Advances in Health Sciences Education
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Overview
publication venue for
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Innovations in Problem-based Learning: What can we Learn from Recent Studies?
2006
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Can all roads lead to competency? School levels effects in Licensing examinations scores..
1-16.
2024
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Advancing healthcare practice and education via data sharing: demonstrating the utility of open data by training an artificial intelligence model to assess cardiopulmonary resuscitation skills..
1-21.
2024
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From admissions to licensure: education data associations from a multi-centre undergraduate medical education collaboration.
29:1393-1415.
2024
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Normative challenges in data governance: insights from global health research.
29:1453-1461.
2024
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Associations between education policies and the geographic disposition of family physicians: a retrospective observational study of McMaster University education data.
29:641-657.
2024
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Does a deep learning inventory predict knowledge transfer? Linking student perceptions to transfer outcomes.
28:47-63.
2023
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Re-examining the integration of routine and adaptive expertise: there is no such thing as routine from a motor control perspective.
27:1283-1291.
2022
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Examining the validity argument for the Ottawa Surgical Competency Operating Room Evaluation (OSCORE): a systematic review and narrative synthesis.
27:659-689.
2022
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The concept of errors in medical education: a scoping review.
27:761-792.
2022
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Associations between admissions factors and the need for remediation.
27:475-489.
2022
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Mastery versus invention learning: impacts on future learning of simulated procedural skills.
27:441-456.
2022
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Toward ‘seeing’ critically: a Bayesian analysis of the impacts of a critical pedagogy.
27:323-354.
2022
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Thirty years of teaching evidence-based medicine: have we been getting it all wrong?.
27:263-276.
2022
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Commentary on Barradell and Bell (2021)-Applying a critical lens to the role of students as partners in health professions education: challenges, risks, and potential.
28:967-972.
2022
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Tensions in describing competency-based medical education: a study of Canadian key opinion leaders.
26:1277-1289.
2021
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Does spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial.
26:771-783.
2021
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Intuitive and deliberative approaches for diagnosing ‘well’ versus ‘unwell’: evidence from eye tracking, and potential implications for training.
26:811-825.
2021
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The rich potential for education research in family medicine and general practice.
26:753-763.
2021
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Where we’ve come from, where we might go.
25:1191-1201.
2020
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Peer review is not a lottery: AHSE’s Fast Track.
25:519-521.
2020
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It’s the destination: diagnostic accuracy and reasoning.
25:19-29.
2020
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Looking back, looking forward.
25:1-6.
2020
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The disconnect between knowing and doing in health professions education and practice.
25:227-240.
2020
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McMaster at 50: lessons learned from five decades of PBL.
24:853-863.
2019
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Incorporating content related to value and cost-considerations in clinical decision-making: enhancements to medical education.
24:751-766.
2019
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Situational cues surrounding family physicians seeking external resources while self-monitoring in practice.
24:783-796.
2019
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Statistics 101.
24:637-642.
2019
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Coming and going.
24:423-426.
2019
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Correction to: Debiasing versus knowledge retrieval checklists to reduce diagnostic error in ECG interpretation.
24:441-442.
2019
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Debiasing versus knowledge retrieval checklists to reduce diagnostic error in ECG interpretation.
24:427-440.
2019
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Two heads are better than one?.
24:195-198.
2019
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Editorial.
24:1-1.
2019
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Salami-slicing and plagiarism: How should we respond?.
24:3-14.
2019
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Clinical practice, deliberate practice, and "big data".
23:863-866.
2018
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Optimizing self-regulation of performance: is mental effort a cue?.
23:891-898.
2018
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Is the mouth the mirror of the mind?.
23:665-669.
2018
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May: a month of myths.
23:449-453.
2018
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Getting granted.
23:233-239.
2018
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Good news, bad news.
23:1-5.
2018
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Correction to: CASPer, an online pre-interview screen for personal/professional characteristics: prediction of national licensure scores.
22:1321-1322.
2017
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Enhancing technical skill learning through interleaved mixed-model observational practice.
22:1201-1211.
2017
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Generalization and the qualitative–quantitative debate.
22:1051-1055.
2017
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Pulling together and pulling apart: influences of convergence and divergence on distributed healthcare teams.
22:1085-1099.
2017
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The birth and death of curricula.
22:797-801.
2017
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Why?.
22:577-580.
2017
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CASPer, an online pre-interview screen for personal/professional characteristics: prediction of national licensure scores.
22:327-336.
2017
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Have admissions committees considered all the evidence?.
22:573-576.
2017
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Widening perspectives: reframing the way we research selection.
22:565-572.
2017
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A literature review on observational learning for medical motor skills and anesthesia teaching.
21:1113-1121.
2016
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Education and neuroscience.
21:919-920.
2016
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Is psychometrics science?.
21:731-734.
2016
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A bridge too far.
21:251-256.
2016
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Of prime ministers, presidents and professors.
20:1111-1113.
2015
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The development of vaccination perspectives among chiropractic, naturopathic and medical students: a case study of professional enculturation.
20:1291-1302.
2015
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ECG rhythm analysis with expert and learner-generated schemas in novice learners.
20:915-933.
2015
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Happy bedfellows.
20:839-842.
2015
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Manipulation of cognitive load variables and impact on auscultation test performance.
20:935-952.
2015
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The mediating effect of context variation in mixed practice for transfer of basic science.
20:953-968.
2015
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Why verifying diagnostic decisions with a checklist can help: insights from eye tracking.
20:1053-1060.
2015
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The negative consequences of consequential validity.
20:575-579.
2015
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Identifying the bad apples.
20:299-303.
2015
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The benefits of testing for learning on later performance.
20:305-320.
2015
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Predictable chaos: a review of the effects of emotions on attention, memory and decision making.
20:265-282.
2015
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Thinking about the un-thinking.
20:1-3.
2015
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Context, curriculum and competence.
19:625-628.
2014
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Resigned professionalism? Non-acute inpatients and resident education.
19:529-539.
2014
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Taking stock.
19:465-467.
2014
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Reexamining our bias against heuristics.
19:457-464.
2014
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The Bias in researching cognitive bias.
19:291-295.
2014
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Information processing, specificity of practice, and the transfer of learning: considerations for reconsidering fidelity.
19:281-289.
2014
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Simulation comes of age.
19:143-146.
2014
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Data dredging, salami-slicing, and other successful strategies to ensure rejection: twelve tips on how to not get your paper published.
19:1-5.
2014
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Finding and fixing mistakes: do checklists work for clinicians with different levels of experience?.
19:43-51.
2014
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The decline and fall of the art of teaching?.
18:869-871.
2013
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The reliability of encounter cards to assess the CanMEDS roles.
18:987-996.
2013
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On objective: based education, objectivity, and rater cognition.
18:547-550.
2013
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Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator.
18:497-508.
2013
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The third wave in health sciences education.
18:319-322.
2013
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Working memory and mental workload.
18:163-165.
2013
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Erratum to: On competence, curiosity and creativity.
18:157-157.
2013
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On competence, curiosity and creativity.
17:611-613.
2012
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Service learning in medical and nursing training: a randomized controlled trial.
17:529-545.
2012
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The basic role of basic science.
17:453-456.
2012
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The effect of conceptual and contextual familiarity on transfer performance.
17:489-499.
2012
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Feasibility of self-reflection as a tool to balance clinical reasoning strategies.
17:419-429.
2012
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Waging war and scientific progress.
17:157-159.
2012
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Oops!!!.
17:5-5.
2012
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We’re talking about feedback … aren’t we?.
17:1-4.
2012
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Assessment of multiple physician competencies in postgraduate training: utility of the structured oral examination.
16:569-577.
2011
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“Intrinsic Roles” rather than “armour”: renaming the “non-medical expert roles” of the CanMEDS framework to match their intent.
16:695-697.
2011
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Now you see it, now you don’t?.
16:287-289.
2011
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Editorial: Medicine man meets machine.
16:147-150.
2011
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Student participation in health professions education research: in pursuit of the Aristotelian mean.
16:277-286.
2011
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Issues in (inter)professionalism.
16:1-3.
2011
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Likert scales, levels of measurement and the “laws” of statistics.
15:625-632.
2010
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Sample sizes, scoops and educational science.
15:621-624.
2010
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Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.
15:755-770.
2010
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Interpretation and inference: towards an understanding of methods.
15:465-468.
2010
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Is experimental research passé.
15:297-301.
2010
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Non-association between Neo-5 personality tests and multiple mini-interview.
15:415-423.
2010
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Anatomical mysteries.
15:149-151.
2010
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Non-cognitive factors in health sciences education: from the clinic floor to the cutting room floor.
15:1-8.
2010
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Overview: what’s worked and what hasn’t as a guide towards predictive admissions tool development.
14:759-775.
2009
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Dual processing and diagnostic errors.
14:37-49.
2009
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When will learning style go out of style?.
14:1-4.
2009
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Editorial.
13:559-561.
2008
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Are specialist certification examinations a reliable measure of physician competence?.
13:521-533.
2008
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The effect of question format and task difficulty on reasoning strategies and diagnostic performance in Internal Medicine residents.
13:453-462.
2008
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The end of educational science?.
13:385-389.
2008
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Effectiveness, efficiency, and e-learning.
13:249-251.
2008
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Impact of Field of Study, College and Year on Calculation of Cumulative Grade Point Average.
13:253-261.
2008
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Academe, anarchy and digital anatomy.
13:129-132.
2008
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Can Self-declared Personal Values be Used to Identify those with Family Medicine Career Aspirations?.
13:193-202.
2008
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How Clinical Instructors Can Enhance the Learning Experience of Physical Therapy Students in an Introductory Clinical Placement.
13:163-179.
2008
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A Cost Efficiency Comparison Between The Multiple Mini-Interview and Traditional Admissions Interviews.
13:43-58.
2008
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How basic is basic science?.
12:401-403.
2007
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It all make sense: biomedical knowledge, causal connections and memory in the novice diagnostician.
12:405-415.
2007
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The role of biomedical knowledge in diagnosis of difficult clinical cases.
12:417-426.
2007
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Altruism, doctors, and the art of medicine.
12:261-263.
2007
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A Compromise Method to Facilitate Under-Represented Minority Admissions to Medical School.
12:223-237.
2007
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Using a Sampling Strategy to Address Psychometric Challenges in Tutorial-Based Assessments.
12:19-33.
2007
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Validation of the SETOC Instrument — Student Evaluation of Teaching in Outpatient Clinics.
12:55-69.
2007
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Modeling the Problem-based Learning Preferences of McMaster University Undergraduate Medical Students Using a Discrete Choice Conjoint Experiment.
11:245-266.
2006
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Standard Setting in a Small Scale OSCE: A Comparison of the Modified Borderline-Group Method and the Borderline Regression Method.
11:115-122.
2006
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PBL in Undergraduate Medical Education: A Qualitative Study of the Views of Canadian Residents.
10:189-214.
2005
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Problem-Based Learning Online: Perceptions of Health Science Students.
10:231-252.
2005
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Do Clinical Clerks Provide Candidates with Adequate Formative Assessment during Objective Structured Clinical Examinations?.
9:189-199.
2004
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Editorial ? Beyond PBL.
9:257-260.
2004
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How Can I Know What I Don't Know? Poor Self Assessment in a Well-Defined Domain.
9:211-224.
2004
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Use of the Paired-Comparison Technique to Determine the Most Valued Qualities of the McMaster Medical Programme Admissions Process.
9:129-135.
2004
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Where Judgement Fails: Pitfalls in the Selection Process for Medical Personnel.
9:161-174.
2004
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Practice makes perfect: the critical role of mixed practice in the acquisition of ECG interpretation skills..
8:17-26.
2003
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A comparison of problem-based and conventional curricula in nursing education..
7:3-17.
2002
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Learning to use minimal access surgical instruments and 2-dimensional remote visual feedback: how difficult is the task for novices?.
7:117-131.
2002
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What does two disciplines of scientific psychology have to say to medical education?.
7:57-62.
2002
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Reliability and validity of admissions tools used to select students for the health professions..
6:159-175.
2001
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Medline for Medical Students? Searching for the Right Answer..
5:221-232.
2000
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Comparison of Self- and Faculty-Directed Learning of Psychomotor Skills..
3:15-28.
1998
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Basic Sciences in an Integrated Medical Curriculum: The Case of Pharmacology..
2:163-171.
1997
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The Non-Analytical Basis of Clinical Reasoning..
2:173-184.
1997
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P B L farm.
1:167-174.
1996
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Problem-based learning in medical education: Developing a research agenda.
1:83-94.
1996
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Reflections The problem based lecture course: An educational oxymoron?.
1:235-238.
1996
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The risks of thoroughness: Reliability and validity of global ratings and checklists in an OSCE..
1:227-233.
1996
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