Guides

AMEE Guides are a valuable

Categories Include:
AMEE Guides cover topical
issues in medical and Curriculum
healthcare professions Planning
education and provide
information, practical advice Research in
and support. They are Medical Education
designed for use by teachers
individually to inform their Education
practice and are widely used Management
in staff development
programmes. Teaching

and Learning

in
Theories
Medical Education

Assessment
 guides
4: Effective Continuing Education: 58: Self-Regulation Theory: Applications to Med 94: A practical approach to Systematic
The CRISIS Criteria Ed Reviews in Med Ed
5: The core curriculum with options 59: Self-determination theory and teaching 95: Clinical diagnostic decision-making
7: Task-based learning: An education strategy and in real life contexts:
9: Assessment of the Objective Structured learning 96: Integrated curriculum in Med Ed
Long Clinical Examination (OSLER) 60: Building bridges between theory and 97: The capability approach for Med Ed
11: Portfolio learning in Med Ed practice using design 98: Self-authorship theory and Med Ed
13: The use of patients and simulators in 61: Integrating professionalism into the 99: Curriculum development for the workplace
clinical examinations curriculum using EPAs
14: Outcome-based education 62:Theoretical insights into interprofessional 100: Situational Judgement Tests in Med Ed
15: Problem-based learning: A practical guide education based examinations 101: How to Write an Educational Research
16: Study Guides: Their use and preparation 63: Experiential learning Grant
18: Standard setting in student assessment 64: Control-Value Theory in Med Ed 102: Improving responses and reducing bias
19: Personal learning plans 65: Team-based learning in surveys
20: The good teacher is more than a lecturer 66: Improving the quality of high-stakes 103: Teaching Diversity to ME Undergraduates
21: Curriculum mapping: A tool for transparent examinations 104: Framework for doctoral supervision in HPE
and authentic teaching 67: Program evaluation models and related 105: Mobile technologies in Med Ed
22: Refreshing lecturing: A guide for lecturers theories 106: Residents as teachers - peer learning in
23: Education Environment 68: A guide to Generalizability theory clinical settings
24: Portfolios as a method of student 69: Developing research skills in medical 107: Aligning physical learning spaces with the
assessment students curriculum
25: The assessment of learning outcomes 70: Grounded theory in Med Ed research 108: Writing competitive research
27: Effective educational and clinical 71: A systemic framework for the progress test conference abstract
supervision 72: Rasch Analysis of knowledge-based 109: Producing a socially accountable
28: The development and role of departments examinations medical school
of Med Ed 73: Using history, discourse and text in Med Ed 110: Longitudinal Integrated Clerkships
30: Peer-assisted learning: A planning and research 111: Using Consensus Group methods in Med
implementation framework 74: Writing for academia: Getting your Ed Research
31: Workplace-based assessment as an research into print 112: Positionality in phenomenological research
educational tool 75: Script concordance testing: 113: Appreciative Inquiry in Med Ed
32: E-learning in Med Ed From theory to practice 114: Health Advocacy
33: Faculty development: Yesterday, today 76: The “problem” learner: Whose problem is it? 115: Motivation in Med Ed
and tomorrow 77: Databases in Med Ed research 116: Preparing Medical Students for the e-
34: Teaching in the clinical environment 78: Frameworks for learner assessment in Patient
35: Continuing Med Ed medicine 117: Diagnosis and management of
36: Problem-based learning: Where are we 79: Personality assessments & outcomes in clinical reasoning difficulties
now? Med Ed 118: Master’s Degrees: for medical and health
37: Setting standards in multiple choice 80: Ethnography in qualitative educational professions education
examinations research 119: Foundations of Measurement &
38: Learning in interprofessional teams 81: The Objective Structured Clinical Assessment in Med Ed
39: Online eAssessment Examination (OSCE) 120: Work engagement in health professions
40: Creating effective poster presentations 82: Best evidence guide to simulation in education
41: The place of anatomy in Med Ed healthcare education 121: Sport Psychology to Improve Clinical
42: The use of simulated patients in Med Ed 83: Adult learning theories Med Ed Performance
43: Scholarship in HPE 84: Problem-based learning: Getting the most 122: Sociology for Undergraduate medical
44: The use of reflection in Med Ed out of your students students
45: Portfolios for assessment and learning 85: How to set standards on performance- 123: Guide to Reading Studies of Educational
46: Student selected components based examinations Costs
47: Using rural and remote settings in 86: Cognitive load theory: Implications for Med 124: Healthcare Educational Leadership in the
undergraduate curriculum Ed 21st Century
48: Effective small group learning 87: Developing questionnaires for educational 125: How to respond to medical students’
49: How to measure the quality of the OSCE: research unprofessional behaviour
A review of metrics 88: Electives in undergraduate Med Ed 126: Guide to test blueprinting
50: Building a simulation programme: 89: Med Ed scholarship: An introductory guide 127: Artificial Intelligence in Med Ed
A practical guide 90: Quantitative & qualitative methods in Med 128: Fundamentals of Randomized
51: Communication skills: An essential Ed research Experimental Designs
component of medical curricula. 91: Focus groups in Med Ed research 129: Experience based learning (ExBL) in the
52: Situativity Theory 92: Developmental student support in twenty-first century
53: Ethics and law in the medical curriculum undergraduate Med Ed 130: Smartphones
54: Post examination analysis of objective 93: Designing an educational program 131: Thematic analysis
tests based on whole-task learning 132: Developing a professional identity
55: Developing a medical school: 133: Meaningful feedback through a
Expansion of student capacity sociocultural lens
56: An introduction to research in Med Ed
57: General overview of the theories used in
assessment

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