Perspectives on Medical Education Perspectives on Medical Education Journal

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Engagement and learning in an electronic spaced repetition curriculum companion for a paediatrics academic half-day curriculum. 10:369-372. 2021
Supporting open, collaborative, evidence-based scholarship: considering the future of perspectives on medical education. 10:317-318. 2021
Do you hear what you see? Utilizing phonocardiography to enhance proficiency in cardiac auscultation. 10:148-154. 2021
Good practices in harnessing social media for scholarly discourse, knowledge translation, and education. 10:23-32. 2021
Evaluating the reliability of gestalt quality ratings of medical education podcasts: A METRIQ study. 9:302-306. 2020
The reliability characteristics of the REFLECT rubric for assessing reflective capacity through expressive writing assignments: A replication study. 9:281-285. 2020
Redesigning continuing professional development: Harnessing design thinking to go from needs assessment to mandate 2020
Bridging the gap: Responding to resident burnout and restoring well-being. 9:117-122. 2020
Social media in knowledge translation and education for physicians and trainees: a scoping review. 9:20-30. 2020
A multiple-trainee, multiple-level, multiple-competency (multi-TLC) simulation-based approach to training obstetrical emergencies. 8:309-313. 2019
Development and psychometric evaluation of an instrument to measure knowledge, skills, and attitudes towards quality improvement in health professions education: The Beliefs, Attitudes, Skills, and Confidence in Quality Improvement (BASiC-QI) Scale. 8:167-176. 2019
Using Google Scholar to track the scholarly output of research groups. 8:201-205. 2019
Problems of problem-based learning: Towards transformative critical pedagogy in medical education. 8:38-42. 2019
Getting with the times: A narrative review of the literature on group decision making in virtual environments and implications for promotions committees. 7:147-155. 2018
Lies, damned lies, and statistics. 7:24-27. 2018
The Massive Online Needs Assessment (MONA) to inform the development of an emergency haematology educational blog series. 7:219-223. 2018
i-Assess: Evaluating the impact of electronic data capture for OSCE. 7:110-119. 2018
The do’s, don’t and don’t knows of supporting transition to more independent practice. 7:8-22. 2018
Failure to flow: An exploration of learning and teaching in busy, multi-patient environments using an interpretive description method. 6:380-387. 2017
Perceptions of busyness in the emergency department: an opportunity to address a training gap through competency based education. 6:363-365. 2017
Pre-residency publication and its association with paediatric residency match outcome—a retrospective analysis of a national database. 6:388-395. 2017
Evaluating the effect of instruction and practice schedule on the acquisition of ECG interpretation skills. 6:237-245. 2017
Facilitating admissions of diverse students: A six-point, evidence-informed framework for pipeline and program development. 6:82-90. 2017
Gestalt assessment of online educational resources may not be sufficiently reliable and consistent. 6:91-98. 2017
Multiple independent sampling within medical school admission interviewing: an “intermediate approach”. 5:292-299. 2016
A hundred years of basic science in medical education. 5:136-137. 2016
Do research findings on schema-based instruction translate to the classroom?. 4:334-338. 2015
Practising what we preach: using cognitive load theory for workshop design and evaluation. 4:344-348. 2015
Commentary on competency-based medical education and scholarship: creating an active academic culture during residency. 4:214-217. 2015
Competency-based medical education and scholarship: Creating an active academic culture during residency. 4:254-258. 2015
Research challenges in digital education. 3:260-265. 2014
Medical education: past, present and future. 1:6-14. 2012