Published Papers - Additional Material
Volume 27
Davis M H, Karunathilake I and Harden R M (2005) AMEE Education Guide no 28: The development and role of departments of medical education, Medical Teacher 27, 8, pp 665-675
Appendix 1: Designations of medical education departments worldwide
Appendix 2: Case studies
Paisley, AM, Baldwin, PJ & Paterson-Brown, S (2005) Accuracy of medical staff assessment of trainees' operative performance, Medical Teacher 27, 7, pp 634 - 638.
Appendix 1 Assessor Form.
Cleland, J, Lee, G, Friend, J & Osman, L (2005) Teaching smoking cessation knowledge to second-year undergraduates, Medical Teacher 27, 7, pp 655 - 657.
Linked Paper: Second year undergraduates' attitudes towards learning smoking cessation knowledge and skills.
Oberprieler, G, Masters, K & Gibbs, T (2005) Information technology and information literacy for first year health sciences students in South Africa: matching early and professional needs, Medical Teacher 27,7, pp 595 - 598.
Appendix 1 & 2
Gulpinar, M A & Yegen, B C (2005) Interactive lecturing for meaningful learning in large groups, Medical Teacher 27, 7, pp590 - 594.
Figures and Tables
Boenink, AD, De Jonge, P, Smal, K, Oderwald, A & Van Tilburg, W (2005) The effects of teaching medical professionalism by means of vignettes: an exploratory study, Medical Teacher 27, 5, pp 249 - 432.
Appendix 1 Vignettes and scoring instructions
Till, Hettie (2005)Climate studies: can students' perceptions of the ideal educational environment be of use for institutional planning and resource utilization? Medical Teacher 27, 4, pp 332 - 337.
Table 1 A comparison of the mean Ideal and Actual DREEM scores per item and per year of study, as well as the difference, or dissonance, between these scores in each case.
Table 3 DREEM items per year of study, as well as for male and female groups in each year, indicating the smallest dissonances between Ideal and Actual scores with the smallest dissonance given the rank of 1.
Table 4 Areas of smallest dissonance between mean Ideal and Actual DREEM scores as indicated by the different groups of students.
Table 5 DREEM items per year of study, as well as for male and female groups in each year, indicating the largest dissonances between Ideal and Actual scores with the largest dissonance given the rank of 1.
Getulio Rodrigues de Oliveira Filho & Leonardo Schonhorst (2005) Psychometric properties of the Dundee Ready Educational Environment Measure (DREEM) applied to medical residents, Medical Teacher 27, 4, pp 343-347.
Table 3 DREEM items and subscales with the respective item-to-subscale, item-to-total corrected correlation coefficients, and the factorial structure of the original instrument applied to residents.
Bellamy R (2005) A BEME-style review of educational interventions for promoting sun protection knowledge, attitudes and behaviour, Medical Teacher 27, 3, pp 269-275.
Figure 1 Relationship between quality score and effects of intervention on sun protection knowledge and intended or actual behaviour
Table 1 Quality of studies in the review
Table 2 Utility and setting of studies
Table 3 Extent, strength and target of studies
McMenamin (2005) A simple interactive teaching aid for medical undergraduates studying the brachial plexus, Medical Teacher 27, 2, pp 169-171 (Abstract)
Table 1 Evaluation of the model
Fig 1 Diagram of the brachial plexus model
Fig 1b Photograph of a real model in the laboratory
Fig 2a Photograph of a partially completed model
Fig 2b Photograph of a successfully completed model
Fig 3 Photograph of students in the laboratory working with the model
Issenberg S B, McGaghie W C, Petrusa E R, Gordon D L and Scalese R J (2005) Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review, Medical Teacher 27, 2, pp 10-28 (Abstract)
Figure 1: Miller’s framework for clinical assessment (1 page)
Table 2: Literature search strategy (1 page)
Appendix 1: Coding sheet (5 pages)
Appendix 2: Comparative studies with simulator used as educational intervention (5 pages)
Appendix 3: Comparative studies with simulator used only as assessment intervention (3 pages)
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