Detalhe da pesquisa
1.
Validity evidence supporting clinical skills assessment by artificial intelligence compared with trained clinician raters.
Med Educ
; 58(1): 105-117, 2024 01.
Artigo
em Inglês
| MEDLINE | ID: mdl-37615058
2.
Data sharing and big data in health professions education: Ottawa consensus statement and recommendations for scholarship.
Med Teach
; : 1-15, 2024 Feb 02.
Artigo
em Inglês
| MEDLINE | ID: mdl-38306211
3.
Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple-choice testing.
Med Educ
; 2023 Nov 28.
Artigo
em Inglês
| MEDLINE | ID: mdl-38017648
4.
Admitting privileges: A construction ecology perspective on the unintended consequences of medical school admissions.
Adv Health Sci Educ Theory Pract
; 28(4): 1347-1360, 2023 10.
Artigo
em Inglês
| MEDLINE | ID: mdl-36856902
5.
Impact of early waves of the COVID-19 pandemic on family medicine residency training: Analysis of survey data.
Can Fam Physician
; 69(4): 271-277, 2023 04.
Artigo
em Inglês
| MEDLINE | ID: mdl-37072215
6.
Clinical Objectives of the Canadian Licensing Examination: Exploring the Representation of Oncology.
J Cancer Educ
; 38(1): 255-259, 2023 02.
Artigo
em Inglês
| MEDLINE | ID: mdl-34708392
7.
Does group size matter during collaborative skills learning? A randomised study.
Med Educ
; 56(6): 680-689, 2022 06.
Artigo
em Inglês
| MEDLINE | ID: mdl-35262226
8.
Beyond the tensions within transfer theories: implications for adaptive expertise in the health professions.
Adv Health Sci Educ Theory Pract
; 27(5): 1293-1315, 2022 Dec.
Artigo
em Inglês
| MEDLINE | ID: mdl-36369374
9.
Beyond the ratings: gender effects in written comments from clinical teaching assessments.
Adv Health Sci Educ Theory Pract
; 27(2): 355-374, 2022 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-35088152
10.
Toward 'seeing' critically: a Bayesian analysis of the impacts of a critical pedagogy.
Adv Health Sci Educ Theory Pract
; 27(2): 323-354, 2022 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-34973100
11.
The myth of ivory tower versus practice-oriented research: A systematic review of randomised studies in medical education.
Med Educ
; 55(3): 328-335, 2021 03.
Artigo
em Inglês
| MEDLINE | ID: mdl-32935373
12.
Relational professional identity: How do pharmacy students see themselves in relation to others?
Can Pharm J (Ott)
; 154(1): 36-41, 2021.
Artigo
em Inglês
| MEDLINE | ID: mdl-33598058
13.
The compatibility principle: on philosophies in the assessment of clinical competence.
Adv Health Sci Educ Theory Pract
; 25(4): 1003-1018, 2020 10.
Artigo
em Inglês
| MEDLINE | ID: mdl-31677146
14.
Unearthing Faculty and Trainee Perspectives of Feedback in Internal Medicine: the Oral Case Presentation as a Model.
J Gen Intern Med
; 34(10): 2107-2113, 2019 10.
Artigo
em Inglês
| MEDLINE | ID: mdl-31388910
15.
Why Content and Cognition Matter: Integrating Conceptual Knowledge to Support Simulation-Based Procedural Skills Transfer.
J Gen Intern Med
; 34(6): 969-977, 2019 06.
Artigo
em Inglês
| MEDLINE | ID: mdl-30937667
16.
Back from basics: integration of science and practice in medical education.
Med Educ
; 52(1): 78-85, 2018 Jan.
Artigo
em Inglês
| MEDLINE | ID: mdl-28994457
17.
A critical narrative review of transfer of basic science knowledge in health professions education.
Med Educ
; 52(6): 592-604, 2018 06.
Artigo
em Inglês
| MEDLINE | ID: mdl-29417600
18.
Knowing How and Knowing Why: testing the effect of instruction designed for cognitive integration on procedural skills transfer.
Adv Health Sci Educ Theory Pract
; 23(1): 61-74, 2018 Mar.
Artigo
em Inglês
| MEDLINE | ID: mdl-28434131
19.
Ultrasound Curricula in Undergraduate Medical Education: A Scoping Review.
J Ultrasound Med
; 37(1): 69-82, 2018 Jan.
Artigo
em Inglês
| MEDLINE | ID: mdl-28748549
20.
The alignment imperative in curriculum renewal.
Med Teach
; 40(5): 443-448, 2018 05.
Artigo
em Inglês
| MEDLINE | ID: mdl-29490525