The nature of learning from simulation: Now I know it, now I’ll do it, I’ll work on that
Shariff F, Hatala R, Regehr G. The nature of learning from simulation: Now I know it, now I’ll do it, I’ll work on that. Medical Education. 2020 Jul;54(7):652-659.
A view from the sender side of feedback: anticipated receptivity to clinical feedback when changing prior physicians’ clinical decisions-a mixed methods study
Bowen JL, Boscardin CK, Chiovaro J, Ten Cate O, Regehr G, Irby DM, O’Brien BC. A view from the sender side of feedback: anticipated receptivity to clinical feedback when changing prior physicians’ clinical decisions—a mixed methods study. Advances in Health Sciences Education. 2020 May;25(2):263-282.
Learning After the Simulation Is Over: The Role of Simulation in Supporting Ongoing Self-Regulated Learning in Practice
Shariff F, Hatala R, Regehr G. Learning after the simulation is over: The role of simulation in supporting ongoing self-regulated learning in practice. Academic Medicine. 2020 Apr 1;95(4):523-526.
Reflections From the Rearview Mirror: Internal Medicine Physicians’ Reactions to Clinical Feedback After Transitions of Responsibility.
Bowen JL, Ilgen JS, Regehr G, Ten Cate O, Irby DM, O’Brien BC. Reflections from the rearview mirror: internal medicine physicians’ reactions to clinical feedback after transitions of responsibility. Academic Medicine. 2019 Dec 1;94(12):1953-1960.
Remote assessment via video evaluation (RAVVE): a pilot study to trial video-enabled peer feedback on clinical performance.
Ho K, Yao C, Novak Lauscher H, Koehler BE, Shojania K, Jamal S, Collins D, Kherani R, Meneilly G, Eva K. Remote assessment via video evaluation (RAVVE): a pilot study to trial video-enabled peer feedback on clinical performance. BMC medical education. 2019 Dec;19(1):1-9.
Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education.
Farrell L, Bourgeois-Law G, Buydens S, Regehr G. Your goals, my goals, our goals: the complexity of coconstructing goals with learners in medical education. Teaching and Learning in Medicine. 2019 Aug 8;31(4):370-377.
When I say… feedback.
Ajjawi R, Regehr G. When I say… feedback. Medical Education. 2019 Jul;53(7):652-654.
Advancing the literature on designing audit and feedback interventions: identifying theory-informed hypotheses
Colquhoun HL, Carroll K, Eva KW, Grimshaw JM, Ivers N, Michie S, Sales A, Brehaut JC. Advancing the literature on designing audit and feedback interventions: identifying theory-informed hypotheses. Implementation Science. 2017 Dec;12(1):1-10.
A randomised trial of the influence of racial stereotype bias on examiners’ scores, feedback and recollections in undergraduate clinical exams
Yeates P, Woolf K, Benbow E, Davies B, Boohan M, Eva K. A randomised trial of the influence of racial stereotype bias on examiners’ scores, feedback and recollections in undergraduate clinical exams. BMC medicine. 2017 Dec;15(1):1-11.
Staging a performance: learners’ perceptions about direct observation during residency
LaDonna KA, Hatala R, Lingard L, Voyer S, Watling C. Staging a performance: learners’ perceptions about direct observation during residency. Medical education. 2017 May;51(5):498-510.