Dean X Parmelee

Biographic Data

ID7720964
NAMEDean X Parmelee
GIVEN NAMESDean X
FAMILY NAMEParmelee
SIGNATUREPARMELEE D X
AFFILIATIONSWright State University
ORCID0000-0002-4538-3143
VERIFIEDYes
TOTAL WORKS10
TOTAL CITATIONS0
AUTHOR COUNT10
EDITOR COUNT0
FIRST PUBLICATION YEAR2009
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Model for an Academic Medicine Interest Group

    Dawn M Szeltner, Dawn Szeltner et al.ARTICLEMedical Teacher2025

    Academic physicians are responsible for the education of medical students, residents, and other practicing physicians through clinical rotations lectures, seminars, research, and conferences. Therefore, the increasing need to recruit academic physicians holds immense value within the healthcare system. Academic Medicine Interest Group (AMIG) is a collective made up of students who share an interest in the growth and advancement of academic medici…

  • Validity evidence for the measurement of metamotivational strategies using the Educators’ Metamotivational Strategies (EMS) scale

    Maryam Alizadeh, Mahboubeh Asadi et al.ARTICLEMedical Teacher2025

    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…

  • Breaking down barriers and building up facilitators of lecture free curriculum in medical education

    Sahar Karami, Mohammad Shariati et al.ARTICLEMedical Teacher2025

    INTRODUCTION: The field of medical education has seen a growing interest in lecture free curriculum. However, it comes with its own set of challenges and obstacles. In this article, we aim to identify the prerequisites, facilitators, challenges, and barriers of lecture-free curriculum in medical education and examine their interrelationships using interpretive structural modeling (ISM) technique. METHODS: In this mixed-method study initially, we …

  • Metamotivation in medical education

    Ali Norouzi, Dean X Parmelee et al.ARTICLEMedical Teacher2024

    INTRODUCTION: Several models and frameworks have been developed in the past two decades to explain motivation regulation in different fields. However, a comprehensive framework that explains the dimensions of metamotivation in medical education is lacking. This study aims to address this gap by presenting a conceptual framework to understand metamotivation in medical education. METHOD: collecting data from three sources: experience, literature, a…

  • Keeping motivation on track by metamotivational knowledge

    Maryam Alizadeh, Dean X Parmelee et al.ARTICLEMedical Teacher2023

    This AMEE guide seeks to improve the metamotivational knowledge of health professions educators as well as students. We present key models and frameworks of Metamotivation, identify several motivation regulation strategies and their measurement tools, and propose applications for health professions education (HPE). Since our work is grounded on evidence from the field, we include new findings about motivation regulation to encourage further explo…

  • The development and validation of metamotivational strategies in medical students questionnaire

    Ali Norouzi, Dean X Parmelee et al.ARTICLEMedical Teacher2021

    INTRODUCTION: Understanding medical students' motivational regulation strategies is particularly salient to monitor their quality and quantity of motivation. This study aims to develop and validate a questionnaire to measure metamotivational strategies in medical students. METHODS: A Metamotivational Strategies in Medical Students Questionnaire (MSMQ) was developed by using the seven steps presented in 'developing questionnaires for educational r…

  • Response to

    Maryam Alizadeh, Dean X ParmeleeARTICLEMedical Teacher2021

    Dear Editor We appreciate the authors’ letter (Abhee et al. 2020) on our AMEE Guide 135: The lecture-free curriculum: Setting the stage for life-long learning (Parmelee et al. 2020). We hope more r

  • The lecture-free curriculum

    Dean X Parmelee, Brenda Roman et al.ARTICLEMedical Teacher2020

    In this AMEE Guide we propose that instruction in health sciences education transform to ‘lecture-free.’ We present rationale for this proposal, guidance on approaches and strategies to achieve the goal, likely challenges, and what we consider the value-added outcomes. We are supported by a confluence of factors: advances in the science of learning and the learning of science and clinical reasoning, incontrovertible evidence that active and engag…

  • Medical Students’ Attitudes about Team-Based Learning in a Pre-Clinical Curriculum

    Open AccessDean X ParmeleeARTICLEMedical Education Online2009

    This study demonstrates that students' attitudes about working within teams, their sense of professional development, and comfort and satisfaction with peer evaluation change in a curriculum using Team-Based Learning

  • Medical Students’ Attitudes about Team-Based Learning in a Pre-Clinical Curriculum

    Open AccessDean X Parmelee, Dan DeStephen et al.ARTICLEMedical Education Online2009

    Background: Team-Based Learning is relatively new in medical education. Team-Based Learning was integrated into one medical school’s pre-clinical curriculum in 2002. Purpose: This study compared how medical students’ attitudes about the Team-Based Learning process changed between the first and second year of medical school.Method: 180 students responded to 19 statements regarding their attitudes about Team-Based Learning during their first and se…