Student perceptions of assessment and feedback in longitudinal integrated clerkships
Bates J, Konkin J, Suddards C, Dobson S, Pratt D. Student perceptions of assessment and feedback in longitudinal integrated clerkships. Medical education. 2013 Apr;47(4):362-374.
Divergence in student and educator conceptual structures during auscultation training
Brydges R, Peets A, Issenberg SB, Regehr G. Divergence in student and educator conceptual structures during auscultation training. Medical education. 2013 Feb;47(2):198-209.
The culturally sculpted self in self-directed learning
Poole G. The culturally sculpted self in self-directed learning. Medical education. 2012 Aug;46(8):735-737.
Directed self-regulated learning versus instructor-regulated learning in simulation training
Brydges R, Nair P, Ma I, Shanks D, Hatala R. Directed self‐regulated learning versus instructor‐regulated learning in simulation training. Medical education. 2012 Jul;46(7):648-656.
Family Medicine Residents’ and Recent Graduates’ Perspectives on Residency Research requirements within the context of the CanMEDS-FM Scholar Role
Koo J, Bains J, Collins MB, Dharamsi S. Residency research requirements and the CanMEDS-FM scholar role: Perspectives of residents and recent graduates. Canadian Family Physician. 2012 Jun 1;58(6):e330-336.
Influences on medical students’ self-regulated learning after test completion
Agrawal S, Norman GR, Eva KW. Influences on medical students’ self‐regulated learning after test completion. Medical education. 2012 Mar;46(3):326-335.
Exploring residents’ perceptions of expertise and expert development
Mylopoulos M, Regehr G, Ginsburg S. Exploring residents’ perceptions of expertise and expert development. Academic Medicine. 2011 Oct 1;86(10):S46-49.
Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict
Mann K, van der Vleuten C, Eva K, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer J, Loney E, Sargeant J. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict. Academic Medicine. 2011 Sep 1;86(9):1120-1127.
Features of assessment learners use to make informed self-assessments of clinical performance
Sargeant J, Eva KW, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer JM, Loney E, Mann KV, van der Vleuten CP. Features of assessment learners use to make informed self‐assessments of clinical performance. Medical education. 2011 Jun;45(6):636-647.
Students’ perception of the learning environment in a distributed medical programme
Veerapen K, McAleer S. Students’ perception of the learning environment in a distributed medical programme. Medical Education Online. 2010 Jan 1;15(1):5168.