Aguayo-Albasini, J. L., Atucha, N. M., & García-Estañ, J. (2021). Las unidades de educación médica en las facultades de Medicina y de Ciencias de la Salud en España. ¿Son necesarias? Educacion Medica, 22, 48-54. https://doi.org/10.1016/j.edumed.2020.09.001
Chen, H. C., Wamsley, M. A., Azzam, A., Julian, K., Irby, D. M., O'sullivan, P. S., & Chen, C. H. C. (2017). The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators learners participated in the Pathway. Program evaluations, graduate surveys, and web-based searches revealed positive impacts on learner career. Teach Learn Med, 29(2), 216-227. https://doi.org/10.1080/10401334.2016.1230500
Davis, M. H., Karunathilake, I., & Harden, R. M. (2005). AMEE Education Guide no. 28: The development and role of departments of medical education. Medical Teacher, 27(8), 665-675. https://doi.org/10.1080/01421590500398788
[+]
Aguayo-Albasini, J. L., Atucha, N. M., & García-Estañ, J. (2021). Las unidades de educación médica en las facultades de Medicina y de Ciencias de la Salud en España. ¿Son necesarias? Educacion Medica, 22, 48-54. https://doi.org/10.1016/j.edumed.2020.09.001
Chen, H. C., Wamsley, M. A., Azzam, A., Julian, K., Irby, D. M., O'sullivan, P. S., & Chen, C. H. C. (2017). The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators learners participated in the Pathway. Program evaluations, graduate surveys, and web-based searches revealed positive impacts on learner career. Teach Learn Med, 29(2), 216-227. https://doi.org/10.1080/10401334.2016.1230500
Davis, M. H., Karunathilake, I., & Harden, R. M. (2005). AMEE Education Guide no. 28: The development and role of departments of medical education. Medical Teacher, 27(8), 665-675. https://doi.org/10.1080/01421590500398788
De Gagne, J. C., Yamane, S. S., & Conklin, J. L. (2016). Evidence-based strategies to create a culture of cybercivility in health professions education. Nurse Education Today, 45, 138-141. https://doi.org/10.1016/j.nedt.2016.07.007
Delgado-García, M., & Boza Carreño, Á. (2016). La importancia de «aprender a enseñar» en la titulación de enfermería. Reflexiones biográficas de un médico con alma de educador. Educacion Medica, 17(4), 170-179. https://doi.org/10.1016/j.edumed.2016.04.005
Eaton, D. M., Redmond, A., & Bax, N. (2011). Training healthcare professionals for the future: internationalism and effective inclusion of global health training. Medical Teacher, 33, 562-569. https://doi.org/10.3109/0142159X.2011.578470
Engbers, R., Fluit, C. R. M. G., Bolhuis, S., de Visser, M., & Laan, R. F. J. M. (2017). Implementing medical teaching policy in university hospitals. Advances in Health Sciences Education, 22(4), 985-1009. https://doi.org/10.1007/s10459-016-9737-y
Fenoll-Brunet, MR; Harden, R. M. (2015). La excelencia en educación médica: ASPIRE. Educación Médica, 16(2), 109-115. https://doi.org/10.1016/j.edumed.2015.09.010
Fenoll-Brunet, M. R. (2016). El concepto de internacionalización en enseñnanza superior universitaria y sus marcos de referencia en educación médica. Educacion Medica, 17(3), 119-127. https://doi.org/10.1016/j.edumed.2016.07.002
Friedman, K., Lester, J., & Young, J. Q. (2019). Clinician-Educator Tracks for Trainees in Graduate Medical Education: A Scoping Review. Academic Medicine, 94(10), 1599-1609. https://doi.org/10.1097/ACM.0000000000002814
Gafas González, C., Herrera Molina, A., Brossard Peña, E., Roque Herrera, Y., & Ferrera Larramendi, R. (2018). Higher education in the health sciences. The Ecuador context. Educacion Medica, 19(1), 34-38. https://doi.org/10.1016/j.edumed.2016.08.006
García-Jiménez, E. (2016). Concepto de excelencia en enseñanza superior universitaria. Educacion Medica, 17(3), 83-87. https://doi.org/10.1016/j.edumed.2016.06.003
Görlitz, A., Ebert, T., Bauer, D., Grasl, M., Hofer, M., Lammerding-Köppel, M., & Fabry, G. (2015). Core competencies for medical teachers (KLM) - A position paper of the gma committee on personal and organizational development in teaching. GMS Zeitschrift Fur Medizinische Ausbildung, 32(2), 1-14. https://doi.org/10.3205/zma000965,
Griewatz, J., Simon, M., & Lammerding-Koeppel, M. (2017). Competency-based teacher training: A systematic revision of a proven programme in medical didactics. GMS Journal for Medical Education, 34(4), Doc44. https://doi.org/10.3205/zma001121
Harden, R. M., & Crosby, J. (2000). AMEE guide no 20: The good teacher is more than a lecturer - The twelve roles of the teacher. Medical Teacher, 22(4), 334-347. https://doi.org/10.1080/014215900409429
Harden, R. M., Grant, J., Buckley, G., & Hart, I. R. (1999). BEME Guide No. 1: Best evidence medical education. Medical Teacher, 21(6), 553-562. https://doi.org/10.1080/01421599978960
Harden, Ronald M. (2011). Looking back to the future: A message for a new generation of medical educators. Medical Education, 45(8), 777-784. https://doi.org/10.1111/j.1365-2923.2011.03934.x
Hasan, T., Bani, I., Ageely, H., & Fauzi, M. (2011). An Ideal Medical Teacher. Education in Medicine Journal, 3(1), 54-59. https://doi.org/10.5959/eimj.3.1.2011.spc1
Lara, J. P., Compañ, A., Vargas-Núñez, J. A., Cardellach, F., Fernández-González, S., López-Muñiz, A., & Álvarez-Sala, J. L. (2019). Evolución previsible en el número de profesores permanentes de Medicina del 2017 al 2026. La formación de los futuros médicos en situación crítica. Revista Clinica Espanola, 219(2), 84-89. https://doi.org/10.1016/j.rce.2018.04.015
Little-Wienert, K., & Mazziotti, M. (2017, January 2). Twelve tips for creating an academic teaching portfolio. Medical Teacher, 40(1), 1-5. https://doi.org/10.1080/0142159X.2017.1364356
Mandel, J. (2020). Career Development Strategies for the Clinical Educator. ATS Scholar, 1(2), 101-109. https://doi.org/10.34197/ats-scholar.2020-0005PS
McLean, M., Cilliers, F., & Van Wyk, J. M. (2008). Faculty development: yesterday, today and tomorrow. Medical Teacher, 30(6), 555-584. https://doi.org/10.1080/01421590802109834
Miles, S., Swift, L., & Leinster, S. J. (2012). The Dundee Ready Education Environment Measure (DREEM): A review of its adoption and use. Medical Teacher, 34(9), e620-e634. https://doi.org/10.3109/0142159X.2012.668625
Millan Núñez-Cortés, J. (2018). La educación médica en el mundo académico. Educación Médica, 19(2), 71. https://doi.org/10.1016/j.edumed.2018.04.006
Millan Núñez-Cortés, J. (2019). Profesorado clínico. Educación Médica, 20(S1), 1-2. https://doi.org/10.1016/j.edumed.2019.02.002
Millan Núñez-Cortés, J., y Reussi, R. (2021). Hacia una enseñanza de la medicina centrada en el paciente: Declaración fundacional de principios del Foro Iberoamericano de Educación Médica. Educación Médica, 22(1), 42-43. https://doi.org/10.1016/j.edumed.2021.01.002
Molenaar, W. M., Zanting, A., Van Beukelen, P., De Grave, W., Baane, J. A., Bustraan, J. A., Engbers, R., Fick, T. E., Jacobs, J. C. G., & Vervoorn, J. M. (2009). A framework of teaching competencies across the medical education continuum. Medical Teacher, 31(5), 390-396. https://doi.org/10.1080/01421590902845881
Morán-Barrios, J. (2016). Assessment of clinical performance. Part 1: Principles and methods, advantages and disadvantages. Educacion Medica, 17(4), 130-139. https://doi.org/10.1016/j.edumed.2016.07.001
Morán-Barrios, J. (2017). Assessment of clinical performance. Part 2. Questionaire, design, errors. Principles and assessment planning (blueprint). Educacion Medica, 18(1), 2-12. https://doi.org/10.1016/j.edumed.2016.09.003
Napier, J., & Khogali, S. E. (2019). Developing and Recognising Undergraduate Medical Educators in a UK Medical School - A Case Study. MedEdPublish, 8(3). https://doi.org/10.15694/mep.2019.000155.1
Opazo Morales, E. I., Rojo, E., & Maestre, J. M. (2017). Modalidades de formación de instructores en simulación clínica: el papel de una estancia o pasantía. Educacion Medica, 18(1), 22-29. https://doi.org/10.1016/j.edumed.2016.07.008
Palau, P., Domínguez, E., Llueca, A., Núñez, J., Bertomeu-González, V., Sánchez, J. V., & Pallarés, V. (2019). Los desafíos del profesorado clínico en la educación médica. Educacion Medica, 20, 37-41. https://doi.org/10.1016/j.edumed.2017.09.001
Passi, V., Johnson, S., Peile, E., Wright, S., Hafferty, F., & Johnson, N. (2013). Doctor role modelling in medical education: BEME Guide No. 27. Medical Teacher, 35(27), e1422-36. https://doi.org/10.3109/0142159X.2013.806982
Philibert, I., Konopasek, L., & Riddle, J. (2019). The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics. Journal of Graduate Medical Education, 11(4), 47-63. https://doi.org/10.4300/JGME-D-19-00174
Prediger, S., & Harendza, S. (2016). Analysis of educational research at a medical faculty in Germany and suggestions for strategic development - A case study. GMS Journal for Medical Education, 33(5), 1-15. https://doi.org/10.3205/zma001070
Ramani, S. (2006). Twelve tips to promote excellence in medical teaching. Medical Teacher, 28(1), 19-23. https://doi.org/10.1080/01421590500441786
Ramani, S., & Leinster, S. (2008). AMEE guide no. 34: Teaching in the clinical environment. Medical Teacher, 30(4), 347-364. https://doi.org/10.1080/01421590802061613
Reussi, R. (2018). Pre and post-graduate education in Latin America. Educacion Medica, 19, 1-3. https://doi.org/10.1016/j.edumed.2018.03.001
Sherbino, J., Snell, L., Dath, D., Dojeiji, S., Abbott, C., & Frank, J. R. (2010). A national clinician-educator program: a model of an effective community of practice. Medical Education Online, 15, 1-8. https://doi.org/10.3402/meo.v15i0.5356
Sonntag, U., Peters, H., Schnabel, K. P., & Breckwoldt, J. (2017). 10 years of didactic training for novices in medical education at Charité. GMS Journal for Medical Education, 34(4), Doc39. https://doi.org/10.3205/zma001116
Steinert, Y. (2013). Understanding Medical Education: Evidence, Theory and Practice. Chapter 32: Developing medical educators: A journey, not a destination (pp. 455-471). London: John Wiley & Sons, Second Edition. https://doi.org/10.1002/9781118472361
Steinert, Y. (2020). Faculty development: From rubies to oak. Medical Teacher, 42(4), 429-435. https://doi.org/10.1080/0142159X.2019.1688769
Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J., Gelula, M., y Prideaux, D. (2006). BEME Guide nº 8: A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education. Medical Teacher,28(6), 497-526. https://doi.org/10.1080/01421590600902976
Steinert, Y., O'Sullivan, P. S., y Irby, D. M. (2019). Strengthening Teachers' Professional Identities through faculty development. Academic Medicine, 94(7), 963-968. https://doi.org/10.1097/ACM.0000000000002695
Ten Cate, O., Chen, H. C., Hoff, R. G., Peters, H., Bok, H., & Van Der Schaaf, M. (2015). Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Medical Teacher, 37(11), 983-1002. https://doi.org/10.3109/0142159X.2015.1060308
Torales, J., Kunzle-Elizeche, H. G., Barrios, I., Rios-González, C. M., Barrail, A. R., González-Urbieta, I., & Real, R. (2018). Los "doce roles del docente de medicina": un estudio piloto de tres universidades públicas de Paraguay. Memorias Del Instituto de Investigaciones En Ciencias de La Salud, 16(2), 55-64. https://doi.org/10.18004/mem.iics/1812-9528/2018.016(02)55-064
van Lankveld, T., Thampy, H., Cantillon, P., Horsburgh, J., & Kluijtmans, M. (2021). Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher, 43(2), 124-136. https://doi.org/10.1080/0142159X.2020.1838463
Vogt, A., & Wang, S. (2017). Twelve tips for medical teaching in low-resource settings. Medical Teacher, 39(10), 1029-1032. https://doi.org/10.1080/0142159X.2017.1327041
Walsh, A., Koppula, S., Antao, V., Bethune, C., Cameron, S., Cavett, T., Clavet, D., & Dove, M. (2017, January 2). Preparing teachers for competency-based medical education: Fundamental teaching activities. Medical Teacher, 40(1), 1-6. https://doi.org/10.1080/0142159X.2017.1394998
Zaldívar Acosta, M., & Lorenzo Quiles, O. (2021). Perception of teaching competences in university professors of Health Sciences. Educacion Medica, 22(2), 2-5. https://doi.org/10.1016/j.edumed.2021.02.002
[-]
Fenoll-Brunet, Maria Rosa
