100 Chapter 3 44. Richardson V, Placier P. Teacher change. In: Richardson V, ed. Handbook of research on teaching. American Educational Research Association; 2001:905-47. 45. Guest G, Bunce A, Johnson L. How many interviews are enough? An experiment with data saturation and variability. Field methods. 2006;18(1):59-82. 46. Stanford school of medicine MD admissions. Accessed 7 April, 2008. http://med. stanford.edu/md-admissions/flexible-curriculum.html 47. “Zelfstudie ten behoeve van de visitatie 2003 van de opleiding Geneeskunde” [“Selfassessment of the Medical School Curriculum for the 2003 visitation”] LUMC; 2003. 48. Glaser BG, Strauss AL. The discovery of grounded theory: Strategies for qualitative research. Transaction Publishers; 2009. 49. Hennink MM, Kaiser BN, Marconi VC. Code saturation versus meaning saturation: how many interviews are enough? Qual Health Res. 2017;27(4):591-608. 50. Jochemsen-van der Leeuw HR, van Dijk N, van Etten-Jamaludin FS, Wieringa-de Waard M. The attributes of the clinical trainer as a role model: a systematic review. Acad Med. 2013;88(1):26-34. 51. Passi V, Johnson S, Peile E, Wright S, Hafferty F, Johnson N. Doctor role modelling in medical education: BEME Guide No. 27. Med Teach. 2013;35(9):e1422-e1436. 52. van Lankveld T, Schoonenboom J, Volman M, Croiset G, Beishuizen J. Developing a teacher identity in the university context: A systematic review of the literature. High Educ Res Dev. 2017;36(2):325-342. 53. O’sullivan PS, Irby DM. Reframing research on faculty development. Acad Med. 2011;86(4):421-428. 54. Assen J, Meijers F, Otting H, Poell R. Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed methods study. Teach Teach Educ. 2016;60:12-23.
RkJQdWJsaXNoZXIy MTk4NDMw