Exploring the Construct of Psychological Safety in Medical Education.
Hsiang-Te Tsuei S, Lee D, Ho C, Regehr G, Nimmon L. Exploring the construct of psychological safety in medical education. Academic Medicine. 2019 Nov 1;94(11S):S28-35.
Assigning Medical Students Learning Goals: Do They Do It, and What Happens When They Don’t?
Manzone J, Regehr G, Garbedian S, Brydges R. Assigning Medical Students Learning Goals: Do They Do It, and What Happens When They Don’t? Teaching and Learning in Medicine. 2019 Oct 20;31(5):528-535.
Professional paradox: identity formation in qualified doctors pursuing further training
Chan M, Pratt D, Poole G, Sidhu R. Professional paradox: identity formation in qualified doctors pursuing further training. Medical Education. 2018 Mar;52(3):302-313.
How do formative objective structured clinical examinations drive learning? analysis of residents’ perceptions
Pugh D, Desjardins I, Eva K. How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions. Medical Teacher. 2018 Jan 2;40(1):45-52.
Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications framework
Chen LY, Hubinette MM. Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications framework. Medical Teacher. 2017 Aug 3;39(8):876-882.
How and Why Preclerkship Students Set Learning Goals and Assess Their Achievement: A Qualitative Exploration
Kindler PM, Bates J, Hui E, Eva KW. How and why preclerkship students set learning goals and assess their achievement: A qualitative exploration. Academic Medicine. 2017 Nov 1;92(11S):S61-66.
The big d(eal): professional identity through discursive constructions of ‘patient’
Schrewe B, Bates J, Pratt D, Ruitenberg CW, McKellin WH. The Big D (eal): professional identity through discursive constructions of ‘patient’. Medical Education. 2017 Jun;51(6):656-668.
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.
Cracking the code: residents’ interpretations of written assessment comments
Ginsburg S, van der Vleuten CP, Eva KW, Lingard L. Cracking the code: residents’ interpretations of written assessment comments. Medical Education. 2017 Apr;51(4):401-410.
Medical Students’ Understanding of Directed Questioning by Their Clinical Preceptors.
Lo L, Regehr G. Medical Students’ understanding of directed questioning by their clinical preceptors. Teaching and Learning in Medicine. 2017 Jan 2;29(1):5-12.