Teacher Perspectives and Faculty Development

Publications by CHES Members on Teacher Perspectives and Faculty Development:

• PHArmacy Students as Educators (PHASE): Implementation and evaluation of an educator’s curriculum for pharmacy students

  Chan F, Leung R, Seet T, Yeung JK, MacNeil K, Saran JJ, Pammett R, Verma AK, Jarvis-Selinger S. PHArmacy Students as Educators (PHASE): Implementation and evaluation of an educator’s curriculum for pharmacy students. Currents in Pharmacy Teaching and Learning. 2023 Jun 23.

• Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers

  Wisener K, Hart K, Driessen E, Cuncic C, Veerapen K, Eva K. Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers. Perspectives on Medical Education. 2023;2(1):99.

• Only When They Seek: Exploring Supervisor and Resident Perspectives and Positions on Upward Feedback

  Ramani S, Lee-Krueger RC, des Ordons AR, Trier J, Armson H, Könings KD, Lockyer JM. Only when they seek: exploring supervisor and resident perspectives and positions on upward feedback. Journal of Continuing Education in the Health Professions. 2022 Oct 1;42(4):249-55.

• Barriers or costs? Understanding faculty resistance to instructional changes associated with curricular reform

  Price I, Regehr G. Barriers or costs? Understanding faculty resistance to instructional changes associated with curricular reform. Canadian Medical Education Journal. 2022 Jul;13(3):113.

• 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.

• Viewing faculty development through an organizational lens: Sharing lessons learned

  Kolomitro K, Hamilton J, Leslie K, Hazelton L, Veerapen K, Kelly-Turner K, Keegan D. Viewing faculty development through an organizational lens: Sharing lessons learned. Medical Teacher. 2021 Aug 3;43(8):894-899.

• Coaching the coaches: Employing role modeling and coaching as a faculty development strategy

  Price I, Hubinette M, Armstrong L, Buckley H. Coaching the coaches: Employing role modeling and coaching as a faculty development strategy. Medical Teacher. 2021 Aug 3;43(8):918-919.

• Creating dialogue on culture and bias in the learner-teacher relationship

  Graves L, Horrey K, Hubinette M, Oandasan I, Freeman R. Creating dialogue on culture and bias in the learner-teacher relationship. Canadian Family Physician. 2021 Jul;67(7):544.

• Six ways to get a grip on your first health education leadership role

  Stasiuk S, Scott I. Six ways to get a grip on your first health education leadership role. Canadian Medical Education Journal/Revue canadienne de l’éducation médicale. 2021;12(3):151-154.

• Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development

  Farrell LM, Buydens S, Bourgeois-Law G, Regehr G. Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development. Canadian Medical Education Journal/Revue canadienne de l’éducation médicale. 2021;12(3):82-91.

• Incentives for clinical teachers: On why their complex influences should lead us to proceed with caution

  Wisener KM, Driessen EW, Cuncic C, Hesse CL, Eva KW. Incentives for clinical teachers: On why their complex influences should lead us to proceed with caution. Medical Education. 2021 May;55(5):614-624.

• Exploring the potential of collaborative teaching nested within professional learning networks

  Schnellert L, Butler DL. Exploring the potential of collaborative teaching nested within professional learning networks. Journal of Professional Capital and Community. 2020 Dec 31.

• Faculty development in the covid-19 pandemic: so close – yet so far

  Buckley H. Faculty Development in a Pandemic: So Close‐Yet So Far. Medical Education. 2020 May 20.

• Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education.

  Farrell L, Bourgeois-Law G, Buydens S, Regehr G. Your goals, my goals, our goals: the complexity of coconstructing goals with learners in medical education. Teaching and Learning in Medicine. 2019 Aug 8;31(4):370-377.

• Twelve tips for clinicians dealing with uncertainty when assessing learners.

  Scott I, Gingerich A, Eva KW. Twelve tips for clinicians dealing with uncertainty when assessing learners. Medical Teacher. 2019 Aug 3;41(8):888-894.

• Pedagogical validity: the key to understanding different forms of ‘good’ teaching

  Pratt DD, Schrewe B, Pusic MV. Pedagogical validity: the key to understanding different forms of ‘good’teaching. Medical teacher. 2019 Jun 3;41(6):638-640.

• Beyond hands-on and hands-off: supervisory approaches and entrustment on the inpatient ward

  Gingerich A, Daniels V, Farrell L, Olsen SR, Kennedy T, Hatala R. Beyond hands‐on and hands‐off: supervisory approaches and entrustment on the inpatient ward. Medical Education. 2018 Oct;52(10):1028-1040.

• Grappling with troublesome knowledge

  Chen LY, Poole G. Grappling with troublesome knowledge. Medical Education. 2018 Jun;52(6):584-586.

• 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.

• It’s all about relationships

  Cuncic C, Regehr G, Frost H, Bates J. It’s all about relationships. Perspectives on Medical Education. 2018 Apr;7(2):100-109.

• Location, location, locution: why it matters where we say what we say

  Ruitenberg CW. Location, location, locution: Why it matters where we say what we say. Philosophical Inquiry in Education. 2017;24(3):211-222.

• Balancing the Needs of Patients and Learners in Surgery.

  Cundiff GW, Geoffrion R. Balancing the Needs of Patients and Learners in Surgery. Journal of Obstetrics and Gynaecology Canada. 2016 Dec 1;38(12):1124-1126.

• Priming the Preceptor Pipeline: Collaboration, Resources, and Recognition: The Report of the 2015-2016 Professional Affairs Standing Committee.

  Worrall CL, Aistrope DS, Cardello EA, Fulginiti KS, Jordan RP, Martin SJ, McGrath K, Park SK, Shepler B, Whalen K, Bradley-Baker LR. Priming the preceptor pipeline: collaboration, resources, and recognition: the report of the 2015-2016 professional affairs standing committee. American Journal of Pharmaceutical Education. 2016 Nov 25;80(9).

• An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters

  Farrell L, Bourgeois-Law G, Ajjawi R, Regehr G. An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters. Advances in Health Sciences Education. 2017 Mar;22(1):91-104.

• Being a good supervisor: it’s all about the relationship

  Pugh D, Hatala R. Being a good supervisor: it’s all about the relationship. Medical Education. 2016 Apr;50(4):395-397.

• Peer tutoring in a medical school: perceptions of tutors and tutees

  Burgess A, Dornan T, Clarke AJ, Menezes A, Mellis C. Peer tutoring in a medical school: perceptions of tutors and tutees. BMC medical education. 2016 Dec;16(1):1-7.

• Common concepts in separate domains? Family physicians’ ways of understanding teaching patients and trainees, a qualitative study

  Stenfors-Hayes T, Berg M, Scott I, Bates J. Common concepts in separate domains? Family physicians’ ways of understanding teaching patients and trainees, a qualitative study. BMC Medical Education. 2015 Dec;15(1):1-9.

• The teacher-student partnership: exploring the giving and receiving of feedback

  Rodriguez T, Liu YA, Veerapen K. The teacher–student partnership: exploring the giving and receiving of feedback. Medical education. 2015 May;49(5):536-537.

• Pedagogical and professional compromises by medical teachers in hospitals

  Barrett J, Scott K. Pedagogical and professional compromises by medical teachers in hospitals. The Clinical Teacher. 2014 Aug;11(5):340-344.

• Remember how it feels to be a student?

  Murphy S. Remember how it feels to be a student? The Clinical Teacher. 2014 Aug;11(5):336-339.

• How to recruit, retain, and reap the rewards of working with PhD/EdD educators in surgery

  Torbeck L, Sidhu R, Smink DS, Peyre SE. How to recruit, retain, and reap the rewards of working with PhD/EdD educators in surgery. Journal of Surgical Education. 2013 Mar 1;70(2):212-216.

• Teaching plastic surgery from different perspectives

  Cable C, Chong T, Pratt DD. Teaching plastic surgery from different perspectives. Plastic and reconstructive surgery. 2012 Jun 1;129(6):1428-1434.

• An interprofessional web-based resource for health professions preceptors

  Kassam R, McLeod E, Kwong M, Tidball G, Collins J, Neufeld L, Drynan D. An interprofessional web-based resource for health professions preceptors. American journal of pharmaceutical education. 2012 Nov 12;76(9).

• Problem-based learning tutors within medical curricula: an interprofessional analysis

  Gingerich A, Mader H, Payne GW. Problem-based learning tutors within medical curricula: An interprofessional analysis. Journal of interprofessional care. 2012 Jan;26(1):69-70.

• Both preparing to teach and teaching positively impact learning outcomes for peer teachers

  Gregory A, Walker I, Mclaughlin K, Peets AD. Both preparing to teach and teaching positively impact learning outcomes for peer teachers. Medical teacher. 2011 Aug 1;33(8):e417-422.

• The teaching perspectives inventory at 10 years and 100,000 respondents: reliability and validity of a teacher self-report inventory

  Collins JB, Pratt DD. The teaching perspectives inventory at 10 years and 100,000 respondents: Reliability and validity of a teacher self-report inventory. Adult Education Quarterly. 2011 Nov;61(4):358-375.

• Teaching as a competency: competencies for medical educators

  Srinivasan M, Li ST, Meyers FJ, Pratt DD, Collins JB, Braddock C, Skeff KM, West DC, Henderson M, Hales RE, Hilty DM. “Teaching as a competency”: competencies for medical educators. Academic Medicine. 2011 Oct 1;86(10):1211-1220.

• Journeys Toward Becoming a Teacher: Charting the Course of Professional Development

  Jarvis-Selinger S, Pratt DD, Collins JB. Journeys toward becoming a teacher: Charting the course of professional development. Teacher Education Quarterly. 2010 Apr 1;37(2):69-95.

• A prospective randomized trial of content expertise versus process expertise in small group teaching

  Peets AD, Cooke L, Wright B, Coderre S, McLaughlin K. A prospective randomized trial of content expertise versus process expertise in small group teaching. BMC medical education. 2010 Dec;10(1):1-6.

• The power of one: looking beyond the teacher in clinical instruction

  Pratt DD, Harris P, Collins JB. The power of one: looking beyond the teacher in clinical instruction. Medical teacher. 2009 Jan 1;31(2):133-137.

• Difficult incidents and tutor interventions in problem-based learning tutorials

  Kindler P, Grant C, Kulla S, Poole G, Godolphin W. Difficult incidents and tutor interventions in problem‐based learning tutorials. Medical Education. 2009 Sep;43(9):866-873.

• Involvement in teaching improves learning in medical students: a randomized cross-over study

  Peets AD, Coderre S, Wright B, Jenkins D, Burak K, Leskosky S, McLaughlin K. Involvement in teaching improves learning in medical students: a randomized cross-over study. BMC medical education. 2009 Dec;9(1):1-5.

• Through what perspective do we judge the teaching of peers?

  Courneya CA, Pratt DD, Collins J. Through what perspective do we judge the teaching of peers? Teaching and Teacher Education. 2008 Jan 1;24(1):69-79.