Personal autonomy and self-determination are crucial for professionalism in healthcare
Organ JM, Smith HF, Trainor PA, Allen K, Balta JY, Beresheim AC, Brewer‐Deluce D, Brown KM, Burrows AM, Byers KT, Byram JN. Personal autonomy and self‐determination are crucial for professionalism in healthcare. Anatomical sciences education. 2023 Jul;16(4):571-573.
A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities
El-Awaisi A, Jaam M, Wilby KJ, Wilbur K. A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities. Journal of Interprofessional Care. 2022 Jan 24:1-9.
The ways social networks shape reflection on early significant clinical experiences in medical school
Stasiuk S, Hubinette M, Nimmon L. The ways social networks shape reflection on early significant clinical experiences in medical school. Canadian Medical Education Journal/Revue canadienne de l’éducation médicale. 2022;13(5):28-38.
How to CRAFT an effective preceptor-learner relationship: The Continuous Reflective Assessment for Training model
van der Goes T, Koppula S, Bethune C. How to CRAFT an effective preceptor-learner relationship: The Continuous Reflective Assessment for Training model. Canadian Family Physician. 2022 Jul 1;68(7):550-552.
Exploring the perceived educational impact of COVID-19 on postgraduate training in oncology: impact of self-determination and resilience
Giuliani M, Samoil D, Agarwal A, Croke J, Golden DW, Hirsch AE, Jimenez R, Malik NH, Papadakos J, Wu CH, Ingledew PA. Exploring the perceived educational impact of COVID-19 on postgraduate training in oncology: impact of self-determination and resilience. Canadian Medical Education Journal. 2021 Feb;12(1):e180.
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.
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.
Situational cues surrounding family physicians seeking external resources while self-monitoring in practice.
Lee L, King G, Freeman T, Eva KW. Situational cues surrounding family physicians seeking external resources while self-monitoring in practice. Advances in Health Sciences Education. 2019 Oct;24(4):783-796.
Accuracy of self-monitoring: does experience, ability or case difficulty matter?
Hautz WE, Schubert S, Schauber SK, Kunina‐Habenicht O, Hautz SC, Kämmer JE, Eva KW. Accuracy of self‐monitoring: does experience, ability or case difficulty matter? Medical education. 2019 Jul;53(7):735-744.
Optimizing resident operative self-confidence through competency-based surgical education modules: are we there yet?
Geoffrion R, Koenig NA, Sanaee MS, Lee T, Todd NJ. Optimizing resident operative self-confidence through competency-based surgical education modules: are we there yet? International Urogynecology Journal. 2019 Mar;30(3):423-428.