Medical Education - McMaster Experts

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Transformational learning and professional identity formation in postgraduate competency-based medical education. 2024
When words fail us: An integrative review of innovative elicitation techniques for qualitative interviews. 2024
Professionalism lapses in health professions training: Navigating the 'Yellow Card' moments for transformative learning. 2024
Tackling teaching patient safety: gamification to the rescue. 58:1008-1009. 2024
Understanding cultural dynamics shaping clinical reasoning skills: A dialogical exploration 2024
The influence of viewing time on visual diagnostic accuracy: Less is more. 58:858-868. 2024
Everything alone: Is medical education chasing a harmful myth in its effort to embrace societal need?. 58:374-376. 2024
Trainee selection of tasks in postgraduate medical education: Is there a role for ‘cherry‐picking’ to optimise learning?. 58:308-317. 2024
Demonstrating causality, bestowing honours, and contributing to the arms race: Threats to the sustainability of HPE research. 58:157-163. 2024
We the system: A call for a perspective shift towards systems agency in trainees. 57:1176-1178. 2023
No doctor is an island. 57:996-998. 2023
Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam?. 57:932-938. 2023
His opportunity, her burden: A narrative critical review of why women decline academic opportunities. 57:958-970. 2023
How medical learners and educators decide what counts as mistreatment: A qualitative study. 57:910-920. 2023
LEADS+ Developmental Model: Proposing a new model based on an integrative conceptual review. 57:857-869. 2023
Health advocacy among medical learners: Unpacking contextual barriers and affordances. 57:658-667. 2023
Challenges facing standardised patients representing equity‐deserving groups: Insights from health care educators. 57:516-522. 2023
How workplace‐based assessments guide learning in postgraduate education: A scoping review. 57:394-405. 2023
Learners and EHRs: A path forward. 57:298-300. 2023
The role of groups in assessing learners with specific learning difficulties. 57:498-501. 2023
Optimising the educational value of indirect patient care. 56:1214-1222. 2022
Building a theoretical model for virtual interprofessional education. 56:1105-1113. 2022
Struggling with the logic of EPA frameworks. 56:868-870. 2022
When I say… health advocacy. 56:362-364. 2022
Understanding moral empathy: A verbatim‐theatre supported phenomenological exploration of the empathy imperative. 56:186-194. 2022
Confidence‐competence alignment and the role of self‐confidence in medical education: A conceptual review. 56:37-47. 2022
Thinking about social power and hierarchy in medical education. 56:91-97. 2022
Early generalist placements are associated with family medicine career choice: A systematic review and meta‐analysis. 55:1242-1252. 2021
Commentary: Recognising patient preparation to improve patient‐centred care for diverse populations. 55:1118-1120. 2021
Competence committees: The steep climb from concept to implementation. 55:1067-1077. 2021
Learner conceptions of health advocacy: ‘Going above & beyond’ or ‘kind of an expectation’. 55:933-941. 2021
Admissions experiences of aspiring physicians from low‐income backgrounds. 55:840-849. 2021
Skeptical self‐regulation: Resident experiences of uncertainty about uncertainty. 55:749-757. 2021
Particularising 'experiences': Naming whiteness in the academy. 55:548-550. 2021
Feedback from health professionals in postgraduate medical education: Influence of interprofessional relationship, identity and power. 55:518-529. 2021
Why do few medical students report their experiences of mistreatment to administration?. 55:462-470. 2021
Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis. 55:317-327. 2021
Professional expectations of perfection stymy remediation and growth. 54:1095-1097. 2020
The hidden curriculum and limitations of situational judgement tests for selection. 54:872-875. 2020
Translating outcome frameworks to assessment programmes: Implications for validity. 54:932-942. 2020
Helping medical educators worldwide to pivot curricula online: pivotmeded.com. 54:766-767. 2020
Worked examples for teaching electrocardiogram interpretation: Salient or discriminatory features?. 54:720-726. 2020
Barking up the same tree? Lessons from workplace‐based assessment and digital badges. 54:593-595. 2020
Aha! Taking on the myth that simulation‐derived surprise enhances learning. 54:510-516. 2020
Medical students’ experiences with goals of care discussions: Authors’ response. 54:488-488. 2020
The impact of entrustment assessments on feedback and learning: Trainee perspectives. 54:328-336. 2020
Social power facilitates and constrains motivation in the clinical learning environment. 54:181-183. 2020
Critical thinking, biases and dual processing: The enduring myth of generalisable skills. 54:66-73. 2020
Medical students’ experiences with goals of care discussions and their impact on professional identity formation. 53:1230-1242. 2019
The state of health advocacy training in postgraduate medical education: a scoping review. 53:1209-1220. 2019
When i say … gender. 53:1176-1177. 2019
Medical student strategies for actively negotiating hierarchy in the clinical environment. 53:1013-1024. 2019
When I say … merit. 53:858-860. 2019
Key differences between severity of disciplinary issues and medical student insights. 53:824-832. 2019
Making change in medical education. 53:649-651. 2019
Learner‐generated podcasts: ‘The Intern at Work’ series. 53:503-504. 2019
When I say … sociocultural learning theory. 53:117-118. 2019
The superiority of three‐dimensional physical models to two‐dimensional computer presentations in anatomy learning. 52:1138-1146. 2018
Training specialists as consultants integrated into primary care. 52:1204-1204. 2018
Research environments: can the cloud supplement bricks and mortar?. 52:891-893. 2018
A critical narrative review of transfer of basic science knowledge in health professions education. 52:592-604. 2018
How can systems engineering inform the methods of programme evaluation in health professions education?. 52:364-375. 2018
Closing in on premature closure bias. 51:1095-1096. 2017
Education as a context for early engagement in quality improvement. 51:1164-1165. 2017
Eyeballing: the use of visual appearance to diagnose ‘sick’. 51:1138-1145. 2017
Professionalism's contextual nature: a call for compassionate, constructive responses. 51:678-679. 2017
Should learners reason one step at a time? A randomised trial of two diagnostic scheme designs. 51:432-441. 2017
Putting on the oxygen mask: supporting those who support students. 51:243-245. 2017
Contexts, concepts and cognition: principles for the transfer of basic science knowledge. 51:184-195. 2017
The qualitative quality conversation. 51:5-7. 2017
The case for intimate partner violence education: early, essential and evidence-based. 50:1089-1091. 2016
Corrigendum. 50:1077-1077. 2016
Revisiting ‘Effectiveness of problem-based learning curricula: theory, practice and paper darts’. 50:793-797. 2016
The relationship between perceived preceptor power use and student empowerment during clerkship rotations: a study of hidden curriculum. 50:778-785. 2016
Online self-study of chest X-rays shows no difference between blocked and mixed practice. 50:540-549. 2016
The phantom professor: an emeritus professor's perspective. 50:260-260. 2016
Presence with purpose: attitudes of people with developmental disability towards health care students. 49:731-739. 2015
Evaluating the impact of high- and low-fidelity instruction in the development of auscultation skills. 49:276-285. 2015
The impacts of observing flawed and flawless demonstrations on clinical skill learning. 49:186-192. 2015
How I learned to stop worrying and love the bias. 48:1141-1143. 2014
When I say … reliability. 48:946-947. 2014
Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. 48:657-666. 2014
Emotional intelligence: convinced or lulled?. 48:456-458. 2014
Reflections: an inquiry into medical students’ professional identity formation. 48:489-501. 2014
Revising the tortoise. 48:461-462. 2014
Toward reciprocity: host supervisor perspectives on international medical electives. 48:397-404. 2014
The roles of deliberate practice and innate ability in developing expertise: evidence and implications. 47:979-989. 2013
Music lessons: revealing medicine's learning culture through a comparison with that of music. 47:842-850. 2013
Beyond individualism: professional culture and its influence on feedback. 47:585-594. 2013
Checklists improve experts’ diagnostic decisions. 47:301-308. 2013
Gaze‐down endoscopic practise leads to better novice performance on gaze‐up displays. 47:166-172. 2013
The relationship between fidelity and cost in simulation: authors’ response. 46:1227-1227. 2012
Should we teach using schemas? Evidence from a randomised trial. 46:815-822. 2012
The minimal relationship between simulation fidelity and transfer of learning. 46:636-647. 2012
Understanding responses to feedback: the potential and limitations of regulatory focus theory. 46:593-603. 2012
The role of collaborative interactivity in the observational practice of clinical skills. 46:409-416. 2012
Influences on medical students’ self‐regulated learning after test completion. 46:326-335. 2012
Culture in medical education: comparing a Thai and a Canadian residency programme. 45:1209-1219. 2011
Weighing new prescriptions for change. 45:1167-1168. 2011
Fifty years of medical education research: waves of migration. 45:785-791. 2011
The biasing effect of clinical history on physical examination diagnostic accuracy. 45:827-834. 2011
Ethical issues encountered by medical students during international health electives. 45:704-711. 2011
Chaos, complexity and complicatedness: lessons from rocket science. 45:549-559. 2011
Role of clinical context in residents’ physical examination diagnostic accuracy. 45:415-421. 2011
The influence of familiar non-diagnostic information on the diagnostic decisions of novices. 45:407-414. 2011
First, do no harm: using simulated patient death to enhance learning?. 45:317-318. 2011
Method and reporting quality in health professions education research: a systematic review. 45:227-238. 2011
Action representations in perception, motor control and learning: implications for medical education. 45:119-131. 2011
What do we mean by web-based learning? A systematic review of the variability of interventions. 44:765-774. 2010
Increasing tuition fees in a country with two different models of medical education. 44:577-586. 2010
Where is evidence-based instructional design in medical education curriculum development?. 44:536-537. 2010
The relevance of family-centred medicine and the implications for doctor education. 44:332-334. 2010
Cross-institutional progress testing: feasibility and value to a new medical school. 44:184-186. 2010
Active patient involvement in the education of health professionals. 44:64-74. 2010
Diagnostic error and clinical reasoning. 44:94-100. 2010
Computer animations in medical education: a critical literature review. 43:838-846. 2009
Predictive validity of the multiple mini-interview for selecting medical trainees. 43:767-775. 2009
Relative effectiveness of high- versus low-fidelity simulation in learning heart sounds. 43:661-668. 2009
Personality and medical education. 43:395-397. 2009
A student-initiated, undergraduate, peer teaching skills programme. 42:1139-1140. 2008
Student sceptics: key partners for teaching professionalism. 42:1135-1136. 2008
Team OSCEs: evaluation methodology or educational encounter?. 42:1129-1130. 2008
The Last Straw! A board game on the social determinants of health. 42:1125-1126. 2008
Predicting doctor performance outcomes of curriculum interventions: problem-based learning and continuing competence. 42:794-799. 2008
Student leadership in interprofessional education: benefits, challenges and implications for educators, researchers and policymakers. 42:654-661. 2008
The glass is a little full - of something: revisiting the issue of content specificity of problem solving. 42:549-551. 2008
In the age of professionalism, student harassment is alive and well. 42:447-448. 2008
Recertifying as a doctor in Canada: international medical graduates and the journey from entry to adaptation. 42:53-60. 2008
Found in translation: the impact of familiar symptom descriptions on diagnosis in novices. 41:1146-1151. 2007
Non-analytical models of clinical reasoning: the role of experience. 0:071116225013001-???. 2007
Teaching musculoskeletal ultrasound in the undergraduate medical curriculum. 41:517-518. 2007
Virtual reality and brain anatomy: a randomised trial of e-learning instructional designs. 41:495-501. 2007
Multiple mini-interviews predict clerkship and licensing examination performance. 41:378-384. 2007
Evaluating pre-clerkship professionalism in longitudinal small groups. 40:1130-1131. 2006
Speed kills? Speed, accuracy, encapsulations and causal understanding. 40:973-979. 2006
How specific is case specificity?. 40:618-623. 2006
The effect of defined violations of test security on admissions outcomes using multiple mini-interviews. 40:36-42. 2006
Heuristics and biases - a biased perspective on clinical reasoning. 39:870-872. 2005
Research in clinical reasoning: past history and current trends. 39:418-427. 2005
Implications of psychology-type theories for full curriculum interventions. 39:247-249. 2005
The value of basic science in clinical diagnosis: creating coherence among signs and symptoms. 39:107-112. 2005
The impact of a modern medical curriculum on students' proposed behaviour on meeting ethical dilemmas. 38:942-949. 2004
An admissions OSCE: the multiple mini-interview. 38:314-326. 2004
Limiting the playing field: does restricting the number of possible diagnoses reduce errors due to diagnosis-specific feature identification?. 38:17-24. 2004
Doggie diagnosis, diagnostic success and diagnostic reasoning strategies: an alternative view. 37:676-677. 2003
RCT = results confounded and trivial: the perils of grand educational experiments. 37:582-584. 2003
Students' attitudes and potential behaviour with regard to whistle blowing as they pass through a modern medical curriculum. 37:368-375. 2003
Medical expertise and mashed potatoes. 36:1167-1168. 2002
The impact of three years' ethics teaching, in an integrated medical curriculum, on students′ proposed behaviour on meeting ethical dilemmas. 36:489-497. 2002
Adapting the Key Features Examination for a clinical clerkship. 36:160-165. 2002
Holding on to the philosophy and keeping the faith. 35:820-821. 2001
Knowledge and practices regarding tuberculosis: a survey of final-year medical students from Canada, India and Uganda. 35:530-536. 2001
Barriers to breaking bad news among medical and surgical residents. 35:197-205. 2001
Impact of a new course on students' potential behaviour on encountering ethical dilemmas. 35:295-302. 2001
Effectiveness of problem-based learning curricula: theory, practice and paper darts. 34:721-728. 2000
A process evaluation of medical ethics education in the first year of a new medical curriculum. 34:468-473. 2000
Attitudes toward mental illness in medical students: does personal and professional experience with mental illness make a difference?. 34:234-236. 2000
Cultural sensitivity training among foreign medical graduates. 33:177-184. 1999
Content specificity and oral certification examinations. 30:56-59. 1996
Evaluating communication skills in the OSCE format: reliability and generalizability.. 30:38-43. 1996
Evaluating communication skills in the objective structured clinical examination format: reliability and generalizability. 30:38-43. 1996
Content validity of objectified tests. 25:546-547. 1991
Clinical information in psychiatric practice: what do doctors know, what do they think is known and what do they record?. 25:438-443. 1991
Pitfalls in the pursuit of objectivity: issues of reliability. 25:110-118. 1991
Pitfalls in the pursuit of objectivity: issues of validity, efficiency and acceptability. 25:119-126. 1991
Clinical inquiry and scientific inquiry. 24:396-399. 1990
Reliability and learning from the objective structured clinical examination. 24:219-223. 1990
Setting educational priorities for learning the concepts of population health. 23:429-439. 1989
Problem-solving skills, solving problems and problem-based learning. 22:279-286. 1988
Questionnaire construction and question writing for research in medical education. 22:345-363. 1988
Peer review as an aid to improving the completeness of psychiatric case notes. 21:493-497. 1987
Factors underlying performance on written tests of knowledge. 21:297-304. 1987
Modified Essay Questions: are they worth the effort?. 20:126-132. 1986
Knowledge and clinical problem-solving. 19:344-356. 1985
Objective measurement of clinical performance. 19:43-47. 1985
Moral reasoning as a criterion for admission to medical school. 18:423-428. 1984
Evaluating a direct observation exercise in a psychiatric clerkship. 18:46-51. 1984
Does premedical academic background influence medical graduates' perceptions of their medical school or their subsequent career paths and decisions?. 17:72-78. 1983
Difficulties in clinical skills evaluation. 17:24-27. 1983
The content of the medical curriculum at McMaster University: graduates' evaluation of their preparation for postgraduate training. 17:54-60. 1983
Clinical problem-solving by medical students: a cross-sectional and longitudinal analysis. 15:315-322. 1981
Research methods workshop for health professionals in Sierra Leone: an international collaborative project. 15:328-331. 1981
A comparison of behaviour on simulated patients and patient management problems. 15:26-32. 1981
Selection of medical students. 14:241-242. 1980

Medical Education Journal

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