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مجلات ایرانی
مجله ايراني آموزش در علوم پزشكي(اصفهان)
گام هاي توسعه در آموزش پزشكي (كرمان)
دو فصلنامه توسعه آموزش در علوم پزشكي زنجان
مجله مركز مطالعات و توسعه شيراز (نشريه سبز)
مجله مركز مطالعات و توسعه جندي شاپور اهواز
راهبردهاي توسعه در آموزش پزشكي دو فصلنامه مركز مطالعات و توسعه آموزش علوم پزشكي هرمزگان
مجله پژوهش در آموزش علوم پزشكي دانشگاه علوم پزشكي گيلان
مجلات خارجی
Advances in Health Sciences Education
International Journal of nursing
Journal of Nursing Education and Practice
Teaching and Learning in Medicine
The journal of Continuing Education in Nursing
بهترين شواهد موجود در زمينه ياددهي-يادگيري
BEME Guides
1- Aspegren K.BEME Guide No. 2: Teaching and learning communication skills in medicine-a review with quality grading of articles.Medical Teacher. 1999;21(6):563-70.
2- Barry Issenberg S, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ.Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher. 2005;27(1):10-28.
3- Dornan T, Littlewood S, Margolis SA, Scherpbier A, Spencer J, Ypinazar V.How can experience in clinical and community settings contribute to early medical education? A BEME systematic review.Medical Teacher.
2006;28(1):3-18.
4- Hammick M, Freeth D, Koppel I, Reeves S, Barr H.A best evidence systematic review of interprofessional education: BEME Guide no. 9.Medical Teacher. 2007;29(8):735-51.
5- Akl EA, Pretorius RW, Sackett K, Erdley WS, Bhoopathi PS, Alfarah Z, et al. The effect of educational games on medical students’ learning outcomes: A systematic review: BEME Guide No 14.Medical Teacher. 2010;32(1):16-27.
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6- Cherry MG, Brown JM, Neal T, Ben Shaw N.What features of educational interventions lead to competence in aseptic insertion and maintenance of CV catheters in acute care? BEME Guide No. 15.Medical Teacher. 2010;32(3):198-218.
7- Harris J, Kearley K, Heneghan C, Meats E, Roberts N, Perera R, et al.Are journal clubs effective in supporting evidence-based decision making? A systematic review. BEME Guide No. 16.Medical Teacher. 2010;33(1):9-23
8- Cherry MG, Fletcher I, O'Sullivan H, Shaw N.What impact do structured educational sessions to increase emotional intelligence have on medical students? BEME Guide No. 17.Medical Teacher. 2012;34(1):11-9.
9- O’Dunn-Orto A, Hartling L, Campbell S, Oswald AE.Teaching musculoskeletal clinical skills to medical trainees and physicians: A Best Evidence in Medical Education systematic review of strategies and their effectiveness: BEME Guide No. 18.Medical Teacher. 2012;34(2):93-102.
10- Mosley C, Dewhurst C, Molloy S, Shaw BN.What is the impact of structured resuscitation training on healthcare practitioners, their clients and the wider service? A BEME systematic review: BEME Guide No. 20.Medical Teacher. 2012;34(6):e349-e85
11- Nelson C, Hartling L, Campbell S, Oswald AE. The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21.Medical Teacher. 2012;34(6):e386-e405
12- Cherry MG, Brown JM, Bethell GS, Neal T, Shaw NJ.Features of educational interventions that lead to compliance with hand hygiene in healthcare professionals within a hospital care setting. A BEME systematic review: BEME Guide No. 22.Medical Teacher. 2012;34(6):e406-e20.
13- Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, et al.The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.Medical Teacher. 2012;34(6):e421-e44.
14- de Jong J, Visser M, Van Dijk N, van der Vleuten C, Wieringa-de Waard M. Asystematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24.Medical Teacher. 2013;35(6):e1181-e96.
15- Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D.Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25.Medical Teacher. 2013;35(7):e1252-e66
16- Passi V, Johnson S, Peile E, Wright S, Hafferty F, Johnson N.Doctor role modelling in medical education: BEME Guide No. 27.Medical Teacher. 2013;35(9):e1422-e36.
17- Fatmi M, Hartling L, Hillier T, Campbell S, Oswald AE.The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30.Medical Teacher. 2013;35(12):e1608-e24.
18- Ahmadi S-F, Baradaran HR, Ahmadi E.Effectiveness of teaching evidence-based medicine to undergraduate medical students: A BEME systematic review.Medical Teacher. 2014;37(1):21-30.
AMEE Guides
1- Challis M.AMEE Medical Education Guide No. 19: Personal learning plans.Medical Teacher. 2000;22(3):225-36.
2- Brown G, Manogue M.AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers.Medical Teacher. 2001;23(3):231-44.
3- Ross MT, Cameron HS.Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30. Medical Teacher. 2007;29(6):527-45.
4- Ellaway R, Masters K.AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment.Medical Teacher. 2008;30(5):455-73.
5- Masters K, Ellaway R.e-Learning in medical education Guide 32 Part 2: Technology, management and design.Medical Teacher. 2008;30(5):474-89.
6- Ramani S, Leinster S.AMEE Guide no. 34: teaching in the clinical environment.Medical Teacher. 2008;30(4):347-64.
7- Hammick M, Olckers L, Campion-Smith C.Learning in interprofessional teams: AMEE Guide no 38. Medical Teacher. 2009;31(1):1-12.
8- Hess GR, Tosney KW, Liegel LH.Creating effective poster presentations: AMEE Guide no. 40.Medical Teacher. 2009;31(4):319-21.
9- Cleland JA, Abe K, Rethans J-J.The use of simulated patients in medical education: AMEE Guide No 42.Medical Teacher. 2009;31(6):477-86.
10- Sandars J.The use of reflection in medical education: AMEE Guide No. 44.Medical Teacher. 2009;31(8):685-95.
11- Edmunds S, Brown G.Effective small group learning: AMEE Guide No. 48.Medical Teacher. 2010;32(9):715-26.
12- Parmelee D, Michaelsen LK, Cook S, Hudes PD.Team-based learning: A practical guide: AMEE Guide No. 65.Medical Teacher. 2012;34(5):e275-e87.
13- Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB.Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82.Medical Teacher. 2013;35(10):e1511-e30.
14- Bate E, Hommes J, Duvivier R, Taylor DCM.Problem-based learning (PBL): Getting the most out of your students – Their roles and responsibilities: AMEE Guide No. 84.Medical Teacher. 2013;36(1):1-12.
15- Patel R, Sandars J, Carr S.Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for teaching: AMEE Guide No. 95.Medical Teacher. 2014;37(3):211-27.
بهترين شواهد موجود در زمينه ارزيابي دانشجو
:BEME Guides
1- Hamdy H, Prasad K, Anderson MB, Scherpbier A, Williams R, Zwierstra R, et al.BEME systematic review: Predictive values of measurements obtained in medical schools and future performance in medical practice. Medical Teacher. 2006;28(2):103-16.
2- Veloski J, Boex JR, Grasberger MJ, Evans A, Wolfson DB.Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME Guide No. 7. Medical Teacher. 2006;28(2):117-28.
3- Colthart I, Bagnall G, Evans A, Allbutt H, Haig A, Illing J, et al.The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher. 2008;30(2):124-45.
4- Buckley S, Coleman J, Davison I, Khan KS, Zamora J, Malick S, et al.The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. Medical Teacher. 2009;31(4):282-98.
5- Tochel C, Haig A, Hesketh A, Cadzow A, Beggs K, Colthart I, et al.The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher. 2009;31(4):299-318.
AMEE Guides
1- Gleeson F. AMEE Medical Education Guide No. 9. Assessment of clinical competence using the Objective Structured Long Examination Record (OSLER). Medical Teacher. 1997;19(1):7-14.
2- Ben-David MF.AMEE Guide No. 18: Standard setting in student assessment. Medical Teacher. 2000;22(2):120-30.
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3- David MFB, Davis MH, Harden RM, Howie PW, Ker J, Pippard MJ.AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment.Medical Teacher. 2001;23(6):535-51.
4- Shumway JM, Harden RM.AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.Medical Teacher. 2003;25(6):569-84.
5- Norcini J, Burch V.Workplace-based assessment as an educational tool: AMEE Guide No. 31. Medical Teacher. 2007;29(9-10):855-71.
6- Bandaranayake RC.Setting and maintaining standards in multiple choice examinations: AMEE Guide No. 37. Medical Teacher. 2008;30(9-10):836-45.
7- Dennick R, Wilkinson S, Purcell N.Online eAssessment: AMEE Guide No. 39. Medical Teacher. 2009;31(3):192-206.
8- Van Tartwijk J, Driessen EW.Portfolios for assessment and learning: AMEE Guide no. 45. Medical Teacher. 2009;31(9):790-801.
9- Pell G, Fuller R, Homer M, Roberts T.How to measure the quality of the OSCE: A review of metrics – AMEE guide no. 49. Medical Teacher. 2010;32(10):802-11.
10- Laidlaw A, Hart J.Communication skills: An essential component of medical curricula. Part I: Assessment of clinical communication: AMEE Guide No. 51. Medical Teacher. 2010;33(1):6-8.
11- Tavakol M, Dennick R.Post-examination interpretation of objective test data: monitoring and improving the quality of high-stakes examinations: AMEE Guide No. 66. Med Teach. 2012;34(3):e161-75.
12- Wrigley W, Van Der Vleuten CPM, Freeman A, Muijtjens A.A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71. Medical Teacher. 2012;34(9):683-97.
13- Tavakol M, Dennick R.Psychometric evaluation of a knowledge based examination using Rasch analysis: An illustrative guide: AMEE Guide No. 72. Medical Teacher. 2012;35(1):e838-e48.
14- Lubarsky S, Dory V, Duggan P, Gagnon R, Charlin B.Script concordance testing: From theory to practice: AMEE Guide No. 75. Medical Teacher. 2013;35(3):184-93.
15- Khan KZ, Ramachandran S, Gaunt K, Pushkar P.The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective. Medical Teacher. 2013;35(9):e1437-e46.
16- Khan KZ, Gaunt K, Ramachandran S, Pushkar P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Medical Teacher. 2013;35(9):e1447-e63.
17- McKinley DW, Norcini JJ.How to set standards on performance-based examinations: AMEE Guide No. 85. Medical Teacher. 2013;36(2):97-110.
بهترين شواهد موجود در زمينه كوريكولوم
AMEE Guides
1- Harden RM, Davis MH.AMEE Medical Education Guide No. 5. The core curriculum with options or special study modules. Medical Teacher. 1995;17(2):125-48.
2- Harden RM, Uudlaw JM, Ker JS, Mitchell HE.AMEE Medical Education Guide No. 7.: Task-based learning: An educational strategy for undergraduat postgraduate and continuing medical education, Part 1. Medical Teacher. 1996;18(1):7-13.
3- Harden RM, Laidlaw JM, Ker JS, Mitchell HE. AMEE Medical Education Guide No. 7.: Task-based learning: An educational strategy for undergraduate, postgraduate and continuing medical education, Part 2. Medical Teacher. 1996;18(2):91-8.
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4- Harden RM.AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education. Medical Teacher. 1999;21(1):7-14.
5- Smith SR.AMEE guide No. 14: Outcome-based education: Part 2-Planning, implementing and evaluating a competency-based curriculum. Medical Teacher. 1999;21(1):15-22.
6- Ben-David MF.AMEE Guide No. 14: Outcome-based education: Part 3-Assessment in outcome-based education.Medical Teacher. 1999;21(1):23-5.
7- Ross N.AMEE Guide No. 14: Outcome-based education: Part 4-Outcome-based learning and the electronic curriculum at Birmingham Medical School. Medical Teacher. 1999;21(1):26-31.
8- Harden JRCMHDMFRM.AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes. Medical Teacher. 1999;21(6):546-52.
9- Harden RM.AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning.Medical Teacher. 2001;23(2):123-37.
10- Genn JM.AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Medical Teacher. 2001;23(4):337-44.
11- Genn JM.AMEE Medical Education Guide No. 23 (Part 2): Curriculum, environment, climate, quality and change in medical education – a unifying perspective.Medical Teacher. 2001;23(5):445-54.
12- Davis N, Davis D, Bloch R.Continuing medical education: AMEE Education Guide No 35. Medical Teacher. 2008;30(7):652-66.
13- Louw G, Eizenberg N, Carmichael SW.The place of anatomy in medical education: AMEE Guide no 41.Medical Teacher. 2009;31(5):373-86.
14- Riley SC.Student Selected Components (SSCs): AMEE Guide No 46. Medical Teacher. 2009;31(10):885-94.
15- Maley M, Worley P, Dent J.Using rural and remote settings in the undergraduate medical curriculum: AMEE Guide No. 47.Medical Teacher. 2009;31(11):969-83.
16- O'Sullivan H, van Mook W, Fewtrell R, Wass V.Integrating professionalism into the curriculum: AMEE Guide No. 61.Medical Teacher. 2012;34(2):e64-e77.
17- Lumb A, Murdoch-Eaton D.Electives in undergraduate medical education: AMEE Guide No. 88.Medical Teacher. 2014;36(7):557-72.
18- Brauer DG, Ferguson KJ.The integrated curriculum in medical education: AMEE Guide No. 96.Medical Teacher. 2014;37(4):312-22.
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