Canadian Medical Education Journal
Journal
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Overview
publication venue for
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Creating a national breastfeeding and lactation policy for Canadian surgical residents..
15:5-18.
2024
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Considerations for continuing professional development in the post-pandemic era: national experiences from psychiatry..
15:83-94.
2024
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Eight ways to support faculty with Entrustable Professional Activities..
15:137-141.
2024
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Perceptions and reported use of extended reality technology in Royal College-Accredited Canadian Simulation Centres: a national survey of simulation centre directors..
15:64-74.
2024
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Centring equity in medicine: pushback to challenging power.
15:125-126.
2024
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Resident Support Network: a supportive approach to resident physician wellness.
15:110-112.
2024
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An evaluation of a Transition to Foundations curriculum for first year pediatric residents in Competency Based Medical Education.
15:88-90.
2024
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Scoping review of current challenges and circumstances impacting Indigenous applications to Canadian medical schools.
15:65-77.
2024
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Selection of international medical graduates into postgraduate training positions in Canada. Who applies? Who is selected?.
15:49-53.
2024
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The Quality of Assessment for Learning score for evaluating written feedback in anesthesiology postgraduate medical education: a generalizability and decision study.
14:78-85.
2023
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A brief report of aspiring medical student perceptions and behaviours concerning research experiences for selection into Canadian medical schools.
14:77-81.
2023
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From skillful to empathic: evaluating shifts in medical students' perceptions of surgeons through a combined patient as teacher and arts-based reflection program.
14:14-21.
2023
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Inter-institutional data-driven education research: consensus values, principles, and recommendations to guide the ethical sharing of administrative education data in the Canadian medical education research context.
14:113-120.
2023
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The Certificate of Added Competence credentialling program in family medicine: a descriptive survey of the family physician perspective of enhanced skill practices in Canada.
14:121-144.
2023
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From mentee to mentor: reflections on a pre-medical student mentorship program for underrepresented groups in medicine.
14:137-139.
2023
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Identifying Royal College-accredited simulation centre research priorities across Canada.
14:89-93.
2023
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In solidarity with anti-racism leaders in Canadian medical education..
14:155.
2023
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Perceptions of bias in the selection of international medical graduate residency applicants in Canada.
14:16-22.
2023
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Adaptive Expertise in CanMEDS 2025.
14:18-21.
2023
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Clinical Reasoning in CanMEDS 2025.
14:58-62.
2023
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Emerging concepts in the CanMEDS physician competency framework.
14:4-12.
2023
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Grappling with key questions about assessment of the Health Advocate role.
14:80-89.
2023
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Intrinsically important: rebranding faculty development as a unifying key concept for CanMEDS 2025.
14:117-120.
2023
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Physician Humanism in CanMEDS 2025..
14:13-17.
2023
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Virtual Care in CanMEDS 2025.
14:22-26.
2023
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Validity evidence for the Quality of Assessment for Learning score: a quality metric for supervisor comments in Competency Based Medical Education.
13:19-35.
2022
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Developing a dashboard for program evaluation in competency-based training programs: a design-based research project.
13:14-27.
2022
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Implementation of Entrustable Professional Activities assessments in a Canadian obstetrics and gynecology residency program: a mixed methods study.
13:77-81.
2022
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Creating space for leadership education in undergraduate medical education in Canada.
13:36-48.
2022
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Integrating training, practice, and reflection within a new model for Canadian medical licensure: a concept paper prepared for the Medical Council of Canada.
13:68-81.
2022
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Canadian Conference on Medical Education 2022 abstracts.
13:105-251.
2022
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Gauging reflective practices of paediatric residency candidates through a multiple mini interview station.
13:96-97.
2022
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Energizing scholarly activity in a regional medical campus.
13:99-101.
2022
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Systems to support scholarly social media: a qualitative exploration of enablers and barriers to new scholarship in academic medicine.
12:14-27.
2021
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Incorporating sustainability, eco-responsibility, and educational equity in the medical curriculum.
12:68-70.
2021
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The critical role of direct observation in entrustment decisions.
12:18-23.
2021
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A new world of residency education: game changers and proven practices.
12:157-246.
2021
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Developing a dashboard for faculty development in competency-based training programs: a design-based research project.
12:48-64.
2021
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Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework.
12:70-81.
2021
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Factors influencing rheumatology residents’ decision on future practice location.
12:e63-e68.
2021
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Physician engagement in regularly scheduled rounds..
12:e21-e30.
2021
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Teaching bone marrow procedures at pelvic and sternal sites: a high fidelity anatomy simulation.
12:e106-e109.
2021
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Ten ways to get a grip on designing and implementing a competency-based medical education training program.
12:e81-e87.
2021
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2020 Virtual International Conference on Residency Education.
12:e120-e179.
2021
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Patients’ perspectives on the extent of resident participation in the operating room for total hip or knee arthroplasty.
12:e21-e31.
2021
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Cause for concern: Resident experience in operative trauma during general surgery residency at a Canadian centre.
11:e54-e59.
2020
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Developing a dashboard to meet the needs of residents in a competency-based training program: A design-based research project.
11:e31-e45.
2020
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Recent evidence on visual-spatial ability in surgical education: A scoping review.
11:e111-e127.
2020
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Virtually learning as we go: Reflections on medical education through COVID-19.
11:e179-e180.
2020
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Fostering intergenerational education: an experiential learning program for medical students and older adults.
11:e74-e77.
2020
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The role of gender in the decision to pursue a surgical career: A qualitative, interview-based study.
11:e51-e61.
2020
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Scholarly activity as a selection criterion in the Canadian Residency Matching Service (CaRMS): A review of published criteria by internal medicine, family medicine, and pediatrics programs.
11:e116-e121.
2020
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The relationship between regional medical campus enrollment and rates of matching to family medicine residency.
11:e73-e81.
2020
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Developing a dashboard to meet Competence Committee needs: a design-based research project.
11:e16-e34.
2020
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Maintenance of certification: how do we teach practicing physicians?.
11:e70-e80.
2020
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Managing cognitive load in simulations: exploring the role of simulation technologists.
10:e48-e56.
2019
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From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry.
10:e17-26.
2019
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Lines in the sand: pre-interview rank and probability of receiving admission to medical school.
10:e49-54.
2019
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Medical students’ challenges and suggestions regarding research training: a synthesis of comments from a cross-sectional survey.
10:e91-100.
2019
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Resident Practice Audit in Gastroenterology (RPAGE): an innovative approach to trainee evaluation and professional development in medicine.
10:e72-77.
2019
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Oral Abstracts..
10:e029-e197.
2019
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Engaging residents to choose wisely: Resident Doctors of Canada resource stewardship recommendations.
10:e39-55.
2019
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Prescribing competency assessment for Canadian medical students: a pilot evaluation.
10:e103-110.
2019
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Does testing enhance learning in continuing medical education?.
9:e83-88.
2018
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Predictors of medical student interest and confidence in research during training: a cross-sectional study.
9:e4-13.
2018
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A review of methods to assess the economic impact of distributed medical education (DME) in Canada.
9:e87-99.
2018
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Community engagement: A central feature of NOSM’s socially accountable distributed medical education.
9:e33-43.
2018
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Something’s missing from my education: Using a cross sectional survey to examine the needs and interest of Canadian medical students relating to their roles as teachers and educators.
8:e21-29.
2017
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An examination of Eyal & Hurst’s (2008) framework for promoting retention in resource-poor settings through locally-relevant training: A case study for the University of Guyana Surgical Training Program.
8:e25-36.
2017
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Guyana’s paediatric training program: a global health partnership for medical education.
8:e11-17.
2017
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Living the questions: reflections of a learner in global mental health.
8:e84-e86.
2017
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Assessment of emergency medicine residents: a systematic review.
8:e106-122.
2017
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Examining the impact of early longitudinal patient exposure on medical students’ career choices.
8:e101-105.
2017
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Capacity building in Nepal.
7:e51-53.
2016
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Supporting clinician educators to achieve “work-work balance”.
7:e114-120.
2016
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Comparing the traditional and Multiple Mini Interviews in the selection of post-graduate medical trainees.
6:e6-e13.
2015
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Preceptor engagement in distributed medical school campuses.
6:e21-e28.
2015
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Procedural skills training for Canadian medical students participating in international electives.
6:e23-e33.
2015
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Residents’ perceptions of an integrated longitudinal curriculum: a qualitative study.
6:e29-e40.
2015
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Preparing residents for family practice: role of an integrated “Triple C” curriculum.
4:e75-e80.
2013
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Canadian Conference on Medical Education 2021 Abstracts.
12:e138-e344.
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Oral Abstracts.
11:e31-e153.
Identity
International Standard Serial Number (ISSN)
Electronic International Standard Serial Number (EISSN)