References
Barber, C., van der Vleuten, C., Leppink, J., & Chahine, S. (2020). Social Accountability Frameworks and Their Implications for Medical Education and Program Evaluation: A Narrative Review. Academic Medicine, 95, 1945-1954.
Boelen, C., & Woollard, B. (2009). Social accountability and accreditation: A new frontier for educational institutions. Medical Education, 43, 887-894.
Boelen, C., Pearson, D., Kaufman, A., Rourke, J., Woollard, R., Marsh, D. C., & Gibbs, T. (2016). Producing a Socially Accountable Medical School: AMEE Guide No. 109. Medical Teacher, 38(11), 1078-1091.
Durning, S. J., & Artino, A. R. (2011). Situativity Theory: A Perspective on How Participants and the Environment Can Interact. AMEE Guide no. 52. Medical Teacher, 33(3), 188-199.
Frye, A. W., & Hemmer, P A. (2012). Program Evaluation Models and Related Theories. AMEE Guide No. 67. Medical Teacher, 34(5), e288-e299.
Gülpınar, M. A. (2021). In Search of a New Paradigm. The World of Medical Education, 20(60), 82-100.
Hawks, M. K., Maciuba, J. M., Merkebu, J., Durning, S. J., Malory, R., Arnold, M. J., Torre, D., & Soh, M. (2023). Clinical Reason-ing Curricula in Preclinical Undergraduate Medical Education: A Scoping Review. Academic Medicine, 98, 958-965.
Holmboe, E. S., & Batalden, P. (2015). Achieving the Desired Transformation: Thoughts on Next Steps for Outcomes-based Medical Education. Academic Medicine, 90(9), 1215-1223.
Leinster, S. (2011). Evaluation and Assessment of Social Accountability in Medical Schools. Medical Teacher, 33(8), 673-676.
Mennin S. (2010b). Complexity and Health Professions Education: A Basic Glossary. Journal of Evaluation in Clinical Practice, 16, 838-840.
Mennin, S. (2010a). Self-organisation, Integration and Curriculum in the Complex World of Medical Education. Medical Education, 44, 20-30.
Mennin, S., & Eoyang, G. H. (2022). Question Storming: The Power of Questions—A Method to Increase Options for Action in Uncertainty. Journal of Evaluation in Clinical Practice, 1-7.
Philipsborn, R. P., Sheffield, P., White, A., Osta, A., Anderson, M. S., & Bernstein, A. (2021). Climate Change and the Practice of Medicine: Essentials for Resident Education. Academic Medicine, 96(3), 355-367.
Rourke, J. (2018). Social Accountability: A Framework for Medical Schools to Improve the Health of the Populations They Serve. Academic Medicine, 93, 1120-1124.
Sandars, J. (2009). The Use of Reflection in Medical Education: AMEE Guide No. 44. Medical Teacher, 31(8), 685-695.
Sandhu, S., Solomon, L., & Gottlieb, L. M. (2023). Awareness, Adjustment, Assistance, Alignment, and Advocacy: Operationalizing Social Determinants of Health Topics in Undergraduate Medical Education Curricula. Academic Medicine, 98, 876-888.
Schrewe, B., Ellaway, R. H., Watling, C., & Bates, J. (2018). The Contextual Curriculum: Learning in the Matrix, Learning from the Matrix. Academic Medicine, 93(11), 1645-1651.
Snowden, D.J., & Boone, M. E. (2007). A Leader’s Framework for Decision Making. Harvard Business Review, 1-9.
Sullivan, J. K., Lowe, K.E., Gordon, I., Colbert, C. Y., Salas, R. N., Bernstein, A., Utech, J., Natowicz, M. R., Mehta, N., & Isaacson, J. H. (2022). Climate Change and Medical Education: An Integrative Model. Academic Medicine, 97(2), 188-192.
Watsjold, B. K., Ilgen, J. S., & Regehr, G. (2022). An Ecological Account of Clinical Reasoning. Academic Medicine, 97(11S), 80-86.