GR-Dental_Inj_0949 2.52.56 PM636868492230292793


General Medical Education

  • Buchel T, Edwards F. Characteristics of effective clinical teachers. Fam Ed 2005; 37: 30-35.
  • Baylor College of Medicine. Team learning in medical education.
  • Branch WT, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Acad Med 2002; 77: 1185-88.
  • Cavalcanti RB, Detsky AS: The education and training of future physicians. Why coaches cant be judges. JAMA 2011; 306(9): 993-994.
  • Cooke M, Irby DM, Sullivan W, Ludmerer KM. American medical education 100 years after the Flexner report. N. Engl. J. Med. 2006 Sep 28;355(13):1339-44.
  • Joyner BD. Historical review of graduate medical education and a protocol of accreditation council for graduate medical education compliance. The Journal of Urology. 2004 Jul;172(1):34-9.
  • Ludmerer, KM. Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care. NY: Oxford University Press: 1999.
  • Ludmerer KM, Johns MME. Reforming Graduate Medical Education. JAMA. 2005 Sep 7;294(9):1083-7.
  • Martenson D. Learning: current knowledge and the future. Med Teacher 2001; 23: 1292-197.
  • Nauta RJ. Residency Training Oversight(s) in Surgery: The History and Legacy of the Accreditation Council for Graduate Medical Education. Surgical Clinics of North America. 2012 Feb;92(1):117-23.
  • Papadakis MA, Herani A, Banach MA et al. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med 2005; 353(25): 2673-82.
  • Regehr G, Norman GR. Issues in cognitive psychology: implications for professional education. Acad Med 1996; 71: 988-1001.
  • Teunissen PW, Westerman M. Opportunity or threat: the ambiguity of the consequences of transitions in medical education. Med Educ. 2011 Jan;45(1):51-9.
  • Yedidia MJ, Schwartz MD, Hirschkorn C, Lipkin M Jr Learners as teachers: the conflicting roles of medical residents. J Gen Intern Med. 1995 Nov;10(11):615-23.
  • To Err Is Human: Building a Safer Health System (IOM). In: Corrigan J, Kohn LT, Donaldson MS, Editors. Washington, DC: National Academy Press: 2000.

Educational Innovation and Curriculum Development

  • Ackerly DC, Sangvai DG, Udayakumar K, Shah BR, Kalman NS, Cho AH, Schulman KA, Fulkerson WJ Jr, Dzau VJ. Training the next generation of physician-executives: an innovative residency pathway in management and leadership. Acad Med. 2011 May;86(5):575-9. doi: 10.1097/ACM.0b013e318212e51b.
  • Carraccio C. The initiative for innovation in pediatric education: the next chapter. Pediatrics. 2012 Oct;130(4):601-3. doi: 10.1542/peds.2012-1808.
  • Croft D, Jay SJ, Meslin EM, Gaffney MM, Odell JD. Perspective: is it time for advocacy training in medical education?. Acad Med. 2012 Sep;87(9):1165-70.
  • Kern DE, Thomas PA, Howard DM, Bass EB. Curriculum Develop for Medical Education: A Six Step Approach. Baltimore: Johns Hopkins University Press, 1998.
  • Litvin CB, Davis KS, Moran WP, Iverson PJ, Zhao Y, Zapka J. The use of clinical decision-support tools to facilitate geriatric education.. Med Educ. 2011 Jan;45(1):51-9.
  • Jippes E, Steinert Y, Pols J, Achterkamp MC, van Engelen JM, Brand PL.How Do Social Networks and Faculty Development Courses Affect Clinical Supervisors' Adoption of a Medical Education Innovation? An Exploratory Study.. Acad Med. 2013 Jan 23
  • Morrison EH, Rucker L, Boker JR, Gabbert CC, Hubbell FA, Hitchcock MA, Prislin MD. The effect of a 13-hour curriculum to improve residents' teaching skills: a randomized trial. Ann Intern Med. 2004 Aug 17;141(4):257-63.

Assessment and Feedback

  • Boehler, ML, Rogers DA, Schwind CJ, Mayforth R, Quin J, Williams RG and Dunnington G. An investigation of medical student reactions to feedback: A randomized controlled trial. Med Educ 2006; 40:746-749.
  • Junod Perron N, Nendaz M, Louis-Simonet M, Sommer J, Gut A, Baroffio A, Dolmans D, van der Vleuten C. Effectiveness of a training program in supervisors' ability to provide feedback on residents' communication skills. Adv Health Sci Educ Theory Pract. 2012 Nov 30.
  • Lacasse M, Ratnapalan S.Teaching-skills training programs for family medicine residents: systematic review of formats, content, and effects of existing programs. Can Fam Physician. 2009 Sep;55(9):902-3.e1-5.
  • Mann K, van der Vleuten C, Eva K, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer L, Loney E and Sargeant J. Tensions in informed self-assessment: How the desire for feedback and reticence to collect and use it can conflict. Acad Med 2011; 86(9): 1120-1127.
  • Rose SH, Long TR, Elliott BA, Brown MJ. A Historical Perspective on Resident Evaluation, the Accreditation Council for Graduate Medical Education Outcome Project and Accreditation Council for Graduate Medical Education Duty Hour Requirement. Anesth Analg. 2009 Jul 1;109(1):190-3.
  • Teunissen PW, Stapel DA, van der Vleuten C, Scherpbier A, Boor K, Scheele F. Who wants feedback? An investigation of the variables influencing residents’ feedback-seeking behavior in relation to night shifts. Acad Med 2009; 84(7): 910-917.
  • van der Leeuw RM, Lombarts KM, Arah OA, Heineman MJ. A systematic review of the effects of residency training on patient outcomes.. BMC Med. 2012 Jun 28;10:65. doi: 10.1186/1741-7015-10-65.
  • van de Ridder JMM, Stokking KM, McGaghie WC and ten Cate OTJ. What is feedback in clinical education? Med Educ 2008; 42:189-197.
  • Wood BP. Feedback: A key feature of medical training. Radiol 2000; 215:17-19.

Life-Long Learning

  • Curtis MT, Diazgranados D, Feldman M. Judicious use of simulation technology in continuing medical education. J Contin Educ Health Prof. 2012 Sep;32(4):255-60. doi: 10.1002/chp.21153.
  • Davis DA, Thomson MA, Oxman AD, Haynes RB. Changing Physician Performance. A systematic review of the effect of continuing medical education strategies. JAMA 1995; 274(9): 700-5.
  • Davis D, O'Brien MA, 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 behavior or health care outcomes? JAMA. 1999 Sep 1;282(9):867-74.
  • Fordis M, King JE, Ballantye CM, et al. Comparison of the Instructional Efficacy of Internet-Based CME With Live Interactive CME Workshops JAMA 2005; 294(9): 1043-51.

Web-Based Learning

  • Chumley-Jones, HS, Dobbie A, Alford CL. Web-based learning: sound educational method or hype? A review of the evaluation literature. Acad Med 2002; 77(10 supple): S86-93.
  • Cook DA, Dupras DM. A practical guide to developing effective web-based learning. J Gen Intern Med 2004; 19(6): 698-707.
  • Gonzalez NR, Dusick JR, Martin NA. Effects of mobile and digital support for a structured, competency-based curriculum in neurosurgery residency education. Neurosurgery. 2012 Jul;71(1):164-72. doi: 10.1227/NEU.0b013e318253571b.
  • Hendee W, Bosma JL, Bresolin LB, Berlin L, Bryan RN, Gunderman RB. Web modules on professionalism and ethics. J Am Coll Radiol. 2012 Mar;9(3):170-3. doi: 10.1016/j.jacr.2011.11.014.
  • Kerfoot BP, Baker H, Jackson Tl, et al. A multi-institutional randomized controlled trial of adjuvant web-based teaching to medical students. Acad med 2006; 81(3): 224-30.
  • Kerfoot BP, Baker HE, Koch MO, Connelly D, Joseph DB, Ritchey ML. Randomized controlled trials of spaced education to urology residents in the United States and Canada. J Urol 2007; 1007(4): 1481-7.
  • Palan J, Roberts V, Bloch B, Kulkarni A, Bhowal B, Dias J. The use of a virtual learning environment in promoting virtual journal clubs and case-based discussions in trauma and orthopaedic postgraduate medical education: the Leicester experience. Med Educ. 2011 Jan;45(1):51-9.


  • Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002; 287: 226-35.
  • Goldstein EA, Maestas RR, Fryer-Edwards K, Wenrich MD, Oelschlager A-MA, Baernstein A, et al. Professionalism in medical education: an institutional challenge. Acad Med. 2006 Oct;81(10):871-6.
  • Jantausch BA, Marcdante K. Enhanced professionalism in pediatric practice.. Pediatr Ann. 2011 Sep;40(9):442-6. doi: 10.3928/00904481-20110815-07.
  • McKenna J, Rosen HD. Competency-based professionalism in anesthesiology: continuing professional development. Can J Anaesth. 2012 Sep;59(9):889-908. doi: 10.1007/s12630-012-9747-z.
  • McLaren K, Lord J, Murray S. Perspective: delivering effective and engaging continuing medical education on physicians' disruptive behavior. Med Educ. 2011 Jan;45(1):51-9.
  • Plochg T, Klazinga NS, Starfield B. Transforming medical professionalism to fit changing health needs. BMC Med. 2009 Oct 26;7:64. doi: 10.1186/1741-7015-7-64.

Practice-Based Learning and Improvement

  • Mudumbai SC, Gaba DM, Boulet JR, Howard SK, Davies MF. External validation of simulation-based assessments with other performance measures of third-year anesthesiology residents. Simul Healthc. 2012 Apr;7(2):73-80. doi: 10.1097/SIH.0b013e31823d018a.