The following sections contain a selection of articles we found helpful for developing the DID-ACT curriculum. If you have additional references you feel should be included here, please leave us a comment!
- Kononowicz AA, Hege I, Edelbring S, Sobocan M, Huwendiek S, Durning SJ. The need for longitudinal clinical reasoning teaching and assessment: Results of an international survey. Med Teach 2020; 42(4):457-62 (Link)
- Singh M, Collins L, Farrington R, Jones M, Thampy H, Watson P, Warner C, Wilson K, Grundy J. From principles to practice: embedding clinical reasoning as a longitudinal curriculum theme in a medical school programme. Diagnosis 2022; 9(2):184-94. (Link)
- Harris, KI, Rowat JS, Suneja M. Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach. Diagnosis 2020;7(1):21-5. (Link)
- Sudacka M, Adler M, Durning SJ, Edelbring S, Frankowska A, Hartmann D, Hege I, Huwendiek S, Sobočan M, Thiessen N, Wagner FL, Kononowicz AA. Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators. BMC Med Educ. 2021;21(1):575 (Link).
- van Diggele, C., Roberts, C., Burgess, A. et al. Interprofessional education: tips for design and implementation. BMC Med Educ 20, 455 (2020). (Link)
- Rowe M, Frantz J, Bozalek V. The role of blended learning in the clinical education of healthcare students: a systematic review. Med Teach. 2012;34(4):e216-21. (Link)
- Hege I, Tolks D, Adler M, Härtl A. Blended learning: ten tips on how to implement it into a curriculum in healthcare education. GMS J Med Educ. 2020;37(5):Doc45. (Link)