Curriculum Issues

Publications by CHES Members on Curriculum Issues:

• Teledentistry content in Canadian dental and dental hygiene curricula

  Bakhshaei A, Donnelly L, Wallace B, Brondani M. Teledentistry content in Canadian dental and dental hygiene curricula. Journal of Dental Education. 2024 Mar;88(3):348-355.

• Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education

  Frank JR, Karpinski J, Sherbino J, Snell LS, Atkinson A, Oswald A, Hall AK, Cooke L, Dojeiji S, Richardson D, Cheung WJ. Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education. Perspectives on Medical Education. 2024;13(1):201.

• Essential anatomy for core clerkships: A clinical perspective

  Keim SA, Harmon DJ, Martindale JR, Lopez EN, Sanky C, Brooks WS, Cotter MM, Davies DL, Doroudi M, Fahl JC, Farias A. Essential anatomy for core clerkships: A clinical perspective. Anatomical Sciences Education. 2023 Mar 16.

• Knowledge and Perceptions of Competency-Based Medical Education in Diagnostic Radiology Post-Graduate Medical Education: Identifying Priorities and Developing a Framework for Professional Development Activities

  Bentley H, Darras KE, Forster BB, Probyn L, Sedlic A, Hague CJ. Knowledge and perceptions of competency-based medical education in diagnostic radiology post-graduate medical education: Identifying priorities and developing a framework for professional development activities. Canadian Association of Radiologists Journal. 2023 Aug;74(3):487-496.

• Preparedness of Residents and Medical Students for the Transition to Competence by Design in Diagnostic Radiology Post-Graduate Medical Education

  Bentley H, Lee J, Supersad A, Yu H, Dobson JL, Wong SA, Stewart M, Vatturi SS, Lebel K, Crivellaro P, Khatchikian AD. Preparedness of residents and medical students for the transition to competence by design in diagnostic radiology post-graduate medical education. Canadian Association of Radiologists Journal. 2022 Sep 9:08465371221119139.

• Anti-racism in CanMEDS 2025

  Osei-Tutu K, Duchesne N, Barnabe C, Richardson L, Razack S, Thoma B, Maniate JM. Anti-racism in CanMEDS 2025. Canadian Medical Education Journal. 2023 Mar 21;14(1):33-40.

• Virtual Care in CanMEDS 2025

  Stovel RG, Dubois D, Chan TM, Thoma B, Ho K. Virtual care in CanMEDS 2025. Canadian Medical Education Journal. 2023 Mar 21;14(1):22-26.

• Achieving CanMEDs competencies through virtual visiting electives

  Saravanabavan S, Sivanand A, Hildebrand KJ. Achieving CanMEDs competencies through virtual visiting electives. Canadian Medical Education Journal. 2023 Mar 21;14(1):125-127.

• The next frontier of acute care general surgery: fellowship training

  Engels PT, Lee J, Rice TR, Nenshi R, Ball CG, Hameed M, Widder S, Minor S, Ahmed N, Parry N, Vogt K. The next frontier of acute care general surgery: fellowship training. Canadian Journal of Surgery. 2023 Feb 2;66(1):E42-44.

• Program Leaders’ and Educators’ Perspectives on the Factors Impacting the Implementation and Sustainment of Compassion Training Programs: A Qualitative Study

  Sinclair S, Harris D, Kondejewski J, des Ordons AL, Jaggi P, Hack TF. Program Leaders’ and Educators’ Perspectives on the Factors Impacting the Implementation and Sustainment of Compassion Training Programs: A Qualitative Study. Teaching and learning in medicine. Pages:1-16.

• Guidelines: The Do’s, Don’ts and Don’t Knows of Creating Open Educational Resources

  Khalid F, Wu M, Ting DK, Thoma B, Haas MR, Brenner MJ, Yilmaz Y, Kim YM, Chan TM. Guidelines: The Do’s, Don’ts and Don’t Knows of Creating Open Educational Resources. Perspectives on Medical Education. 2023;12(1):25-40.

• Review of Challenges to the Implementation of Competence by Design in Post-Graduate Medical Education: What Can Diagnostic Radiology Learn from the Experience of Other Specialty Disciplines?

  Bentley H, Darras KE, Forster BB, Sedlic A, Hague CJ. Review of Challenges to the Implementation of Competence by Design in Post-Graduate Medical Education: What Can Diagnostic Radiology Learn from the Experience of Other Specialty Disciplines? Academic Radiology. 2022 Jan 31.

• Authentic learning in healthcare education: A systematic review

  Lee J, Campbell S, Choi M, Bae J. Authentic learning in heathcare education: A systematic review. Nurse Education Today. 2022 Oct 14:105596.

• Normalizing Normal in Medical Education: A Call to Action

  Kale M, Regehr G, McQuillan S, Nelson K. Normalizing Normal in Medical Education: A Call to Action. Journal of Pediatric and Adolescent Gynecology. 2022 Dec 1;35(6):612-613.

• Students’ appraisal of a preparedness model for the provision of oral health care during a pandemic

  Brondani MA, Noroozbahari N. Students’ appraisal of a preparedness model for the provision of oral health care during a pandemic. BMC Oral Health. 2022 Dec;22(1):1-8.

• Accreditation as a driver of interprofessional education: the Canadian experience

  Azzam MB, Girard MA, Andrews C, Bilinski H, Connelly DM, Gilbert JH, Newton C, Grymonpre RE. Accreditation as a driver of interprofessional education: the Canadian experience. Human resources for health. 2022 Dec;20(1):1-11.

• Factor Structure Analysis of Pharmacy Students’ Performance on the Health Education Learning Environment Survey

  Rusticus S, Albon S. Factor Structure Analysis of Pharmacy Students’ Performance on the Health Education Learning Environment Survey. American Journal of Pharmaceutical Education. 2022 Aug 1;86(6).

• The Advice Given During Near-Peer Interactions Before and After Curriculum Change

  Huang K, Mak D, Hafferty FW, Eva KW. The Advice Given During Near-Peer Interactions Before and After Curriculum Change. Teaching and Learning in Medicine. 2022 Aug 8;34(4):351-359.

• COVID-19 Effects on Medical Education: A Viral Transfer of Knowledge to Radiation Oncology

  Campbell SR, Castillo R, Lalani N, Ingledew PA. COVID-19 Effects on Medical Education: A Viral Transfer of Knowledge to Radiation Oncology. International Journal of Radiation Oncology, Biology, Physics. 2022 Jul 15;113(4):705-713.

• Barriers and facilitators for Indigenous students and staff in health and human services educational programs

  Joy-Correll K, Nevill E, Bird-Matheson H, McLennan H, Quinn A, Mayer Y, Jarus T. Barriers and facilitators for Indigenous students and staff in health and human services educational programs. Advances in Health Sciences Education. 2022 May;27(2):501-520.

• Exploring factors that influence student engagement in community-engaged learning activities within a pharmacy context

  Fang KM, Lau GC, Park JY, Tchen P. Exploring Factors That Influence Student Engagement in Community-Engaged Learning Activities Within a Pharmacy Context. American Journal of Pharmaceutical Education. 2022 Apr 1;86(4).

• Exploring student perceptions of the learning environment in four health professions education programs

  Rusticus SA, Wilson D, Jarus T, O’Flynn-Magee K, Albon S. Exploring student perceptions of the learning environment in four health professions education programs. Learning environments research. 2022 Apr;25(1):59-73.

• Contributing to the hidden curriculum: exploring the role of residents and newly graduated physicians

  MacNeil KA, Regehr G, Holmes CL. Contributing to the hidden curriculum: exploring the role of residents and newly graduated physicians. Advances in Health Sciences Education. 2022 Mar;27(1):201-213.

• Perception of Medical Student Mistreatment: Does Specialty Matter?

  O’Brien KE, Mechaber AJ, Ledford CH, Klocksieben FA, Fagan MJ, Harrell HE, Kaib S, Elnicki M, Van Deusen R, Moerdler S, Jagsi R. Perception of medical student mistreatment: does specialty matter? Academic medicine. 2022 Jan 26;97(2):247-253.

• A systematic review of evidence-based practices for clinical education and health care delivery in the clinical teaching unit

  Tang B, Sandarage R, Chai J, Dawson KA, Dutkiewicz KR, Saad S, Kitchin V, Hatala R, McCormick I, Kassen B. A systematic review of evidence-based practices for clinical education and health care delivery in the clinical teaching unit. CMAJ. 2022 Feb 14;194(6):E186-194.

• An undergraduate medical curriculum framework for providing care to transgender and gender diverse patients: A modified Delphi study

  Ellaway RH, Thompson NL, Temple-Oberle C, Pacaud D, Frecker H, Jablonski TJ, Demers J, Mattatall F, Raiche J, Hull A, Jalil R. An undergraduate medical curriculum framework for providing care to transgender and gender diverse patients: A modified Delphi study. Perspectives on medical education. 2022 Jan;11(1):36-44.

• Transforming Disruption Into Innovation: A Partnership Between the COVID-19 Medical Student Response Team and the University of British Columbia

  Tsang VW, Yu A, Haines MJ, Sagorin Z, Mitchell D, Ching G, Holmes CL, Kestler M. Transforming Disruption Into Innovation: A Partnership Between the COVID-19 Medical Student Response Team and the University of British Columbia. Academic Medicine. 2021 Dec 1;96(12):1650-1654.

• Using Individual Residents’ Learning Trajectories to Better Understand the Impact of Gaps in Practice

  Scott SA, Van Eyk N, Eva K. Using individual residents’ learning trajectories to better understand the impact of gaps in practice. Academic Medicine. 2021 Nov 1;96(11S):S158-163.

• The praxis of generalism in family medicine: Six concepts (6 Cs) to inform teaching

  Kelly MA, Wicklum S, Hubinette M, Power L. The praxis of generalism in family medicine: Six concepts (6 Cs) to inform teaching. Canadian Family Physician. 2021 Oct;67(10):786.

• Tensions in describing competency-based medical education: a study of Canadian key opinion leaders

  Sherbino J, Regehr G, Dore K, Ginsburg S. Tensions in describing competency-based medical education: a study of Canadian key opinion leaders. Advances in Health Sciences Education. 2021 Oct;26(4):1277-1289.

• Adaptations to general surgery resident education in response to COVID-19

  Ma V, Scott T, Ott M, Karimuddin A. Adaptations to general surgery resident education in response to COVID-19. Canadian Journal of Surgery. 2021 Sep;64(5):E543.

• Social connectedness in virtual learning contexts

  Buckley H, Nimmon L. Social connectedness in virtual learning contexts. The Clinical Teacher. 2020 Oct 13.

• Rapid Implementation and Evaluation of Virtual Health Training in a Subspecialty Hospital in British Columbia, in Response to the COVID-19 Pandemic

  Hassani K, McElroy T, Coop M, Pellegrin J, Wu WL, Janke RD, Johnson LK. Rapid Implementation and Evaluation of Virtual Health Training in a Subspecialty Hospital in British Columbia, in Response to the COVID-19 Pandemic. Frontiers in Pediatrics. 2021;9.

• Stepping out of the shadows: Creating a graphic novella to address bullying in nursing education

  O’Flynn-Magee K, Ong S, Esson L. Stepping out of the shadows: creating a graphic novella to address bullying in nursing education. Nurse education today. 2021 Apr 1;99:104740.

• Connecting a simulated virtual patient program with experiential practicums: perspectives from year three students

  MacNeil K, Varga D, Gill S, Dahri K. Connecting a simulated virtual patient program with experiential practicums: Perspectives from year three students. Currents in Pharmacy Teaching and Learning. 2021 Apr 1;13(4):391-396.

• Simulation Tools in the Research and Delivery of Competency-Based Medical Education and Health Care: Evolving Considerations in the Contemporary COVID-19 Era

  Wong EC, Negreanu D, Adreak N, Allan K, Thibodeau-Jarry N, Tsirigotis D, Qayumi K, Fordyce CB, Randhawa VK. Simulation Tools in the Research and Delivery of Competency-Based Medical Education and Health Care: Evolving Considerations in the Contemporary COVID-19 Era. Canadian Journal of Cardiology. 2021 Mar 1;37(3):351-354.

• Anticipated challenges for medical students choosing a career in radiology during the covid-19 pandemic

  Darras KE, Patlas MN, Forster BB. Anticipated Challenges for Medical Students Choosing a Career in Radiology During the COVID-19 Pandemic. Canadian Association of Radiologists Journal. 2021 Feb;72(1):7-8.

• 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.

• Guest editorial: the impact of covid-19 on clinical practice hours in pre-licensure registered nurse programs

  O’Flynn-Magee K, Hall W, Segaric C, Peart J. GUEST EDITORIAL: The impact of Covid-19 on clinical practice hours in pre-licensure registered nurse programs. Teaching and Learning in Nursing. 2021 Jan;16(1):3.

• Development of accreditation standards for interprofessional education: a Canadian case study

  Grymonpre RE, Bainbridge L, Nasmith L, Baker C. Development of accreditation standards for interprofessional education: a Canadian Case Study. Human resources for health. 2021 Dec;19(1):1-10.

• Competency-Based Education Frameworks Across Canadian Health Professions and Implications for Multisource Feedback

  John MS, Tong B, Li E, Wilbur K. Competency-Based Education Frameworks Across Canadian Health Professions and Implications for Multisource Feedback. Journal of Allied Health. 2020 Feb 27;49(1):1E-11E.

• COVID-19 pandemic: Students’ perspectives on dental geriatric care and education

  Brondani M, Donnelly L. COVID‐19 pandemic: students’ perspectives on dental geriatric care and education. Journal of dental education. 2020 Nov;84(11):1237-1244.

• On metabolism: ensuring our health care system remains ready-to-hand

  Schrewe B. On metabolism: Ensuring our health care system remains “ready-to-hand”. Authorea Preprints. 2020 Aug 17.

• The role of previously undocumented data in the assessment of medical trainees in clinical competency committees

  Tam J, Wadhwa A, Martimianakis MA, Fernando O, Regehr G. The role of previously undocumented data in the assessment of medical trainees in clinical competency committees. Perspectives on medical education. 2020 Oct;9(5):286-293.

• Evaluating the Quality of Health Professions Learning Environments: Development and Validation of the Health Education Learning Environment Survey (HELES)

  Rusticus SA, Wilson D, Casiro O, Lovato C. Evaluating the quality of health professions learning environments: development and validation of the health education learning environment survey (HELES). Evaluation & the health professions. 2020 Sep;43(3):162-168.

• IROC Illuminates a Transition to Discipline and a Transition of Medical Education Research in Radiation Oncology

  Giuliani M, Ingledew PA. IROC Illuminates a Transition to Discipline and a Transition of Medical Education Research in Radiation Oncology. International Journal of Radiation Oncology, Biology, Physics. 2020 Jul 1;107(3):417-418.

• Surgical training in the midst of a pandemic: a distributed general surgery residency program’s response to COVID-19

  Hintz GC, Duncan KC, Mackay EM, Scott TM, Karimuddin AA. Surgical training in the midst of a pandemic: a distributed general surgery residency program’s response to COVID-19. Canadian Journal of Surgery. 2020 Aug;63(4):E346.

• Remodelling general practice training tension and innovation

  Brown J, Kirby C, Wearne S, Snadden D. Remodelling general practice training:’Tension and innovation’. Australian Journal of General Practice. 2019 Nov;48(11):773-778.

• Embracing standardisation and contextualisation in medical education.

  Bates J, Schrewe B, Ellaway RH, Teunissen PW, Watling C. Embracing standardisation and contextualisation in medical education. Medical education. 2019 Jan;53(1):15-24.

• The Contextual Curriculum: Learning in the Matrix, Learning from the Matrix.

  Schrewe B, Ellaway RH, Watling C, Bates J. The contextual curriculum: learning in the matrix, learning from the matrix. Academic Medicine. 2018 Nov 1;93(11):1645-1651.

• The matrix: moving from principles to pragmatics in medical school curriculum renewal

  Jarvis-Selinger S, Hubinette M. The matrix: moving from principles to pragmatics in medical school curriculum renewal. Academic Medicine. 2018 Oct 1;93(10):1464-1471.

• Educational leadership during a decade of medical curricular innovation and renewal

  Pinder KE, Shabbits JA. Educational leadership during a decade of medical curricular innovation and renewal. Medical Teacher. 2018 Jun 3;40(6):578-581.

• Enacting pedagogy in curricula: on the vital role of governance in medical education

  Casiro O, Regehr G. Enacting pedagogy in curricula: On the vital role of governance in medical education. Academic Medicine. 2018 Feb 1;93(2):179-184.

• A call for an integrated program of assessment

  Fielding DW, Regehr G. A call for an integrated program of assessment. American journal of pharmaceutical education. 2017 May 1;81(4).

• Ecological theories of systems and contextual change in medical education

  Ellaway RH, Bates J, Teunissen PW. Ecological theories of systems and contextual change in medical education. Medical Education. 2017 Dec;51(12):1250-1259.

• Shared Canadian Curriculum in Family Medicine (SHARC-FM): Creating a national consensus on relevant and practical training for medical students.

  Keegan DA, Scott I, Sylvester M, Tan A, Horrey K, Weston WW. Shared Canadian Curriculum in Family Medicine (SHARC-FM): Creating a national consensus on relevant and practical training for medical students. Canadian Family Physician. 2017 Apr 1;63(4):e223-231.

• An Environmental Scan of Academic Emergency Medicine at the 17 Canadian Medical Schools: Why Does this Matter to Emergency Physicians?

  Stiell IG, Artz JD, Lang ES, Sherbino J, Morrison LJ, Christenson J, Perry JJ, Topping C, Woods R, Green RS, Lim R. An environmental scan of academic emergency medicine at the 17 Canadian medical schools: why does this matter to emergency physicians? Canadian Journal of Emergency Medicine. 2017 Jan;19(1):39-46.

• Mapping the dark matter of context: a conceptual scoping review

  Bates J, Ellaway RH. Mapping the dark matter of context: a conceptual scoping review. Medical education. 2016 Aug;50(8):807-816.

• Adapting the forms of yesterday to the functions of today and the needs of tomorrow: a genealogical case study of clinical teaching units in Canada

  Schrewe B, Pratt DD, McKellin WH. Adapting the forms of yesterday to the functions of today and the needs of tomorrow: a genealogical case study of clinical teaching units in Canada. Advances in Health Sciences Education. 2016 May;21(2):475-499.

• Integrating basic science without integrating basic scientists: reconsidering the place of individual teachers in curriculum reform

  Hopkins R, Pratt D, Bowen JL, Regehr G. Integrating basic science without integrating basic scientists: reconsidering the place of individual teachers in curriculum reform. Academic Medicine. 2015 Feb 1;90(2):149-153.

• From history to myth: productive engagement with the Flexnerian metanarrative in medical education

  Schrewe B. From history to myth: productive engagement with the Flexnerian metanarrative in medical education. Advances in Health Sciences Education. 2013 Dec;18(5):1121-1138.

• Curricular integration in pharmacy education

  Pearson ML, Hubball HT. Curricular integration in pharmacy education. American journal of pharmaceutical education. 2012 Dec 12;76(10).

• Is transferring an educational innovation actually a process of transformation?

  Varpio L, Bell R, Hollingworth G, Jalali A, Haidet P, Levine R, Regehr G. Is transferring an educational innovation actually a process of transformation? Advances in Health Sciences Education. 2012 Aug;17(3):357-367.

• Training surgical residents: the current Canadian perspective

  Geoffrion R, Choi JW, Lentz GM. Training surgical residents: the current Canadian perspective. Journal of surgical education. 2011 Nov 1;68(6):547-559.

• A matrix for comprehensive surgical education

  Jarvis-Selinger S, Hameed M, Bloom SW. A matrix for comprehensive surgical education. Canadian Journal of Surgery. 2011 Oct;54(5):296.

• Transforming health professionals’ education

  Thistlethwaite J, Barr H, Gilbert J. Transforming health professionals’ education. The Lancet. 2011 Apr 9;377(9773):1236.

• “Mind the Gap”: Seven Key Issues in Aligning Medical Education and Healthcare Policy

  Bates J, Lovato C, Buller-Taylor T. “Mind the Gap”: Seven Key Issues in Aligning Medical Education and Healthcare Policy. Healthcare Policy. 2008 Nov;4(2):46.