Academic Medicine - McMaster Experts

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Extending the Interview to All Medical School Candidates—Computer-Based Multiple Sample Evaluation of Noncognitive Skills (CMSENS) 2009
Effects associated with adolescent standardized patient simulation of depression and suicidal ideation 2007
Medical School Admissions: Revisiting the Veracity and Independence of Completion of an Autobiographical Screening Tool 2007
The power of the plural: Effect of conceptual analogies on successful transfer 2007
Medical School Admissions: Enhancing the Reliability and Validity of an Autobiographical Screening Tool 2006
The Ability of the Multiple Mini-Interview to Predict Preclerkship Performance in Medical School 2004
The privileged status of prestigious terminology: Impact of "Medicalese" on clinical judgments 2003
Believing is seeing: The influence of a diagnostic hypothesis on the interpretation of clinical features 2002
Is there any real virtue of virtual reality?: The minor role of multiple orientations in learning anatomy from computers 2002
Does "shortness of breath" = "dyspnea"?: The biasing effect of feature instantiation in medical diagnosis 2001
Effect of a diagnostic suggestion on diagnostic accuracy and identification of clinical features 2001
Critical Appraisal Turkey Shoot 2000
The epistemology of clinical reasoning: Perspectives from philosophy, psychology, and neuroscience 2000
In-training evaluation during an internal medicine clerkship 1999
Exploring the etiology of content specificity: Factors influencing analogic transfer and problem solving 1998
The effect of presentation order in clinical decision making 1997
Use of encounter cards for evaluation of residents in obstetrics 1997
Applying learning taxonomies to test items: Is a fact an artifact? 1996
Mental representations of medical diagnostic knowledge: A review 1996
The effect of clinical history on physiciansʼ ECG interpretation skills 1996
EFFECT OF PROCESSING STRATEGY ON DIAGNOSTIC SKILL IN DERMATOLOGY 1994
PHYSICIAN INCOMPETENCE - SPECIFIC PROBLEMS AND PREDICTORS 1994
CONSENSUS STATEMENT OF THE RESEARCHERS IN CLINICAL SKILLS ASSESSMENT (RCSA) ON THE USE OF STANDARDIZED PATIENTS TO EVALUATE CLINICAL SKILLS 1993
The influence of a patientʼs age on problem-based tutorial discussion 1992
SOURCES OF OBSERVER VARIATION IN DERMATOLOGICAL DIAGNOSIS 1990
Bias in Observed Assessments in Medical Education: A Scoping Review. 99:1438-1450. 2024
Analog Serious Games for Medical Education: A Scoping Review. 2024
Evidence of Differential Attainment in Canadian Medical School Admissions: A Scoping Review. 2024
Is There a Problem With Evidence in Health Professions Education?. 99:841-848. 2024
Deidentifying Narrative Assessments to Facilitate Data Sharing in Medical Education. 99:513-517. 2024
The Promise and Perils of Artificial Intelligence in Health Professions Education Practice and Scholarship. 99:477-481. 2024
Using Natural Language Processing to Evaluate the Quality of Supervisor Narrative Comments in Competency-Based Medical Education. 99:534-540. 2024
Considering the Secondary Use of Clinical and Educational Data to Facilitate the Development of Artificial Intelligence Models.. 99:S77-S83. 2024
Systems-Based Practice in Graduate Medical Education: Evolving Toward an Ideal Future State. 99:357-362. 2024
Learning From Clinical Supervisor Practice Variability: Exploring Medical Resident and Fellow Experiences and Interpretations. 99:310-316. 2024
Reigniting the Flame: An Exploration of Flow in Surgery 2024
Learner experiences of preceptor self-disclosure of personal illness in medical education. 99:296-303. 2023
Tuition Costs of Master’s of Health Professions Education Programs: A Cross-Sectional Analysis. 98:1319-1325. 2023
Diversity in MD–PhD Programs and Factors Affecting Admission and Completion Among Minoritized Groups: A Scoping Review. 98:410-419. 2023
Academic Productivity of Equity-Deserving Physician Scholars During COVID-19: A Scoping Review. 98:123-135. 2023
Appreciation for Peer Review and Peer Reviewers in Academic Medicine. 98:1-2. 2023
A Critical Review of Professional Identity Formation Interventions in Medical Education. 97:S96-S106. 2022
The Purpose, Design, and Promise of Medical Education Research Labs. 97:1281-1288. 2022
Intrinsic or Invisible? An Audit of CanMEDS Roles in Entrustable Professional Activities. 97:1213-1218. 2022
Six Principles for Developing Leadership Training Ecosystems in Health Care. 97:793-796. 2022
Developing the Virtual Resus Room: Fidelity, Usability, Acceptability, and Applicability of a Virtual Simulation for Teaching and Learning. 97:679-683. 2022
Academic Olympism and Authorship: Honoring Contributions to Collaborative Scholarship. 97:315-318. 2022
The Role of Standardized Patient Programs in Promoting Equity, Diversity, and Inclusion: A Narrative Review. 97:459-468. 2022
Incorporating Situational Judgment Tests Into Postgraduate Medical Education Admissions: Examining Educational and Organizational Outcomes. 96:S203-S204. 2021
Supported Independence: The Role of Supervision to Help Trainees Manage Uncertainty. 96:S81-S86. 2021
ALiEM Connect: Large-Scale, Interactive, Virtual Residency Programming in Response to COVID-19. 96:1419-1424. 2021
What the COVID-19 Pandemic Can Teach Health Professionals About Continuing Professional Development. 96:1379-1382. 2021
From Utopia Through Dystopia: Charting a Course for Learning Analytics in Competency-Based Medical Education. 96:S89-S95. 2021
Making Decisions in the Era of the Clinical Decision Rule: How Emergency Physicians Use Clinical Decision Rules. 95:1230-1237. 2020
Conceptualization of Competency-Based Medical Education Terminology in Family Medicine Postgraduate Medical Education and Continuing Professional Development: A Scoping Review. 95:1106-1119. 2020
A Signal Through the Noise: Do Professionalism Concerns Impact the Decision Making of Competence Committees?. 95:896-901. 2020
It’s a Marathon, Not a Sprint: Rapid Evaluation of Competency-Based Medical Education Program Implementation. 95:786-793. 2020
In Reply to Chow et al. 95:491-491. 2020
Independent and Interwoven: A Qualitative Exploration of Residents’ Experiences With Educational Podcasts. 95:89-96. 2020
Positioning the Work of Health Professions Education Scholarship Units: How Canadian Directors Harness Institutional Logics Within Institutional Orders to Convey Unit Legitimacy. 94:1988-1994. 2019
“Progress in Medicine Is Slower to Happen”: Qualitative Insights Into How Trans and Gender Nonconforming Medical Students Navigate Cisnormative Medical Cultures at Canadian Training Programs. 94:1757-1765. 2019
In Reply to Boucharel. 94:1261-1261. 2019
Management Reasoning: Implications for Health Professions Educators and a Research Agenda. 94:1310-1316. 2019
Management Reasoning: Implications for Health Professions Educators and a Research Agenda.. 94:1310-1316. 2019
Addressing the Diversity–Validity Dilemma Using Situational Judgment Tests. 94:1197-1203. 2019
In Reply to Eichbaum. 94:1066-1066. 2019
Tracking Indigenous Applicants Through the Admissions Process of a Socially Accountable Medical School. 94:1211-1219. 2019
A Core Components Framework for Evaluating Implementation of Competency-Based Medical Education Programs. 94:1002-1009. 2019
Fostering Transformative Learning in a Social Pediatrics Research Summer Studentship. 94:692-696. 2019
The Social Media Editor at Medical Journals: Responsibilities, Goals, Barriers, and Facilitators. 94:701-707. 2019
A Philosophical Approach to Addressing Uncertainty in Medical Education. 94:507-511. 2019
Validity Evidence for a Brief Online Key Features Examination in the Internal Medicine Clerkship. 94:259-266. 2019
Creating GridlockED: A Serious Game for Teaching About Multipatient Environments. 94:66-70. 2019
The ALiEM Faculty Incubator: A Novel Online Approach to Faculty Development in Education Scholarship. 93:1497-1502. 2018
Vive la Différence: The Freedom and Inherent Responsibilities When Designing and Implementing Multiple Mini-Interviews. 93:969-971. 2018
A Call to Investigate the Relationship Between Education and Health Outcomes Using Big Data. 93:829-832. 2018
Assessment of Technical Skills Competence in the Operating Room: A Systematic and Scoping Review. 93:794-808. 2018
Managing Multiplicity: Conceptualizing Physician Cognition in Multipatient Environments. 93:786-793. 2018
Smoothing the Transition Points in Canadian Medical Education. 93:715-721. 2018
Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development. 93:265-273. 2018
Mixed Messages or Miscommunication? Investigating the Relationship Between Assessors’ Workplace-Based Assessment Scores and Written Comments. 92:1774-1779. 2017
In Reply to Croskerry and to Patel and Bergl. 92:1065-1065. 2017
It’s Time to Increase Community Hospital-Based Health Research. 92:727-727. 2017
Three-Year MD Programs: Perspectives From the Consortium of Accelerated Medical Pathway Programs (CAMPP). 92:483-490. 2017
Coached Peer Review: Developing the Next Generation of Authors. 92:201-204. 2017
In Reply to Phillips et al. 92:139-140. 2017
The American Academy of Emergency Medicine Resident and Student Association Blog: 360 degrees Education Reply. 92:139-140. 2017
The Causes of Errors in Clinical Reasoning: Cognitive Biases, Knowledge Deficits, and Dual Process Thinking. 92:23-30. 2017
The Impact of Emotion on Learners’ Application of Basic Science Principles to Novel Problems. 91:S58-S63. 2016
“It’s Complicated”: Understanding the Relationships Between Checklists, Rating Scales, and Written Comments in Workplace-Based Assessments. 91:S10-S10. 2016
A Reduced Duty Hours Model for Senior Internal Medicine Residents: A Qualitative Analysis of Residents’ Experiences and Perceptions. 91:1284-1292. 2016
The Effect of Differential Weighting of Academics, Experiences, and Competencies Measured by Multiple Mini Interview (MMI) on Race and Ethnicity of Cohorts Accepted to One Medical School. 90:1651-1657. 2015
The McMaster Modular Assessment Program (McMAP). 90:900-905. 2015
Creating, Curating, and Sharing Online Faculty Development Resources. 90:785-789. 2015
Disrupting Diagnostic Reasoning. 90:511-517. 2015
When Guidelines Don’t Guide. 90:191-196. 2015
Reflecting Upon Reflection in Diagnostic Reasoning. 89:1195-1195. 2014
Defining the Key Roles and Competencies of the Clinician–Educator of the 21st Century. 89:783-789. 2014
The Etiology of Diagnostic Errors. 89:277-284. 2014
Am I Right When I Am Sure? Data Consistency Influences the Relationship Between Diagnostic Accuracy and Certainty. 89:107-113. 2014
Understanding Clinical Uncertainty. 88:1516-1521. 2013
Is Clinical Cognition Binary or Continuous?. 88:1058-1060. 2013
I’m Clear, You’re Clear, We’re All Clear. 88:753-758. 2013
In Reply to Petrie and Campbell. 88:557-558. 2013
Do Canadian Researchers and the Lay Public Prioritize Biomedical Research Outcomes Equally? A Choice Experiment. 88:519-526. 2013
“We Learn From Them, They Learn From Us”. 88:483-487. 2013
In the Real World, Faster Diagnoses Are Not Necessarily More Accurate. 88:298-298. 2013
Clinical Decision Making. 88:150-151. 2013
The Possible Impact of the MMI and GPA on Diversity. 88:151-151. 2013
Conflicting Messages. 87:1762-1767. 2012
Multisource Feedback in Evaluating the Performance of Doctors. 87:1668-1678. 2012
Calling for a Broader Conceptualization of Diversity. 87:1501-1510. 2012
Renowned Physicians’ Perceptions of Expert Diagnostic Practice. 87:1413-1417. 2012
The Relationship Between Response Time and Diagnostic Accuracy. 87:785-791. 2012
Differential Student Attrition and Differential Exposure Mask Effects of Problem-Based Learning in Curriculum Comparison Studies. 87:463-475. 2012
Should Efforts in Favor of Medical Student Diversity Be Focused During Admissions or Farther Upstream?. 87:443-448. 2012
Black Balls and Diagnostic Reasoning. 87:2-2. 2012
Learning in the Simulated Setting: A Comparison of Expert-, Peer-, and Computer-Assisted Learning. 86:S12-S16. 2011
Modern Conceptions of Elite Medical Practice Among Internal Medicine Faculty Members. 86:S50-S54. 2011
A Systematic Review of Curricular Interventions Teaching Transitional Care to Physicians-in-Training and Physicians. 86:628-639. 2011
Effect of the ACGME Duty Hours Restrictions on Surgical Residents and Faculty: A Systematic Review. 86:34-42. 2011
Letʼs Be Clear. 85:1618-1618. 2010
Teaching and Learning Moments Let's Be Clear. 85:1618-1618. 2010
The Reliability and Acceptability of the Multiple Mini-Interview as a Selection Instrument for Postgraduate Admissions. 85:S60-S63. 2010
Which Factors, Personal or External, Most Influence Studentsʼ Generation of Learning Goals?. 85:S102-S105. 2010
Michael G. DeGroote School of Medicine Faculty of Health Sciences, McMaster University. 85:S624-S627. 2010
Development and Implementation of Training for Interdisciplinary Research in Primary Health Care. 85:974-979. 2010
Instructional Design Variations in Internet-Based Learning for Health Professions Education: A Systematic Review and Meta-Analysis. 85:909-922. 2010
Commentary: Breaking the Mold of Normative Clinical Decision Making: Is It Adaptive, Suboptimal, or Somewhere in Between?. 85:393-394. 2010
Commentary: The Once and Future Psychiatry. 84:418-420. 2009
Effects Associated with Adolescent Standardized Patient Simulation of Depression and Suicidal Ideation. 82:S61-S64. 2007
The Power of the Plural: Effect of Conceptual Analogies on Successful Transfer. 82:S16-S18. 2007
PBL in the Undergraduate MD Program at McMaster University: Three Iterations in Three Decades. 82:370-374. 2007
Competence and Cognitive Difficulty in Physicians: A Follow-up Study. 81:915-918. 2006
The Value of Basic Science in Clinical Diagnosis. 81:S124-S127. 2006
Contextual Considerations in Summative Competency Examinations: Relevance to the Long Case. 80:1133-1137. 2005
The ability of the multiple mini-interview to predict preclerkship performance in medical school.. 79:S40-S42. 2004
The Relationship between Interviewers’ Characteristics and Ratings Assigned during a Multiple Mini-Interview. 79:602-609. 2004
Integrating an evidence-based medicine rotation into an internal medicine residency program. 79:897-904. 2004
Challenges to the Practice of Evidence-Based Medicine during Residents’ Surgical Training: A Qualitative Study Using Grounded Theory. 78:1183-1190. 2003
The Privileged Status of Prestigious Terminology: Impact of ???Medicalese??? on Clinical Judgments. 78:S82-S84. 2003
LESSON FROM JOANNE. 78:713-713. 2003
Self and Peer Assessment in Tutorials. 77:1134-1139. 2002
Believing Is Seeing. 77:S67-S69. 2002
Is There Any Real Virtue of Virtual Reality?. 77:S97-S99. 2002
Does “Shortness of Breath” = “Dyspnea”?. 76:S11-S13. 2001
Effect of a Diagnostic Suggestion on Diagnostic Accuracy and Identification of Clinical Features. 76:S18-S20. 2001
Medically Related Cultural Issues Can Be Learned Outside the Classroom. 76:1-2. 2001
Critical appraisal turkey shoot: linking critical appraisal to clinical decision making.. 75:S87-S89. 2000
The Epistemology of Clinical Reasoning. 75:S127-S133. 2000
McMaster University Undergraduate MD Program. 75:S429-S432. 2000
Certification and Recertification. 75:617-619. 2000
The Adult Learner. 75:218-219. 2000
Cognitive Difficulty in Physicians. 75:177-181. 2000
Educating Future Physicians for Ontario. 75:113-126. 2000
Results of Remedial Continuing Medical Education in Dyscompetent Physicians. 75:174-176. 2000
Do virtual computer models hinder anatomy learning?. 74:S87-9. 1999
In-training evaluation during an internal medicine clerkship. 74:S118-20. 1999
Learning by tutoring. 74:1051-2. 1999
Human doctoring. 74:896-9. 1999
The adult learner. 74:886-9. 1999
Bench to bedside in medical education. 74:664-6. 1999
Effect of the framing of questionnaire items regarding satisfaction with training on residentsʼ responses. 74:192-4. 1999
More on teaching EBM. 73:1215-7. 1998
Educating future physicians for Ontario. 73:1133-48. 1998
Exploring the Etiology of Content Specificity. 73:S1-5. 1998
A fellowship in the population-centered clinical method. 73:600-1. 1998
Obstacles to identifying valid performance predictors. 72:931-2. 1997
The effect of presentation order in clinical decision making. 72:S40???2-S40???2. 1997
The effect of presentation order in clinical decision making. 72:S40-S42. 1997
Use of encounter cards for evaluation of residents in obstetrics. 72:S43-S44. 1997
Authors misunderstood regarding position on instance-based models of diagnostic reasoning - Reply. 72:317-318. 1997
Defensible assessment of the competency of the practicing physician.. 72:9-12. 1997
Applying learning taxonomies to test items. 71:S31-3. 1996
Expert-novice differences in the use of history and visual information from patients. 71:S62-4. 1996
Mental representations of medical diagnostic knowledge. 71:S55-61. 1996
The effect of clinical history on physicians' ECG interpretation skills.. 71:S68-S70. 1996
Introducing progress testing in McMaster Universityʼs problem-based medical curriculum. 71:1002-7. 1996
Issues in cognitive psychology. 71:988-1001. 1996
Studentsʼ use of anatomy modules in problem-based medical education at McMaster University. 71:1015-7. 1996
Performance-based assessment of clinical ethics using an objective structured clinical examination. 71:495-8. 1996
Development of clinical reasoning exercises in a problem-based curriculum. 71:S105-7. 1996
Impact of feature interpretation on medical student diagnostic performance. 71:S108-9. 1996
Other attitudes affecting the doctor-patient relationship. 70:461-461. 1995
The effect of simulating on standardized patients. 70:418-20. 1995
Self-directed learning in problem-based health sciences education. 70:161-3. 1995
Developing an ethics curriculum for a family practice residency. 69:907-14. 1994
MORE ON TRIPLE JUMPS - REPLY. 69:898-899. 1994
Effect of processing strategy on diagnostic skill in dermatology. 69:S34-6. 1994
Physician incompetence. 69:S16-8. 1994
Practice-based small-group CME. 69:800-2. 1994
DEBATING PMP RESEARCH - REPLY. 69:649-650. 1994
A fellowship program to develop leaders in medical education. 69:562-3. 1994
Striking the balance. 69:209-10. 1994
Expertise in visual diagnosis. 67:S78-83. 1992
The influence of a patient's age on problem-based tutorial discussion.. 67:S31-S33. 1992
The psychological basis of problem-based learning. 67:557-65. 1992
A program to sensitize students to issues of geriatric care. 67:304-6. 1992
The inadequacy of recent research on computer-assisted instruction. 66:444-8. 1991
Effects of conventional and problem-based medical curricula on problem solving. 66:380-9. 1991
Network of community-oriented educational institutions for the health sciences. 66:259-63. 1991
A cognitive perspective on medical expertise. 65:611-21. 1990
Sources of observer variation in dermatologic diagnosis. 65:S19-20. 1990
From the President. 65:242-242. 1990
Charting the Winds of Change: Evaluating Innovative Medical Curricula. 65:8-14. 1990
Simulated job interviews as learning devices. 64:438-9. 1989
The McMaster M.D. program. 64:423-32. 1989
A review of medical education and medical informatics. 64:207-12. 1989
McMaster University graduates. 61:859-60. 1986
Measuring physiciansʼ performances by using simulated patients. 60:925-34. 1985
A comparison of resident performance on real and simulated patients. 57:708-15. 1982
Perspectives of graduates two or five years after graduation from a three-year medical school. 57:294-302. 1982
A randomized trial of librarian educational participation in clinical settings. 56:409-16. 1981
Pelvic exam instruction. 53:709-10. 1978
Letter. 50:917-917. 1975
An introduction to the study of medicine. 50:70-7. 1975
Effort-reporting and cost analysis of medical education. 48:814-23. 1973
Psychological health of medical students in relation to the medical education process. 43:728-34. 1968

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