Glenn Regehr, PhD
Associate Director, Research
Dr. Glenn Regehr obtained his PhD in cognitive psychology from McMaster University, and during the last year of his PhD, he trained as a research associate in medical education at McMaster University Medical Centre. In 1993, Dr. Regehr joined the Faculty of Medicine at the University of Toronto where he cofounded the Wilson Centre for Research in Health Professional Education. In addition to serving as Associate Director, Senior Scientist, and the Richard and Elizabeth Currie Chair in Health Professions Education Research at the Wilson Centre, he held appointments in the University of Toronto Faculties of Medicine, Education, Nursing and Dentistry. From March to December of 2008 he also served as the Acting Assistant Dean for the University of Ottawa Academy for Innovation in Medical Education, where he participated in the founding of the University of Ottawa Simulation and Skills Centre. Since July 2009, Dr. Regehr has been at the University of British Columbia (UBC) as Senior Scientist and Associate Director of Research at the Centre for Health Education Scholarship and Professor (Department of Surgery). He also holds a cross appointment with the UBC Faculty of Education and holds affiliated appointments with the University of Illinois at Chicago Department of Medical Education and the University of Maastricht School of Health Professions Education.
Many health professions are now explicitly addressing the fact that excellence in clinical practice entails more than content knowledge and technical know-how. Other competencies being discussed include: communication; professionalism; collaboration and teamwork; reflection and self-assessment; and a willingness to exert the effort necessary to stay current in practice. While it is clear that these forms of competence are importantly different from content knowledge and technical skills, each profession has been grappling with efforts to define and assess these competencies using the same behaviourist-based, reductionist methodologies that have predominated in the evaluation of content knowledge and skills. The collaborative programs of research with which I have been involved are broadly dedicated to improving the understanding and assessment of these vital competencies from a more constructivist perspective in an effort to increase their relevance to daily practice as a healthcare professional.
Cristancho, S., Lingard, L., Regehr, G. (Feb 2017). From problem solving to problem definition: Scrutinizing the complex nature of clinical practice. Perspectives on Medical Education, 6(1), 54-57.
Farrell, L., Bourgeois-Law, G., Ajjawi, R., Regehr, G. (Mar 2017). An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters. Advances in Health Sciences Education, 22(1), 91-104.
Fielding, D.W., Regehr, G. (June 2017). It’s time to re-engineer: A call for an integrated program of assessment. American Journal of Pharmaceutical Education, 81(4), Article 77
Holmes, C., Miller, H., Regehr, G. (July 2017). Almost forgetting to care: An unanticipated source of empathy loss in clerkship. Medical Education, 51(7), 732-739.
Sternzus, R., Regehr, G. (Feb 2018). When I say…healing. Medical Education, 52(2):148 149.
Casiro, O., Regehr, G. (Feb 2018). Enacting pedagogy in curricula: On the vital role of governance in medical education. Academic Medicine, 92(2), 179-184.