César Orsini
Biographic Data
| ID | 6558286 |
|---|---|
| NAME | César Orsini |
| GIVEN NAMES | César |
| FAMILY NAME | Orsini |
| SIGNATURE | ORSINI C |
| AFFILIATIONS | University of East Anglia |
| ORCID | 0000-0002-5226-3625 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Error-based learning in health professions education
Error-Based Learning (EBL) represents a paradigm shift in Health Professions Education (HPE), moving from punitive approaches to embracing errors as learning opportunities. This AMEE guide targets educators, curriculum designers, clinicians, and learners, bridging theory with practical strategies to optimize EBL in training and assessment. The guide contrasts Error Management Theory (EMT), which emphasizes learning from errors, with Error Avoidan…
A leadership Guide to applying the job demands–resources (JD-R) theory for faculty engagement and burnout prevention in health professions education
This AMEE Guide positions the job demands-resources (JD-R) theory as a high-yield leadership framework to protect, motivate, and retain academic faculty in health professions education. Framed around workforce stability and institutional follow-through, the Guide highlights practical methods for leaders, including deans, department chairs, and education directors, to audit workloads, reduce hindering job demands (e.g. administrative overload, rol…
Navigating impostorism
We read with great interest the recent publication by Kruskie et al.1 on the aetiology and experiences of impostor phenomenon (IP) in medical students. The concerning prevalence of IP and its links to burnout, amongst other negative outcomes, makes their work timely and important.2 Using social identity theory, the authors compellingly identified sources of IP, including ideal notions of medical students and physicians, comparisons to others, and…
What influences clinical educators’ motivation to teach? A Beme systematic review and framework synthesis based on self-determination theory
Validity evidence for the measurement of metamotivational strategies using the Educators’ Metamotivational Strategies (EMS) scale
BACKGROUND: Educator motivation is critical for effective teaching and professional growth in health professions education (HPE), yet little research focuses on the self-regulated strategies educators use to sustain their motivation. This study explores the metamotivational strategies of health professions educators and provides evidence of validity for their measurement. METHODS: An exploratory sequential mixed-methods study (2021-2023, Iran) wa…
Supporting motivation in teams working remotely
The current disruptive and abrupt transition to remote activities that educational institutions are facing represents a major challenge for the entire academic community. While most concerns have centred on how learning activities may successfully transit from face-to-face to remote delivery, little attention has been given to how educators can be supported in this new unchartered territory. In this article, we discuss the crucial role of team le…
Is Undergraduate Programme Accreditation Influenced by Educational Public Policy Quality Indicators? An Exploratory Study of the Chilean Higher Education Quality Assurance System
Is Undergraduate Programme Accreditation Influenced by Educational Public Policy Quality Indicators? An Exploratory Study of the Chilean Higher Education Quality Assurance System
Supporting motivation in teams working remotely
The current disruptive and abrupt transition to remote activities that educational institutions are facing represents a major challenge for the entire academic community. While most concerns have centred on how learning activities may successfully transit from face-to-face to remote delivery, little attention has been given to how educators can be supported in this new unchartered territory. In this article, we discuss the crucial role of team le…
Navigating impostorism
We read with great interest the recent publication by Kruskie et al.1 on the aetiology and experiences of impostor phenomenon (IP) in medical students. The concerning prevalence of IP and its links to burnout, amongst other negative outcomes, makes their work timely and important.2 Using social identity theory, the authors compellingly identified sources of IP, including ideal notions of medical students and physicians, comparisons to others, and…
What influences clinical educators’ motivation to teach? A Beme systematic review and framework synthesis based on self-determination theory
Validity evidence for the measurement of metamotivational strategies using the Educators’ Metamotivational Strategies (EMS) scale
BACKGROUND: Educator motivation is critical for effective teaching and professional growth in health professions education (HPE), yet little research focuses on the self-regulated strategies educators use to sustain their motivation. This study explores the metamotivational strategies of health professions educators and provides evidence of validity for their measurement. METHODS: An exploratory sequential mixed-methods study (2021-2023, Iran) wa…
Error-based learning in health professions education
Error-Based Learning (EBL) represents a paradigm shift in Health Professions Education (HPE), moving from punitive approaches to embracing errors as learning opportunities. This AMEE guide targets educators, curriculum designers, clinicians, and learners, bridging theory with practical strategies to optimize EBL in training and assessment. The guide contrasts Error Management Theory (EMT), which emphasizes learning from errors, with Error Avoidan…
A leadership Guide to applying the job demands–resources (JD-R) theory for faculty engagement and burnout prevention in health professions education
This AMEE Guide positions the job demands-resources (JD-R) theory as a high-yield leadership framework to protect, motivate, and retain academic faculty in health professions education. Framed around workforce stability and institutional follow-through, the Guide highlights practical methods for leaders, including deans, department chairs, and education directors, to audit workloads, reduce hindering job demands (e.g. administrative overload, rol…
Innovations in Medical Education (3 works) · Medical education (3 works) · Medicine (3 works) · Psychology (3 works) · Burnout (2 works) · Computer Science (2 works) · Health Professions (2 works) · Healthcare professionals’ stress and burnout (2 works) · Job Satisfaction and Organizational Behavior (2 works) · Motivation and Self-Concept in Sports (2 works)