Daniel Pratt

For a full set of publications, please click here.

Complexities of continuing professional development in context: physician engagement in clinical coaching

Kahlke R, Pratt DD, Bluman B, Overhill K, Eva KW. Complexities of Continuing Professional Development in Context: Physician Engagement in Clinical Coaching. Journal of Continuing Education in the Health Professions. 2022 Jan 1;42(1):5-13.

Posted in Professional as Learner (CPD) | Tagged with , , ,

Complexities of Continuing Professional Development in Context: Physician Engagement in Clinical Coaching

Kahlke R, Pratt DD, Bluman B, Overhill K, Eva KW. Complexities of Continuing Professional Development in Context: Physician Engagement in Clinical Coaching. Journal of Continuing Education in the Health Professions. 2022 Jan 1;42(1):5-13.

Posted in Professional as Learner (CPD), Teaching Methods and Tools | Tagged with , , ,

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.

Posted in Teacher Perspectives and Faculty Development | Tagged with ,

Working in the dead of night: exploring the transition to after-hours duty.

Walzak A, Butler D, Bates J, Farrell L, Law SF, Pratt DD. Working in the dead of night: exploring the transition to after‐hours duty. Medical education. 2019 Mar;53(3):296-305.

Posted in Workplace Based Learning | Tagged with , , , ,

A systems-based practice curriculum in orthopaedics successes and challenges moving forward

Hacken B, Jarvis-Selinger SS, Armstrong AD, Black S, Pratt D, Black KP. A systems-based practice curriculum in orthopaedics: successes and challenges moving forward. JBJS. 2019 Jan 2;101(1):e2.

Posted in Social Responsiveness | Tagged with ,

Professional paradox: identity formation in qualified doctors pursuing further training

Chan M, Pratt D, Poole G, Sidhu R. Professional paradox: identity formation in qualified doctors pursuing further training. Medical Education. 2018 Mar;52(3):302-313.

Posted in Learner Perspectives on Health Professions Education, Professional as Learner (CPD), Professional Identity, Professional Values, Choices and Identity | Tagged with , ,

The big d(eal): professional identity through discursive constructions of ‘patient’

Schrewe B, Bates J, Pratt D, Ruitenberg CW, McKellin WH. The Big D (eal): professional identity through discursive constructions of ‘patient’. Medical Education. 2017 Jun;51(6):656-668.

Posted in Learner Perspectives on Health Professions Education, Professional Identity, Professional Values, Choices and Identity | Tagged with , , ,

A framework for negotiating positionality in phenomenological research

Hopkins RM, Regehr G, Pratt DD. A framework for negotiating positionality in phenomenological research. Medical teacher. 2017 Jan 2;39(1):20-25.

Posted in Research Methods | Tagged with , ,

The Cross-Canada Quintet presents variations on music: movements in the keys of H, P and E.

Schrewe B, Bates J, Watling C, Ellaway RH, Pratt D. The Cross‐Canada Quintet presents variations on music: movements in the keys of H, P and E. Medical Education. 2016 Dec;50(12):1229-1232.

Posted in Arts & Humanities | Tagged with , ,

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.

Posted in Curriculum Issues, Workplace Based Learning | Tagged with ,