossRef] [Google Scholar]
  88. Healey M. Developing the scholarship of teaching in Higher Education: a discipline-based approach. Higher Education Research and Development 2000;19:169-89. [CrossRef] [Google Scholar]
  89. Knight PT & Trowler PR. Department-level cultures and the improvement of learning and teaching. Studies in Higher Education, 2000;25:69-83. [CrossRef] [Google Scholar]
  90. Simpson D, Marcdante K, Morzinski J, Meurer L, Mclaughlin C, Lamb G, Janik T, & Currey L. Medical education fellowships - fifteen years of aligning faculty development with primary care clinician-educator roles and academic advancement at the Medical College of Wisconsin. Acad Med 2006;81: 945-53. [CrossRef] [PubMed] [Google Scholar]
  91. Gale R, & Grant J. AMEE Medical Education Guide No. 10: Managing change in a medical context: guidelines for action. Med Teach 1997;19:239-49. [CrossRef] [Google Scholar]
  92. Bland CJ, Starnaman S, Wersal L, Moorhead-Rosenberg L, Zonia S & Henry R. Curricular change in medical schools: How to succeed, Acad Med 2000; 75:575-594. [CrossRef] [PubMed] [Google Scholar]
  93. Boucher BA, Chyka PJ, Fitzgerald WL, Hak LJ, Miller DD, Parker RB, Phelps SJ, Wood GC & Gourley DR. A comprehensive approach to faculty development. Am J Pharm Educ 2006;70:1-6. [CrossRef] [PubMed] [Google Scholar]
  94. Boyer E. Scholarship Reconsidered: Priorities for the Professoriate. Princeton: Princeton University, 1990. [Google Scholar]
  95. Skeff KM, Stratos GA, Bergen M, Sampson K. & Deutsch S. Regional teaching improvement programs for community-based teachers. Am J Med 1999;106:76-80. [CrossRef] [PubMed] [Google Scholar]
  96. Harden RM International medical education and future directions: a global perspective. Acad Med 2006;81:S22-S29. [CrossRef] [PubMed] [Google Scholar]
  97. Lueddeke GR. Professionalising teaching practice in Higher Education: a study of disciplinary variation and ‘teaching-scholarship. Studies in Higher Education 2003;28:213-28. [Google Scholar]
  98. Williams BC, Weber V, Babbott SF, Kirk LM, Heflim MT, O’Toole E, Schapira MM, Eckstrom E, Tulsky A, Wolf AM & Landefeld S. Faculty development for the 21st century: lessons from the Society of General Internal Medicine-Hartford Collaborative Centers for the Care of Older Adults. J Am Geriatr Soc 2007;55:941-47. [CrossRef] [PubMed] [Google Scholar]
  99. Cohen PA Student ratings of instruction and student achievement: a metaanalysis of multisection validity studies. Review of Educational Research 1981;51: 281-309. [CrossRef] [Google Scholar]
  100. Ramsden P, Margetson D, Martin E & Clarke S. Recognising and Rewarding Good Teaching. Canberra: Australian Government Publishing Service, 1995. [Google Scholar]
  101. Murray K & MacDonald R. The disjunction between lecturers’ conceptions of teaching and their claimed teaching practice. Higher Education 1997;33:331-49. [CrossRef] [Google Scholar]
  102. Devlin M. Challenging accepted wisdom about the place of conceptions of teaching in university teaching improvement. International Journal of Teaching and Learning in Higher Education 2006;18: 112-9. [Google Scholar]
  103. Taylor EW, Tisdell EJ & Gusic ME. Teaching beliefs of medical educators:perspectives on clinical teaching in pediatricians. Med Teach 2007;24:371-6. [CrossRef] [Google Scholar]
  104. Prosser M & Trigwell K. Understanding Learning and Teaching: The Experience in Higher Education. Buckingham: Open University Press, 1999 [Google Scholar]
  105. Dunkin MJ. Assessing teachers’ effectiveness. Issues In Educational Research 1997;7:37-51. [Google Scholar]
  106. Davis MH, Karunathilake I & Harden RM AMEE Education Guide No. 28: The development and role of departments of medical education. Med Teach 2005;27:665-75. [CrossRef] [PubMed] [Google Scholar]
  107. Bland CJ & Schmitz CC. Faculty renewal: Concepts, strategies and lessons from the past twenty years. In: JH Schuster & DW Wheeler (Eds.) Enhancing Faculty Careers: Strategies for Renewal. San Francisco: Jossey Bass, 1988. [Google Scholar]
  108. Tian JT, Atkinson NL, Portnoy B & Gold RS A systematic review of evaluation in formal continuing medical education. J Contin Educ Health Prof 2007;27:16-27. [CrossRef] [PubMed] [Google Scholar]
  109. Freeth D, Hammick M, Koppel I, Reeves S & Barr H. A Critical Review of Evaluations of Interprofessional Education. London: LTSN Health Sciences and Practice. 2002 [On-line] sur : http://www.health.heacademy.ac.uk/publications/occasionalpaper/occasionalpaper02.pdf [Google Scholar]
  110. Pritchard L. Changing course. Med Educ 2004; 38:582-6. [CrossRef] [PubMed] [Google Scholar]
  111. Cooke M, Irby DM, Sullivan W, & Ludmerer KM, American Medical Education 100 Years after the Flexner Report. N Engl J Med 2006;355:1339-44. [CrossRef] [PubMed] [Google Scholar]
  112. Rust G, Taylor V, Herbert-Carter J, Smith Qt Earles K, & Kondwani K. The Morehouse faculty development program: evolving methods and 10-year outcomes. Fam Med 2006;38:43-9. [PubMed] [Google Scholar]
  113. Kaufman DM, Hodder I & Ryan K. A study of the educationally influential physician. J Contin Educ Health Prof 1999;19:152-62. [CrossRef] [Google Scholar]
  114. Wong JG & Agisheva K. Developing teaching skills for medical educators in Russia: a cross-cultural faculty development project. Med Educ 41:318-24. [Google Scholar]
  115. Kent A & Gibbs T Health science in South Africa. Med Educ 2004;38:119-24. [CrossRef] [PubMed] [Google Scholar]
  116. Bandaranayake RC. Implementing change in medical education in developing countries. Med Teach 1989;11:39-45. [CrossRef] [PubMed] [Google Scholar]
  117. Bernstein P, Tipping J, Bercovitz K & Skinner H. Shiffting students and faculty to a PBL curriculum: attitudes changed and lessons learned. Acad Med 1995;70:245-7. [CrossRef] [PubMed] [Google Scholar]
  118. Eckhert N. The global pipeline - to, narrow, too wide or just right. Med Educ 2002;36:606-13. [CrossRef] [PubMed] [Google Scholar]
  119. Fullan M. Probing the Depths of Educational Reform. London: Routledge Falmer, 1993. [Google Scholar]
  120. Farmer EA. Faculty development for problem-based learning. European Journal of Dental Education 2004;8:59-66. [CrossRef] [Google Scholar]
  121. Gale R & Grant J. AMEE Medical Education Guide No. 10: Managing change in a medical context: guidelines for action. Medical Teacher 1997; 9:239-49. [Google Scholar]
  122. Bascia N & Hargreaves A. The Sharp Edge of Educational Change: Teaching Leading and the Realities of Reform. London: Routledge-Falmer, 2000. [Google Scholar]
  123. Kreber C & Brook P. Impact evaluation of educational development programmes. International Journal for Academic Development 2001;6:96-108. [CrossRef] [Google Scholar]
  124. Gray K & Radloff A. Quality management of academic development work: implementation issues and challenges. International Journal for Academic Development 2006;11:79-90. [CrossRef] [Google Scholar]
  125. Kern DE, Thomas PA, Howard DM & Bass EB. Curriculum Development for Medical Education: A Six-Step Approach. Baltimore: Johns Hopkins University Press, 1998. [Google Scholar]
  126. Carroll RG. Implications of adult education theories for medical school faculty development programmes. Med Teach 1993;15:163-70. [CrossRef] [PubMed] [Google Scholar]
  127. McLeod PJ, Meagher T, Steinert Y, Schuwirth L, & Mcleod AH. Clinical teachers tacit knowledge of basic pedagogic principles. Med Teach 1997;26:23-7. [CrossRef] [Google Scholar]
  128. Hesketh E, Bagnall G, Buckley E, Friedman M, Goodall E, Harden R, Laidlaw J, Leighton-Beck L, Newton R & Oughton R. A framework for developing excellence as a clinical educator. Med Educ 2001;35: 555-564. [CrossRef] [PubMed] [Google Scholar]
  129. Levinson D, Darrow C, Klein E, Levinson M & Mckee B. The Seasons of a Man’s Life. New York: Knopf, 1978. [Google Scholar]
  130. Knowles MS. The Modern Practice of Adult Education: From Pedagogy to Andragogy. Englewood Cliffs (NJ): Prentice Hall Reagents, 1980. [Google Scholar]
  131. Gibbs G & Coffey M. The impact of training university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education 2004;5: 87-100. [Google Scholar]
  132. Stein L. The effectiveness of medical education: eight research reports. J Med Educ 1981;56:103-10. [PubMed] [Google Scholar]
  133. Pololi L, Clay MC, Lipkin M, Hewson M, Kaplan C & Frankel RM. Reflections of integrating theories of adult education into a medical school faculty development course. Med Teach 2001;23:276-83. [CrossRef] [PubMed] [Google Scholar]
  134. Mann KV. Thinking about learning: implications for principle-based professional education. J Contin Educ Health Prof 2002; 22:69-76. [CrossRef] [PubMed] [Google Scholar]
  135. Knowles MS. Self Directed Learning: A Guide for Learners and Teachers. New York:Association Press, 1975 [Google Scholar]
  136. Kolb DA. Experiential Learning: Experience as a Source of Learning and Development. New Jersey: Prentice Hall, 1984. [Google Scholar]
  137. Bandura A. Social foundations of thought and action: a social cognitive theory. Englewood Cliffs (NJ): Prentice-Hall, 1986. [Google Scholar]
  138. Brookfield S. Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass, 1995. [Google Scholar]
  139. Regehr G & Norman GR. Issues in cognitive psychology: implications for professional education. Acad Med 1996;71:988-1001. [CrossRef] [PubMed] [Google Scholar]
  140. Schön DA. Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Profession. San Francisco, Jossey Bass, 1987 [Google Scholar]
  141. Schön DA. The Reflective Practitioner: How Professionals Think in Action. London, Arena, 1991. [Google Scholar]
  142. Williams GC, Saizow RB & Ryan RM.The importance of self-determination theory for medical education. Acad Med 1999;74:992-995. [CrossRef] [PubMed] [Google Scholar]
  143. Amin Z, Eng KH, Gwee M, Hoon TC & Rhoon KD Addressing the needs and priorities of medical teachers through a collaborative intensive faculty development programme. Med Teach 2006;28:85-88 [CrossRef] [PubMed] [Google Scholar]
  144. Davis D, Thomson MA, O’brien MAT, Freemantle N, Wolf FM, Mazmanian P & Taylor-Vaisey A. Impact of formal continuing medical education. Do conferences, workshops, rounds and other traditional continuing education activities change physician. JAMA 1999;282:867-74. [CrossRef] [PubMed] [Google Scholar]
  145. Gardner H. Multiple Intelligences: The Theory in Practice. New York: Basic Books, 1993 [Google Scholar]
  146. Gardner H. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books, 1999. [Google Scholar]
  147. Challis D. Building an effective programme for clinical teachers: the role of the staff developer. Med Teach 2001;23:270-5. [CrossRef] [Google Scholar]
  148. Neumann R. Disciplinary Differences and University Teaching. Studies in Higher Education Administration Quarterly 2001;26:135-46. [CrossRef] [Google Scholar]
  149. Boud D & Middleton H. Learning from others at work: communities of practice and informal learning. Journal of Workplace Learning 2003;15:194-202. [CrossRef] [Google Scholar]
  150. Lave J. Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life. Cambridge: Cambridge University Press,1988. [Google Scholar]
  151. Maslow A. Motivation and Personality (2nd ed.). New York: Harper & Row, 1970. [Google Scholar]
  152. Prosser M & Trigwell K. Development of an Approaches to Teaching questionnaire. Research and Development in Higher Education, 1993;15:468-473. [Google Scholar]
  153. Goldie J. AMEE Education Guide No. 29: Evaluating educational programmes. Med Teach 2006;28:210-24. [CrossRef] [PubMed] [Google Scholar]
  154. Snell L, Tallett S, Haist S, Hays R, Norcini J, Prince K, Rothman A, & Rowe R. A review of the evaluation of clinical teaching: new perspectives and challenges. Med Educ 2000;34:862-70. [CrossRef] [PubMed] [Google Scholar]
  155. Alkan ML. The global medical school – 2020. Med Teach 2000;22:527-30. [CrossRef] [PubMed] [Google Scholar]
  156. Harden RM. Evolution or revolution and the future of medical education: replacing the oak tree. Med Teach 2000;22:435-42. [CrossRef] [PubMed] [Google Scholar]
  157. Rennie S. The medical student in the year 2020. Med Teach 2000;22:532-5. [CrossRef] [PubMed] [Google Scholar]
  158. Gorman PJ, Meier AH, Rawn C & Krummel TM. The future of medical education is no longer blood and guts, it is bits and bytes. Am J Surg 2000; 180:353-6. [CrossRef] [PubMed] [Google Scholar]
  159. Harden RM & Hart IR. An international virtual medical school (IVIMEDS): the future for medical education? Med Teach 2002;24:261-71. [CrossRef] [PubMed] [Google Scholar]
  160. Hawthorne L, Minas H & Singh B. A case study in the globalization of medical education: assisting overseas-born students at the University of Melbourne. Med Teach 2004;26:150-9. [CrossRef] [PubMed] [Google Scholar]
  161. Leeder SR. Preparing interns for practice in the 21st century. Med J Austr 2007;186:S6-S8. [Google Scholar]
  162. Koehn PH & Swick HM. Medical education for a changing world: moving beyond cultural competence into transnational competence. Acad Med 2006;81:548-56. [CrossRef] [PubMed] [Google Scholar]
  163. Schuwirth LWT & Van Der Vleuten CPM Challenges for educationalists. BMJ 2006;333:544-6. [CrossRef] [PubMed] [Google Scholar]
  164. Cooper RA & Tauber AI. Values and ethics: A collection of curricular reforms for a new generation of physicians. Acad Med 2007;82:321-3. [CrossRef] [PubMed] [Google Scholar]
  165. Sawa RJ, Phelan A, Myrick F, Barlow C, Hurlock D & Rogers G. The anatomy and physiology of conflict in medical education; a doorway to diagnosing the health of medical education systems. Med Teach 2006;28:e204-e213. [CrossRef] [PubMed] [Google Scholar]
  166. Dobie S. Reflections on a well-traveled path: self-awareness, mindful practice, and relationship-centered care as foundations for medical education. Acad Med 2007;82:422-7. [CrossRef] [PubMed] [Google Scholar]
  167. Litzelman DK & Cottingham AH. The new formal competency-based curriculum and informal curriculum at Indiana University School of Medicine: overview and five-year analysis. Acad Med 2007; 82:410-9. [CrossRef] [PubMed] [Google Scholar]
  168. Smith SR, Cookson J, McKend J & Harden RM. Patient-centred learning back to the future. Med Teach 2007;29:33-7. [CrossRef] [PubMed] [Google Scholar]
  169. Bleakley A & Bligh J. Looking forward - looking back: aspects of the contemporary debate about teaching and learning medicine. Med Teach 2007;29:79-82. [CrossRef] [PubMed] [Google Scholar]
  170. Rogers CE. Freedom to Learn. Columbus (OH): Merrill Publishing Company, 1969 [Google Scholar]
  171. Gibbs T. “Built to last?”: the long-term sustainability of educational programmes. Med Teach 2006;25: 673-4. [CrossRef] [Google Scholar]
  172. Vygotsky LS. Mind in Society. Cambridge (MA) : Harvard University Press, 1978. [Google Scholar]

Les statistiques affichées correspondent au cumul d'une part des vues des résumés de l'article et d'autre part des vues et téléchargements de l'article plein-texte (PDF, Full-HTML, ePub... selon les formats disponibles) sur la platefome Vision4Press.

Les statistiques sont disponibles avec un délai de 48 à 96 heures et sont mises à jour quotidiennement en semaine.

Le chargement des statistiques peut être long.