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Books

Dent, & R.M. Harden (Eds.), A Practical Guide for Medical Teachers, 2^nd ed. Edinburgh: Elsevier Limited, 2005.

Knowles M. The Modern Practice of Adult Education: Andragogy Versus Pedagogy. New York, NY: The Association Press, 1970.

Linn RL, Miller DM. Measurement and Assessment in Teaching. (9th ed.). New Jersey: Pearson Education Inc., 2005.

Ormrod J. Human Learning, 5^th ed. New Jersey: Pearson Education Inc., 2008.

Posner GJ, Rudnitsky AN (Eds.), Course design: a guide to curriculum development for teachers (7th. ed). Boston: Pearson, 2005.

Sallis E. Total Quality Management in Education (3^rd ed.). London: Kogan Page, 2002.

Schon D. The Reflective Practitioner: How professionals think in action. New York: Basic Books, 1983.

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Articles and Book Chapters

Anders Ericsson K. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine; 79(10): S70-S81.

Biggs, J. (2001). The reflective institution: assuring and enhancing the quality of teaching and learning. Higher Education, 41, 221-238.

Cook DA, Beckman T (2006). Current concepts in validity and reliability for psychometric instruments: theory and application. AJM, 119: 166.e7-166.e16.

Davis, M., & Harden, R. (2003). Planning and implementing an undergraduate medical curriculum: the lessons learned. Med Teach, 25(6): 596-608.

Epstein R (2007). Assessment in Medical Education. New England Journal of Medicine, 365(4), 387-396.

Ertmer P, Newby TJ (1996). The expert learner: strategic, self-regulated, and reflective.ÌýInstructional Science, 24, 1-24.

Kaufman DM (2003). ABC of learning and teaching in medicine: Applying educational theory in practice. BMJ; 326: 213-16.

Prideaux D (2003). ABC of learning and teaching in medicine: Curriculum design. BMJ; 326: 268-70.

Ringsted C, Hodges B, Scherpbier A. (2011). ‘The research compass’: An introduction to research in medical education. Med Teach, AMEE Guide No. 56, 33: 695–709.

Schmidt HG, Norman GR, Boshuizen HPA (1990). A cognitive perspective on medical expertise: theory and implications. Acad Med; 65 (10): 611-621.

Schmidt HG, Rikers R (1997). How expertise develops in medicine: knowledge encapsulation and illness script formation. Med Ed, 41: 1133-1139.

Shambaugh RN, Magliaro SG (1997a). Learning beliefs. In Mastering the possibilities; a process approach to instructional design (Chap 3, pp. 2-21). Boston: Allyn & Bacon.

Shambaugh RN, Magliaro SG (1997b). Design tools. In Mastering the possibilities; a process approach to instructional design (Chap 3, pp. 22-55). Boston: Allyn & Bacon.

Shambaugh RN, Magliaro SG (1997c). Needs assessment. In Mastering the possibilities;Ìý a process approach to instructional design (Chap 3, pp. 56-88). Boston: Allyn & Bacon.

Spencer J, Jordan R (1999). Learner centred approaches in medical education. BMJ, 318: 1280-1283.

Ten Cate O, Snell L, Mann K, Vermunt J (2004). Orienting teaching toward the learning process. Acad Med, 79: 219-228.

Torre D, Daley B, Sebastian J, Elnicki M (2006). Overview of current learning theories for medical educators. Am J Med, 119 (10): 903-907.

Van der Vleuten CPM (1996). The assessment of professional competence: developments, research and practical implications. Adv Health Sci Edu, 1: 41-67.

Van der Vleuten CPM, Schuwirth LW (2005). Assessing professional competence: From methods to programmes. Medical Education; 39:309-317.

Wilkes M, Bligh J (1999). Evaluating educational interventions. BMJ; 318:1269­72.