Glenn Regehr, PhD
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 and served as the Associate Director until 2009. From March to December of 2008 he was seconded to the University of Ottawa Faculty of Medicine to serve as the Acting Assistant Dean for the newly formed 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 UBC as Scientist and founding Associate Director of Research at CHES and Professor (Department of Surgery). He also holds appointments with the University of Illinois at Chicago Department of Medical Education, and the University of Maastricht School of Health Education.
In our construction and implementation of educational interventions we tend to underestimate the agency of our learners and teachers. Thus, we focus on the intended or espoused curriculum (how it ought to operate in theory) rather than on the enacted curriculum (the espoused curriculum as filtered through the goals, beliefs and values of individual teachers) or the experienced curriculum (the enacted curriculum as filtered through the goals, beliefs and values of individual learners). Acknowledging the agency of individual learners and teachers requires us to treat the educational process as a complex adaptive system, and therefore to attend to how our educational plans play out through the everyday interactions of learners and teachers with curricular expectations. The collaborative programs of research in which I have been involved recently have explored how learners’ and teachers’ goals, beliefs and values create unexpected complexities for the idealized version of the espoused curriculum.
Dalinghaus K, Regehr G, Nimmon L. Intersections of power: Videoconferenced debriefing of a rural interprofessional simulation team by an urban interprofessional debriefing team. Perspect Med Educ. 2021 Oct;10(5):286-292.
Ilgen JS, de Bruin ABH, Teunissen PW, Sherbino J, Regehr G. Supported independence: The role of supervision to help trainees manage uncertainty. Acad Med. 2021 Nov 1;96(11S):S81-S86
Perrella A, Coret A, Regehr G, Farrell LM. Capturing the moments: An autoethnographic exploration of self-preservation in clerkship. Teach Learn Med. 2021 Oct-Dec;33(5):463-472.
MacNeil KA, Regehr G, Holmes CL. Contributing to the hidden curriculum: exploring the role of residents and newly graduated physicians. Adv Health Sci Educ. 2022 Mar;27(1):201-213.
Bourgeois-Law G, Regehr G, Teunissen PW, Varpio L. Strangers in a strange land: The experience of physicians undergoing remediation. Med Educ. 2022 Jun;56(6):670-679.