Karen Mann

TL;DR: A literature review was designed to evaluate the existing evidence about reflection and reflective practice and their utility in health professional education, to understand the key variables influencing this educational process, identify gaps in the evidence, and explore any implications for educational practice and research.

TL;DR: In this paper, the authors synthesize the existing evidence that addresses the question: "What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?"

TL;DR: In this article, the authors synthesize the existing evidence that addresses the question: "What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?"

TL;DR: In the context of medical education, situated learning as discussed by the authorslexner's 1910 report on medical education has been recognized as a complex transformative process of socialisation into the culture and profession of medicine.

TL;DR: A review of faculty development initiatives designed to improve teaching effectiveness synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building to hold implications for practice and research.