1. Gottfreethsdottir H, Nieuwenhuijze MJ.
Midwifery education: Challenges for the future in a
dynamic environment. Midwifery. 2018;59:78-80.
2. Khatiban M, Sangestani G, Oshvandi K.
Midwifery students’ experience of role-playing as a
teaching strategy: a qualitative study. 3 JNE. 2014;
3 (1) :61-70.
3. Mohammadi A, Mohammadi J. Survey of
lecturers' opinions about the learning environment
at Zanjan University of Medical Sciences. J of
Medical Education Development. 2014;7(15):117-
26.
4. Hassanzahraii R, Atashsokhan G, Salehi S.
Comparison of correlative factors with effective
clinical teaching from teacher & student insight.
Iranian Journal in Medical Education.
2007;7(2):249-56. [In Persian]
5. Maharlouei N, Moalaee M, Ajdari S, Zarei M,
Lankarani KB. Caesarean delivery in south-western
Iran: trends and determinants in a community-
based survey. Medical principles and practice:
international journal of the Kuwait University,
Health Science Centre. 2013;22(2):184-8.
6. AdibHajbagheri M, Parvizi S, Salsali M. quality
study methods, 1st ed. 2007:27-89.
7. Omidvar s, Bakouee f, Salmalian h. Clinical
Education Problems: the Viewpoints of Midwifery
Students in Babol Medical University. Iranian
Journal of Medical Education. 2005;5(2):15-21.
8 .Ahmady S, Yazdi L. Exploring the Midwifery
Training Challenges in Iran from the Viewpoint of
Faculty Members and Graduates of this Field:
Content Analysis. Journal of Medical Education.
2016;15(2): 82- 9.
9. Pervasive evaluation methods: Study and
development of medical education center of Shahid
Sadoughi University of Yazd. 2018. [In Persian].
10. Primhak R, Gibson N. Workplace-based
assessment: how to use case-based discussion as a
formative assessment. Breathe 2019; 15: 163–166.
11. Bodgener S, Tavabie A. Is there a value to case-
based discussion? Education for primary care : an
official publication of the Association of Course
Organisers, National Association of GP Tutors,
World Organisation of Family Doctors.
2011;22(4):223-8.
12. Olson LG, Coughlan J, Rolfe I, Hensley MJ.
The effect of a Structured Question Grid on the
validity and perceived fairness of a medical long
case assessment. Medical education.
2000;34(1):46-52.
13. Kim S, Phillips W, Pinsky L, Brock D, Phillips
K andb Keary J (2006) A conceptual framework
for developing teaching cases: a review and
synthesis of the literature across disciplines.
Medical Education 40: 867–76.
14. Brown, N., Holsgrove, G., & Teeluckdharry, S.
(2011). Case-based discussion. Advances in
Psychiatric Treatment, 17(2), 85-90.
doi:10.1192/apt.bp.107.003939.
15. Carr S. The Foundation Programme assessment
tools: an opportunity to enhance feedback to
trainees? Postgraduate Medical Journal.
2006;82(971):576-9.
16. Mehta F, Brown J, Shaw N. Do trainees value
feedback in case-based discussion assessments?
Medical teacher. 2013;35(5):e1166-e72.
17. Jyothirmayi R. Case-based discussion:
assessment tool or teaching aid? Clinical Oncology.
2012;24(10):649-53.
18. Mohanaruban A, Flanders L, Rees H.
Case‐based discussion: perceptions of feedback.
The clinical teacher. 2018;15(2):126-31