Literature

• Curriculum Models
  1. Model of New Curriculum developed for the School of Medicine at Hofstra University
     1. First 100 Weeks
     2. Second 100 Weeks
  2. Model of new curriculum developed at Emory University School of Medicine
     1. MD Program
     2. MD and Combined Degree Programs
        
  3. New York Academy of Sciences
• Early Clinical Experience
  1. Dent, J. A. "AMEE Guide No 26: Clinical Teaching in Ambulatory Care Settings: Making the Most of Learning Opportunities with Outpatients." Medical Teacher 27, no. 4 (Jun 2005): 302-15.
     
     
  2. Ramani, S., and S. Leinster. "AMEE Guide No. 34: Teaching in the Clinical Environment." Medical Teacher 30, no. 4 (2008): 347-64.
     
     
  3. Yardley, S., P. W. Teunissen, and T. Dornan. "Experiential Learning: Transforming Theory into Practice: AMEE Guide No. 63." Medical Teacher 34, no. 2 (2012): E102-E15.
• Flipped Classroom Model
  1. Lecture halls without lectures: A proposal for medical education
     
     
  2. Seven things you should know about flipped classrooms
     
     
  3. Medical school experiments with 'flipped classroom' teaching model
     
     
  4. The flipped classroom infographic
     
     
  5. The flipped classroom: Pro and con
     
     
  6. Vanderbilt University School of Medicine: Flipped Out
     
     
  7. Salman Khan: Let's use video to reinvent education
     
     
  8. Khan Academy: Healthcare and medicine
• Learning Societies and Academies
  1. Medical schools with learning communities
     
     
  2. University of Iowa Learning Communities Institute
     
     
  3. Professional Learning Communities: Key Themes from the Literature. Report authors: Stephanie Feger and Elise Arruda With assistance from: Robin Pringle, Danielle Briggs. Spring 2008.
     
     
  4. University of Arizona College of Medicine Curriculum: Societies Program
     
     
  5. Emory University School of Medicine: Societies and Small Group Learning
• Personal Learning Plans
  1. AMEE Medical Education Guide No. 19: Personal Learning Plans." Medical Teacher 22, no. 3 (May 2000): 225-36.
     
     
  2. Individualized Learning Plans: Wright State University Annotated Bibliography 2007-2008
     
     
  3. Eiff, MP. Et al. Faculty development needs in residency redesign for practice in patient-centered medical homes. Family medicine. 2012; June 44(6): 387-95.
     
     
  4. Li ST, Paterniti DA, Co JP, West DC. Successful self-directed lifelong learning in medicine: a conceptual model derived from qualitative analysis of a national survey of pediatric residents. Acad Med. 2010 Jul;85(7):1229-36.
     
     
  5. Jennings SF. Personal development plans and self-directed learning for healthcare professionals: are they evidence based? Postgrad Med J. 2007 Aug;83(982):518-24.
     
     
  6. Burke A. Individualized Learning Plans: Faculty as Facilitators. MedEdPORTAL; 2009.
     
     
  7. Sargeant, J. et al. The Processes and Dimensions of Informed Self-Assessment: A Conceptual Model. Academic Medicine: July 2010 - Volume 85 - Issue 7 - pp 1212-1220
• Portfolios
  1. Ben David, M. F., M. H. Davis, R. M. Harden, P. W. Howie, J. Ker, and M. J. Pippard. "AMEE Medical Education Guide No. 24: Portfolios as a Method of Student Assessment." Medical Teacher 23, no. 6 (Nov 2001): 535-51.
     
  2. Challis, M. "AMEE Medical Education Guide No. 11 (Revised): Portfolio-Based Learning and Assessment in Medical Education." Medical Teacher 21, no. 4 (Jul 1999): 370-86.
     
     
  3. Van Tartwijk, J., and E. W. Driessen. "Portfolios for Assessment and Learning: AMEE Guide No. 45." Medical Teacher 31, no. 9 (2009): 790-801.
     
     
  4. Dannefer, E. et al. The Portfolio Approach to Competency-Based Assessment at the Cleveland Clinic Lerner College of Medicine. Academic Medicine. Volume 82(5), May 2007, pp 493-502.
• Simulation-Based Experience
  1. Medical Simulation in Medical Education: Results of an AAMC Survey. September 2011
     
     
  2. Collins, J. P., and R. M. Harden. "AMEE Medical Education Guide No. 13: Real Patients, Simulated Patients and Simulators in Clinical Examinations." Medical Teacher 20, no. 6 (Nov 1998): 508-21.
     
     
  3. Lane LJ et al. Simulation in Medical Education: A Review. Simulation and Gaming. 2001: 32; 297-314.
     
     
  4. McGaghie WC. et al. A critical review of simulation-based medical education research: 2003-2009. Medical Education. 2010; 44: 50-63.
     
     
  5. Prepping for performance: The value of simulation in medical education. AAMC Reporter (June 2012).
     
     
  6. Simulation in post-graduate medical education. The Future of Medical Education in Canada (2011).
• Teaching
  1. Brown, G., and M. Manogue. "AMEE Medical Education Guide No. 22: Refreshing Lecturing: A Guide for Lecturers." Medical Teacher 23, no. 3 (May 2001): 231-44.
     
     
  2. Azer, SA. The qualities of a good teacher: how can they be acquired and sustained? Journal of the Royal Society of Medicine. 2005; 98(Feb): 67-69.
• Team-based Learning
  1. Team-based Learning at ten medical schools: Two years later.
     
     
  2. Team-Based Learning Collaborative website
     
     
  3. A controlled study of team-based learning for undergraduate neurology education
     
     
  4. Parmelee, D. X., and P. Hudes. "Team-Based Learning: A Relevant Strategy in Health Professionals' Education." Medical Teacher 34, no. 5 (2012): 411-13.
• Tutor Models
  1. ST. GEORGE'S UNIVERSITY School of Medicine Clinical Tutor Manual. May 2011.
     
     
  2. Frei, E., Stamm, M. & Buddeberg-Fischer B. Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008 BMC Medical Education 2010, 10:32.