• 2020

    • Bayat, A & Mitchell, V. (2020). Affective assemblages matter in socially just pedagogies, CriSTaL 8(1), 57-80. DOI: 10.14426/cristal.v8i1.219
    • McNamee, L., Jacobs, C., & van Schalkwyk, S. (2020). Affordances of funding for enhancing scholarship of teaching and learning: gifts for growth? Teaching in Higher Education, 1-15

  • 2019

    • McNamee, L. S., & Rule, P. N. (2019). Dispositions of newly qualified doctors encountering a language-related dilemma in South Africa. Southern African Linguistics and Applied Language Studies, 37(2), 158-170
    • Mitchell, V. (2019). Medical students’ response-ability to unjust practices in obstetrics: A relational perspective. PhD Dissertation.
    • Van Schalkwyk, S.C., Hafler, J., Brewer, T.F., Maley, M.A., Margolis, C., McNamee, L., Meyer, I., Peluso, M.J., Schmutz, A.M., Spak, J.M. & Davies, D. (2019). Transformative learning as pedagogy for the health professions: a scoping review. Medical education, 53(6), 547-558

  • 2017

  • 2016

    • Perspective, A. C. P. (2016). Chapter One A Nomadic Research Journey: Blogging With An Ipad And Taking A Critical Posthumanism Perspective1 Veronica Mitchell. Members of the Editorial Board Benjamin F. Baab, Ed. D. John Bansavich, Ed. D. Nicos Souleles, Ph. D. Fernando Loizides, Ph. D., 1.
    • Badenhorst, E., Hartman, N., & Mamede, S. (2016). How Biomedical Misconceptions May Arise and Affect Medical Students׳ Learning: A Review of Theoretical Perspectives and Empirical Evidence. Health Professions Education, 2(1), 10-17. 
    • Badenhorst, E., Mamede, S., Abrahams, A., Bugarith, K., Friedling, J., Gunston, G., Schmidt, H. G. (2016). First-year medical students' naïve beliefs about respiratory physiology. Advances in Physiology Education, 40(3), 342-348.
    • Bozalek, V., Mitchell, V., Dison, A., & Alperstein, M. (2016). A Diffractive Reading of Dialogical Feedback Through The Political Ethics of Care. Teaching in Higher Education, 1-14.
    • Cilliers, F. J., & Tekian, A. (2016). Effective Faculty Development in an Institutional Context: Designing for Transfer. Journal of Graduate Medical Education, 8(2), 145-149. doi:10.4300/JGME-D-15-00117.1
    • Irlam, J., Pienaar, L., & Reid, S. (2016). On Being Agents of Change: A Qualitative Study of Elective Experiences of Medical Students at the Faculty of Health Sciences, University of Cape Town, South Africa. African Journal of Health Professions Education, 8(1), 41-44.
    • Tan, C. P. L., van Schalkwyk, S. C., Bezuidenhout, J., & Cilliers, F. J. (2016). Mapping undergraduate exit level assessment in a medical programme: A blueprint for clinical competence? African Journal of Health Professions Education, 8(1), 45-49.
    • van Schalkwyk, S. C., Murdoch-Eaton, D., Tekian, A., van der Vleuten, C., & Cilliers, F. J. (2016). The Supervisor’s toolkit: A Framework for doctoral supervision in health professions education. AMEE Guide 104. Medical Teacher, 38(5), 429-442.

  • 2015

    • Badenhorst, E., Mamede, S., Hartman, N., & Schmidt, H. G. (2015). Exploring Lecturers’ Views of First-Year Health Science Students’ Misconceptions In Biomedical Domains. Advances in Health Sciences Education, 20(2), 403-420.
    • Cilliers, F. J. (2015). (Commentary) Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? Perspectives on Medical Education, 4(6), 280-281. doi:10.1007/s40037-015-0229-1
    • Pienaar, L., Unger, M., & Hanekom, S. (2015). A Descriptive Study of Patients Admitted with Acute Exacerbation of Chronic Obstructive Pulmonary Disease in Three Hospitals in Cape Town, South Africa. African Journal of Respiratory Medicine, 10(2).

  • 2014

    • Hanekom, S. D., Unger, M., & Cilliers, F. J. (2014). Deriving criteria by which to determine core curriculum content: A high engagement process. African Journal of Health Professions Education, 6(2), 180. doi:10.7196/ajhpe.496

  • 2013

    • van Schalkwyk, S. C., Cilliers, F. J., Adendorff, H. J., Cattell, K., & Herman, N. (2013). Journeys of growth towards the professional learning of academics: Understanding the role of educational development. International Journal for Academic Development, 18(2), 139-151. doi:10.1080/1360144x.2012.673490

  • 2012

    • Amosun, S. L., Hartman, N., van Rensburg, V. J., Duncan, E. M., & Badenhorst, E. (2012). Processes in Widening Access to Undergraduate Allied Health Sciences Education in South Africa. African Journal of Health Professions Education, 4(1), 34-39.
    • Cilliers, F. J., Schuwirth, L. W. T., Herman, N., Adendorff, H. J., & van der Vleuten, C. P. M. (2012). A Model of the Pre-assessment Learning Effects of Summative Assessment in Medical Education. Advances in Health Sciences Education, 17(1), 39-53.
    • Cilliers, F. J., Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2012). A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Medical Education, 12, 9. doi:10.1186/1472-6920-12-9
    • Cilliers, F. J., Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2012). Modeling the pre-assessment learning effects of assessment: Evidence in the validity chain. Medical Education, 46(11), 1087-1098. doi:DOI 10.1111/j.1365-2923.2012.04334.x
    • Hartman, N., Kathard, H., Perez, G., Reid, S., Irlam, J., Gunston, G., . . . Hellenberg, D. (2012). Health Sciences Undergraduate Education at the University of Cape Town: A Story of Transformation. SAMJ: South African Medical Journal, 102(6), 477-480.

  • 2011

    • Bezuidenhout, J., van Heusden, M., Cilliers, F. J., Wasserman, E., & Burch, V. C. (2011). Alienation and engagement in postgraduate training at a South African medical school. Medical Teacher, 33(3), e145-e153. doi:10.3109/0142159X.2011.543198
    • Burch, V. C., McKinley, D., van Wyk, J. M., Kiguli-Walube, S., Cameron, D., Cilliers, F. J., . . . Morahan, P. S. (2011). Career Intentions of Medical Students Trained in Six Sub-Saharan African Countries. Education for Health, 24(3), 614.
    • Leibowitz, B., Cilliers, F. J., du Plessis, J., Kafaar, Z., van der Merwe, A., Viljoen, S., & Young, G. (2011). Orientations to academic development: Lessons from a collaborative study at a research-led university. International Journal for Academic Development, 16(1), 19-32. doi:10.1080/1360144X.2011.546214

  • 2010

    • Cilliers, F. J., & Herman, N. (2010). Impact of an educational development programme on teaching practice of academics at a research-intensive university. International Journal for Academic Development, 15(3), 253-267. doi: 10.1080/1360144X.2010.497698
    • Cilliers, F. J., Schuwirth, L. W. T., Adendorff, H. J., Herman, N., & van der Vleuten, C. P. M. (2010). The mechanism of impact of summative assessment on medical students’ learning. Advances in Health Sciences Education, 15(5), 695-715. doi:10.1007/s10459-010-9232-9

  • 2008

    • McLean, M., Cilliers, F. J., & Van Wyk, J. M. (2008). Faculty development: Yesterday, today and tomorrow. Medical Teacher, 30(6), 555-584. doi:10.1080/01421590802109834

  • 2007

    • Alperstein, M. (2007). Getting Closer to the Community Voice in Curriculum Development: an Exploration of the Possibilities. Education as Change, 11(3), 59-67.

  • 2006

    • Duncan, M., Alperstein, M., Mayers, P., Olckers, L., & Gibbs, T. (2006). Not just another Multi-Professional Course! Part 1. Rationale for a Transformative Curriculum. Medical Teacher, 28(1), 59-63.
    • Olckers, L., Gibbs, T., Mayers, P., Alperstein, M., & Duncan, M. (2006). Early Involvement in a Multi Professional Course: An Integrated Approach to the Development of Personal and Interpersonal Skills. Education for Primary Care, 17(3), 249.