AMEE guides

AMEE Guides cover topical issues in medical and healthcare professions education
and provide information, practical advice and support. They are designed for use by
individual teachers to inform their practice and are widely used in staff development
programmes.
Series 1
4 Effective Continuing Education: The CRISIS Criteria RM Harden & JM Laidlaw (1992)
5 The Core Curriculum with Options or Special Study Modules RM Harden & M Davis
(1995)
7 Task-based Learning: An Education Strategy for Undergraduate, Postgraduate and
Continuing Medical Education RM Harden, JM Laidlaw, JS Ker & HE Mitchell (1997)
8 Learning in Small Groups J Crosby (1997)
9 Assessment of Clinical Competence using the Objective Structured Long Clinical
Examination (OSLER)F Gleeson (1998)
10 Managing Change in a Medical Context: Guidelines for Action
J Grant & R Gale (1998)
11 Portfolio Learning in Medical Education David Snadden, Mary Thomas & Maggie
Challis (1999)
12 Multiprofessional Education RM Harden, Anne Pirrie, Valerie Wilson, John Elsegood,
Glennys Parsell & John Bligh (1999)
13 The Use of Real Patients, Simulated Patients and Simulators in Clinical Examinations JP
Collins & RM Harden
14 Outcome-Based Education RM Harden, JR Crosby, MH Davis, Stephen R Smith, Richard
Dollase, Miriam Friedman Ben-David, Nick Ross & David Davies (1999)
15 Problem-based Learning: a practical guide MH Davis & RM Harden (1999)
16 Study Guides: their use and preparation RM Harden, JM Laidlaw & EA Hesketh (1999)
17 Writing for Journal Publication Glennys Parsell & John Bligh (1999)
18 Standard Setting in Student Assessment Miriam Friedman Ben-David (2000)
19 Personal Learning Plans Maggie Challis (2000)
20 The Good Teacher is more than a Lecturer: the twelve roles of the teacher
RM Harden & J Crosby (2000)

21 Curriculum Mapping: a tool for transparent and authentic teaching and learning RM
Harden (2001)
22 Refreshing Lecturing: a guide for lecturers George Brown & Michael Manogue (2001)
23 Curriculum, environment, climate, quality and change in medical education: a unifying
perspective JM Genn (2001)
24 Portfolios as a method of student assessment Miriam Friedman Ben-David, MH Davis,
RM Harden, PW Howie, J Ker & MJ Pippard
25 The assessment of learning outcomes James M Shumway & Ronald M Harden (2003)
26 Clinical Teaching in Ambulatory Care Settings making the most of learning
opportunities with outpatients John Dent (2005)
27 Effective educational and clinical supervision Sue Kiliminster, David Cottrell, Janet Grant
& Brian Jolly (2007)
28 The development and role of departments of medical education Margery H Davis, Indika
Karunathilake & Ronald M Harden (2006)
29 Evaluating educational programmes John Goldie (2006)
Series 2
The new series of AMEE Guides was introduced in 2007, since which time 20 titles have
been added. Several new guides are under development. A Research series and a new
Theories of Medical Education series are also under way. Guides are divided into groups
according to subject:
Teaching and Learning
Research Methods
Education Management
Curriculum Planning
Assessment
The guides contain useful take-home messages, highlight key points from the text and
incorporate a column for your own personal annotations. Sources of further information are
provided in the reference list and bibliography.
Unique format, to which you can contribute
Living Guides: A novel feature of the new series is the concept of supplements, to provide a
continuing source of information. If you are interested in writing a supplement please contact
the Guide Series Editor, Professor Trevor Gibbs (tjg.gibbs@gmail.com). Supplements may

comprise either a Viewpoint, with individual views on the guide or the topic more generally,
or a Practical Application, where you report on implementation of some aspect of the
subject of the guide in your own situation. Submissions for consideration should be
maximum 1,000 words. Published supplements will be available to all who have purchased
the guide.
30 Peer Assisted Learning: a planning and implementation framework Michael Ross & Helen
Cameron (2007)
Primarily designed to assist curriculum developers, course organisers and educational
researchers develop and implement their own PAL initiatives.
31 Workplace-based Assessment as an Educational Tool John Norcini & Vanessa Burch
(2008)
31.1AMEE guide supplements: Workplace-based assessment as an educational tool. Guide
supplement 31.1 Viewpoint
Several methods for assessing work-based activities are described, with preliminary evidence
of their application, practicability, reliability and validity.
32 e-Learning in Medical Education Rachel Ellaway & Ken Masters (2008)
An increasingly important topic in medical education a must read introduction for the
novice and a useful resource and update for the more experienced practitioner.
33 Faculty Development: Yesterday, Today and Tomorrow Michelle McLean, Francois
Cilliers & Jacqueline M van Wyk (2010)
Useful frameworks for designing, implementing and evaluating faculty development
programmes.
34 Teaching in the clinical environment Subha Ramani & Sam Leinster (2008)
An examination of the many challenges for teachers in the clinical environment, application
of relevant educational theories to the clinical context and practical teaching tips for clinical
teachers.
35 Continuing Medical Education Nancy Davis, David Davis & Ralph Bloch (2010)
Designed to provide a foundation for developing effective continuing medical education
(CME) for practicing physicians.
36 Problem-Based Learning: where are we now? David Taylor & Barbara Miflin (2010)
A look at the various interpretations and practices that claim the label PBL, and a critique of
these against the original concept and practice.
37 Setting and maintaining standards in multiple choice examinations Raja C Bandaranayake
(2010)

An examination of the more commonly used methods of standard setting together with their
advantages and disadvantages and illustrations of the procedures used in each, with the help
of an example
38 Learning in Interprofessional Teams Marilyn Hammick, Lorna Olckers & Charles
Campion-Smith (2010)
Clarification of what is meant by Interprofessional learning and an exploration of the concept
of teams and team working.
39 Online eAssessment Reg Dennick, Simon Wilkinson & Nigel Purcell (2010)
An outline of the advantages of on-line eAssessment and an examination of the intellectual,
technical, learning and cost issues that arise from its use.
40 Creating effective poster presentations George Hess, Kathryn Tosney & Leon Liegel
(2009)
Practical tips on preparing a poster an important, but often badly executed communication
tool.
41 The Place of Anatomy in Medical Education Graham Louw, Norman Eizenberg &
Stephen W Carmichael (2010)
The teaching of anatomy in a traditional and in a problem-based curriculum from a practical
and a theoretical perspective.
42 The use of simulated patients in medical education Jennifer A Cleland, Keiko Abe & JanJoost Rethans (2010)
A detailed overview on how to recruit, train and use Standardized Patients from a teaching
and assessment perspective.
43 Scholarship, Publication and Career Advancement in Health Professions Education
William C McGaghie (2010)
Advice for the teacher on the preparation and publication of manuscripts and twenty-one
practical suggestions about how to advance a successful and satisfying career in the academic
health professions.
44 The Use of Reflection in Medical Education John Sandars (2010)
A variety of educational approaches in undergraduate, postgraduate and continuing medical
education that can be used for reflection, from text based reflective journals and critical
incident reports to the creative use of digital media and storytelling.
45 Portfolios for Assessment and Learning Jan van Tartwijk & Erik W Driessen (2010)
An overview of the content and structure of various types of portfolios, including eportfolios,
and the factors that influence their success.

46 Student Selected Components Simon C Riley (2010)

An insight into the structure of an SSC programme and its various important component
parts.
47 Using Rural and Remote Settings in the Undergraduate Medical Curriculum Moira Maley,
Paul Worley & John Dent (2010)
A description of an RRME programme in action with a discussion of the potential benefits
and issues relating to implementation.
48 Effective Small Group Learning Sarah Edmunds & George Brown (2010)
An overview of the use of small group methods in medicine and what makes them effective.
49.How to measure the quality of the OSCE:A review of metrics AMEE guide no. 49
51.Communication skills: An essential component of medical curricula. Part I: Assessment of
clinical communication: AMEE Guide No. 51
52.Situativity theory: A perspective on how participants and the environment can interact:
AMEE Guide no. 52
55.Developing a medical school: Expansion of medical student capacity in new locations:
AMEE Guide No. 55
57.General overview of the theories used in assessment: AMEE Guide No. 57
58. Self-regulation theory: Applications to medical education: AMEE Guide No. 58
59.How self-determination theory can assist our understanding of the teaching and learning
processes in medical education. AMEE Guide No. 59
60.Building bridges between theory and practice in medical education using a design-based
research approach: AMEE Guide No. 60
61. Integrating professionalism into the curriculum: AMEE Guide No. 61
62.Theoretical insights into interprofessional education: AMEE Guide No. 62
63. Experiential learning: AMEE guide No. 63
64. Control-value theory: Using achievement emotions to improve understanding of
motivation, learning, and performance in medical education: AMEE Guide No. 64
66. Post-examination interpretation of objective test data: Monitoring and improving the
quality of high-stakes examinations: AMEE Guide No. 66
67. Program evaluation models and related theories: AMEE Guide No. 67

68. Generalizability theory for the perplexed: A practical introduction and guide: AMEE
Guide No. 68
69. Developing research skills in medical students: AMEE Guide No. 69
70. Grounded theory in medical education research: AMEE Guide No. 70
71. A systemic framework for the progress test: Strengths, constraints and issues: AMEE
Guide No. 71
72.Psychometric evaluation of a knowledge based examination using Rasch analysis: An
illustrative guide: AMEE Guide No. 72
73. Looking back to move forward: Using history, discourse and text in medical education
research: AMEE Guide No. 73
74. Writing for academia: Getting your research into print: AMEE Guide No. 74
75. Script concordance testing: From theory to practice: AMEE Guide No. 75
76. The problem learner: Whose problem is it? AMEE Guide No. 76
77. Using databases in medical education research: AMEE Guide No. 77
78. Frameworks for learner assessment in medicine: AMEE Guide No. 78
79. Personality assessments and outcomes in medical education and the practice of medicine:
AMEE Guide No. 79
80. Ethnography in qualitative educational research: AMEE Guide No. 80
81.1 The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I:
An historical and theoretical perspective
81.2 The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II:
Organisation & Administration
82. Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82
83. Adult learning theories: Implications for learning and teaching in medical education:
AMEE Guide No. 83
84. Problem-based learning (PBL): Getting the most out of your students Their roles and
responsibilities: AMEE Guide No. 84
85. How to set standards on performance-based examinations: AMEE Guide No. 85
86. Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86
87. Developing questionnaires for educational research: AMEE Guide No. 87

88. Electives in undergraduate medical education: AMEE Guide No. 88

89. Medical education scholarship: An introductory guide: AMEE Guide No. 89
90. Quantitative and qualitative methods in medical education research: AMEE Guide No 90:
Part II
90.1 Quantitative and qualitative methods in medical education research: AMEE Guide No
90: Part I
91. Using focus groups in medical education research: AMEE Guide No. 91
92. Developmental student support in undergraduate medical education: AMEE Guide No. 92
93. 4C/ID in medical education: How to design an educational program based on whole-task
learning: AMEE Guide No. 93
94. Systematic reviews in medical education: A practical approach: AMEE Guide 94
95. Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for
teaching: AMEE Guide No. 95
96. The integrated curriculum in medical education: AMEE Guide No. 96
97. The capability approach for medical education: AMEE Guide No. 97
98. Self-authorship theory and medical education: AMEE Guide No. 98

BEME guides
1 Best Evidence Medical Education R M Harden, J Grant & I R Hart (1999)
How the teacher can come to a professional judgement about his/her teaching practice in the
light of the evidence available.
2 Teaching and learning communication skills in medicine: a review with quality grading of
articles Knut Aspegren (1999)
The results of a systematic literature search for articles about communication skills teaching
and learning in medicine.
3 Systematic searching for evidence in medical education Alex Haig & Marshall Dozier
(2003)
An outline of the unique challenges presented by searching for evidence in medical education
and how these can be overcome effectively.

4 Features and uses of high-fidelity medical simulations that lead to effective learning S
Barry Issenberg, William C McGaghie, Emil R Petrusa, David Lee Gordon & Ross J Scalese
(2005)
An important review of the current state of knowledge in the area of simulation.
5 BEME systematic review: Predictive values of measurements obtained in medical schools
and future performance in medical practice
Hossam Hamdy, Kameshwar Prasad, M Brownell Anderson, Albert Scherpbier, Reed
Williams, Rein Zwierstra & Helen Cuddihy (2006)
6 How can experience in clinical and community settings contribute to early medical
education?
T Dornan, S Littlewood, S A Margolis, A Scherpbier, J Spencer & V Ypinazar (2006)
A review of the evidence on the benefits to the student of early clinical experience.
7 Systematic review of the literature on assessment, feedback and physicians clinical
performance Jon Veloski, James R Boex, Margaret J Grasberger, Adam Evans & Daniel B
Wolfson (2006)
8 A systematic review of faculty development initiatives designed to improve teaching
effectiveness in medical education Yvonne Steinert, Karen Mann, Angel Centeno, Diana
Dolmans, John Spencer, Mark Gelula & David Prideaux (2006)
9 A best evidence systematic review of interprofessional education M Hammick, D Freeth, I
Koppel, S Reeves & H Barr
A review of the evidence to support the proposition that learning together will help
practitioners and agencies work better together.
10 The effectiveness of self-assessment on the identification of learner needs, learner
activity, and impact on clinical practice Iain Colthart, Gellisse Bagnall, Alison Evans, Helen
Allbutt, Alex Haig, Jan Illing & Brian McKinstry (2008)
11 The educational effects of portfolios on undergraduate student learning: a Best Evidence
Medical Education (BEME) systematic review Sharon Buckley, Jamie Coleman, Ian
Davison, Khalid Khan, Javier Zamora, Sadia Malick, David Morley, David Pollard, Tamasine
Ashcroft, Celia Popovic & Jayne Sayers (2009)
A summary of the evidence for the educational effects of the use of portfolios in
undergraduate education.
12 The effectiveness of portfolios for post-graduate assessment and education Claire Tochel,
Alex Haig, Anne Hesketh, Ann Cadzow, Karen Beggs, Iain Colthart & Heather Peacock

A systematic review of the evidence on the effectiveness of portfolios across postgraduate

healthcare.
13.Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME
Guide No. 13
14.The effect of educational games on medical students learning outcomes: A systematic
review: BEME Guide No 14
15. What features of educational interventions lead to competence in aseptic insertion and
maintenance of CV catheters in acute care? BEME Guide No. 15
16. Are journal clubs effective in supporting evidence-based decision making? A systematic
review. BEME Guide No. 16.
17. What impact do structured educational sessions to increase emotional intelligence have
on medical students? BEME Guide No. 17
18. 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
19. Faculty development initiatives designed to promote leadership in medical education. A
BEME systematic review: BEME Guide No. 19
20. 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
21. The effects of audience response systems on learning outcomes in health professions
education. A BEME systematic review: BEME Guide No. 21
22. 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
23. The effectiveness of case-based learning in health professional education. A BEME
systematic review: BEME Guide No. 23
24. A systematic review of the relationship between patient mix and learning in work-based
clinical settings. A BEME systematic review: BEME Guide No. 24
25. Teaching professionalism in medical education: A Best Evidence Medical Education
(BEME) systematic review. BEME Guide No. 25
26. A review of longitudinal community and hospital placements in medical education:
BEME Guide No. 26
27. Doctor role modelling in medical education: BEME Guide No. 27

28.Impact of an intercalated BSc on medical student performance and careers: A BEME

systematic review: BEME Guide No. 28
29. Educational interventions to improve the meaningful use of Electronic Health Records: A
review of the literature: BEME Guide No. 29
30.The effectiveness of team-based learning on learning outcomes in health professions
education: BEME Guide No. 30
Occasional papers
2 Teaching and learning about how to break bad news E G Buckley, L J Fallowfield, K M
Boyd, D Doyle, N McIntosh & R M Harden (1997)
A series of papers on teaching how to improve communication skills in this challenging area
3 Glossary of medical education terms Andrzej Wojtczak (2002)
Prepared with the aim of assisting communication among medical educators by facilitating a
common understanding of the meaning of terms and concepts
4 The Scottish Doctor: Learning Outcomes for the Medical Undergraduate in Scotland: A
Foundation for Competent and Reflective Practitioners; 3rd edition (2007)
A description of a learning outcomes framework for the medical curriculum that will make
useful reading for all engaged in developing and implementing outcome-based education.
5 The Association for Medical Education in Europe (AMEE): its conception and
developmentAndrzej Wojtczak (2010)
An account of AMEE since its inception in 1972.