selected scholarly activity
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chapters
- Impact of Personalized Feedback: The Case of Coaching and Learning Change Plans. 189-204. 2019
- The thistle and the maple leaf: Practice-Based small-group learning in Canada and Scotland. 117-146. 2013
- The merging of cultures: The alberta international medical graduate program experience. 3-105. 2012
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conferences
- Evaluation of a Novel Approach to Stimulate Review of Planned Practice Changes. Journal of Continuing Education in the Health Professions. S52-S53. 2016
- USABILITY TESTING OF THE CASES TOOL (WWW.EPILEPSYCASES.COM): AN ONLINE TOOL TO ASSIST PHYSICIANS IN IDENTIFYING PATIENTS WHO ARE CANDIDATES FOR AN EPILEPSY SURGERY EVALUATION. Epilepsia. 34-34. 2013
- Knowledge Translation in Medical Education: Revelations from a Multi-Phase Research Project. International Journal of Qualitative Methods. 738-739. 2012
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journal articles
- Could the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring Learner-Preceptor Feedback Conversations.. Tijdschrift voor Medisch Onderwijs. 14:9-19. 2025
- ‘Change talk’ among physicians in small group learning communities: An ethnographic study. Medical Education. 57:1036-1053. 2023
- Application of the R2C2 Model to In-the-Moment Feedback and Coaching.. Academic Medicine. 98:1062-1068. 2023
- Only When They Seek: Exploring Supervisor and Resident Perspectives and Positions on Upward Feedback.. Journal of Continuing Education in the Health Professions. 42:249-255. 2022
- Exploring continuity of supervision in the context of coaching.. Medical Education. 55:418-420. 2021
- Physician engagement in regularly scheduled rounds.. Canadian Medical Education Journal. 12:e21-e30. 2021
- Effectiveness of an eHealth self-management tool for older adults with multimorbidity (KeepWell): protocol for a hybrid effectiveness–implementation randomised controlled trial. BMJ Open. 11:e048350-e048350. 2021
- Toward Practice-Based Continuing Education Protocols. Journal of Continuing Education in the Health Professions. 40:248-256. 2020
- In-the-Moment Feedback and Coaching: Improving R2C2 for a New Context.. Journal of graduate medical education. 12:27-35. 2020
- Academic Half-Days: Facilitated Small Groups to Promote Interactive Learning. Family Medicine. 52:53-64. 2020
- Assessing Unperceived Learning Needs in Continuing Medical Education for Primary Care Physicians: A Scoping Review. Journal of Continuing Education in the Health Professions. 40:257-267. 2020
- Assessing Unperceived Learning Needs in Continuing Medical Education for Primary Care Physicians: A Scoping Review.. Journal of Continuing Education in the Health Professions. 40:257-267. 2020
- Toward Practice-Based Continuing Education Protocols: Using Testing to Help Physicians Update Their Knowledge.. Journal of Continuing Education in the Health Professions. 40:248-256. 2020
- Identifying coaching skills to improve feedback use in postgraduate medical education.. Medical Education. 53:477-493. 2019
- How do clinicians use implementation tools to apply breast cancer screening guidelines to practice?. Implementation Science. 13:79. 2018
- The Calgary Audit and Feedback Framework: a practical, evidence-informed approach for the design and implementation of socially constructed learning interventions using audit and group feedback.. Implementation Science. 13:136. 2018
- How do physicians behave when they participate in audit and feedback activities in a group with their peers?. Implementation Science. 13:104. 2018
- The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use?. Academic Medicine. 93:1055-1063. 2018
- Knowledge translation of an online tool to determine candidacy for epilepsy surgery evaluation.. Neurology: Clinical Practice. 6:304-314. 2016
- Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2).. Academic Medicine. 90:1698-1706. 2015
- Virtual patient activity patterns for clinical learning. Clinical Teacher. 12:267-271. 2015
- Affordances of knowledge translation in medical education: a qualitative exploration of empirical knowledge use among medical educators.. Academic Medicine. 90:518-524. 2015
- Encouraging Reflection and Change in Clinical Practice: Evolution of a Tool. Journal of Continuing Education in the Health Professions. 35:220-231. 2015
- Is the Cognitive Complexity of Commitment-to-Change Statements Associated With Change in Clinical Practice? An Application of Bloom's Taxonomy. Journal of Continuing Education in the Health Professions. 35:166-175. 2015
- Study protocol for a pilot study to explore the determinants of knowledge use in a medical education context.. Journal of Evaluation in Clinical Practice. 19:829-832. 2013
- Expanding the horizons of practice-based small-group learning: what are we learning?. Education for Primary Care. 24:153-155. 2013
- Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes.. Advances in Health Sciences Education. 17:15-26. 2012
- Tensions in Informed Self-Assessment: How the Desire for Feedback and Reticence to Collect and Use It Can Conflict. Academic Medicine. 86:1120-1127. 2011
- Features of assessment learners use to make informed self-assessments of clinical performance.. Medical Education. 45:636-647. 2011
- Feedback data sources that inform physician self-assessment.. Medical Teacher. 33:e113-e120. 2011
- The Processes and Dimensions of Informed Self-Assessment: A Conceptual Model. Academic Medicine. 85:1212-1220. 2010
- Using a Novel Small-Group Approach to Enhance Feedback Skills for Community-Based Teachers. Teaching and Learning in Medicine. 21:45-51. 2009
- Translating learning into practice. Canadian Family Physician. 53:1477-1485. 2007
- Translating learning into practice: lessons from the practice-based small group learning program.. Canadian Family Physician. 53:1477-1485. 2007
- Cabin Fever: an innovation in faculty development for rural preceptors.. Medical Education. 39:531-532. 2005
- Evidence-Informed Facilitated Feedback: The R2C2 Feedback Model. MedEdPORTAL.