Bate, E., Hommes, J., Duvivier, R., & Taylor, D. C. (2014). Problem-based learning (PBL): getting the most out of your students - their roles and responsibilities: AMEE Guide No. 84. Med Teach, 36(1), 1-12. doi:10.3109/0142159x.2014.848269
Davis, M. H., & Harden, R. M. (1999). AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide. Medical Teacher, 21(2), 130-140. doi:10.1080/01421599979743
Dent, J. A. (2005). AMEE Guide No 26: clinical teaching in ambulatory care settings: making the most of learning opportunities with outpatients. Med Teach, 27(4), 302-315. doi:10.1080/01421590500150999
Edmunds, S., & Brown, G. (2010). Effective small group learning: AMEE Guide No. 48. Medical Teacher, 32, 715-726. doi:10.3109/0142159X.2010.505454
Frank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing, S. R., . . . Harris, K. A. (2010). Competency-based medical education: theory to practice. Med Teach, 32(8), 638-645. doi:10.3109/0142159x.2010.501190
Harden, R. M. (1999). AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education. Medical Teacher, 21(1), 7-14. doi:10.1080/01421599979969
Harden, R. M., Crosby, J. R., Davis, M. H., & 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. Med Teach, 21(6), 546-552. doi:10.1080/01421599978951
Irby, D. M., & O'Sullivan, P. S. (2018). Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges. Medical Education, 52(1), 58-67. doi:10.1111/medu.13379
Kaufman, D. M. (2003). Applying educational theory in practice. Bmj, 326(7382), 213-216. doi:10.1136/bmj.326.7382.213
Kitchen, M. (2012). Facilitating small groups: how to encourage student learning. Clin Teach, 9(1), 3-8. doi:10.1111/j.1743-498X.2011.00493.x
Little-Wienert, K., & Mazziotti, M. (2018). Twelve tips for creating an academic teaching portfolio. Med Teach, 40(1), 26-30. doi:10.1080/0142159x.2017.1364356
Lund Dean, K., & Wright, S. (2016). Embedding engaged learning in high enrollment lecture-based classes. Higher Education, 74(4), 651-668. doi:10.1007/s10734-016-0070-4
McGee, S. (2014). A piece of my mind. Bedside teaching rounds reconsidered. JAMA, 311(19), 1971-1972. doi:10.1001/jama.2013.286201
Morgan, H., McLean, K., Chapman, C., Fitzgerald, J., Yousuf, A., & Hammoud, M. (2015). The flipped classroom for medical students. Clin Teach, 12(3), 155-160. doi:10.1111/tct.12328
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: a practical guide: AMEE guide no. 65. Med Teach, 34(5), e275-287. doi:10.3109/0142159x.2012.651179
Parmelee, D. X., & Michaelsen, L. K. (2010). Twelve tips for doing effective Team-Based Learning (TBL). Med Teach, 32(2), 118-122. doi:10.3109/01421590903548562
Purcell, N., & Lloyd-Jones, G. (2003). Standards for medical educators. Med Educ, 37(2), 149-154. doi:10.1046/j.1365-2923.2003.01432.x
Ramani, S. (2006). Twelve tips to promote excellence in medical teaching. Med Teach, 28(1), 19-23. doi:10.1080/01421590500441786
Ramani, S. (2015). Memorable outpatient teaching: The sum of many teachable moments. Medical Teacher, 37. doi:10.3109/0142159X.2015.1044949
Sharma, N., Lau, C. S., Doherty, I., & Harbutt, D. (2015). How we flipped the medical classroom. Med Teach, 37(4), 327-330. doi:10.3109/0142159x.2014.923821
Snell, Y. S. L. S. (2009). Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher, 21(1), 37-42. doi:10.1080/01421599980011
Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., . . . Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach, 34(6), e421-444. doi:10.3109/0142159X.2012.680939