A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8

By Y. Steinert, K. Mann, A. Centeno, Diana H. J. M. Dolmans, J. Spencer, M. Gelula, D. Prideaux. Medical Teacher, 2006

1,407 citations recorded by the source corpus.

Subfields: Education, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/1847474a58f582456239ca341b990efeda23d7a3

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Citations in the corpus

Major influences on the teaching and assessment of graduate attributes (2012, background): “This aligns with the growing number of studies that show the positive impacts tertiary teaching qualifications have on teaching practices, student learning and academic staff confidence and willingness (see, for example, Hanbury, Prosser, & Rickinson, 2008 ; Postareff, Lindblom-Ylanne, & Ngevi, 20”
A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40 (2016, methodology): “Phase I Four articles (chosen by the lead reviewer) were sent to the six reviewers who had participated in the 2006 review to determine the scope of the review, refine the review question, and assess the applicability of the original BEME FACDEV Coding Sheet (Steinert et al. 2006).”
Impact of Teaching Development Programmes in Higher Education. HEA Research Series. (2012, background): “Several cross-cutting assessments, looking across the research base, point to the scarcity of well-designed studies, variously calling for the need for more and better designed research, and evaluation tools, on the impact of staff development (Weimer and Lenze, 1998; Kreber and Brook, 2001; Steiner”
Holistic academic development: Is it time to think more broadly about the academic development project? (2018, background): “…has had a clear focus on supporting academics in their teaching endeavours, evidenced by various reviews of the literature in recent years (Amundsen & Wilson, 2012; De Rijdt, Stes, van der Vleuten, & Dochy, 2013; Steinert et al., 2006; Sugrue et al., 2017; Sutherland & Grant, 2016).”
The Roles of STEM Faculty Communities of Practice in Institutional and Departmental Reform in Higher Education (2017, background): “Additionally, individual-oriented strategies often do not lead to nor do they support the development of learning communities and other networks, which can be crucial in sustaining STEM reforms (Fairweather, 2009; Henderson et al., 2011; Steinert et al., 2006).”