Glenn Regehr

For a full set of publications, please click here.

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.

Posted in Curriculum Issues, Teacher Perspectives and Faculty Development | Tagged with , ,

Supported Independence: The Role of Supervision to Help Trainees Manage Uncertainty

Ilgen JS, de Bruin AB, Teunissen PW, Sherbino J, Regehr G. Supported independence: The role of supervision to help trainees manage uncertainty. Academic medicine. 2021 Nov 1;96(11S):S81-86.

Posted in Learner Perspectives on Health Professions Education, Workplace Based Learning | Tagged with

Eco-Normalization: Evaluating the Longevity of an Innovation in Context

Hamza DM, Regehr G. Eco-normalization: Evaluating the longevity of an innovation in context. Academic Medicine. 2021 Nov 1;96(11S):S48-53.

Posted in Research Methods | Tagged with

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.

Posted in Curriculum Issues | Tagged with

Capturing the Moments: An Autoethnographic Exploration of Self-Preservation in Clerkship

Perrella A, Coret A, Regehr G, Farrell LM. Capturing the Moments: An Autoethnographic Exploration of Self-Preservation in Clerkship. Teaching and Learning in Medicine. 2021 Oct 20;33(5):463-472.

Posted in Learner Perspectives on Health Professions Education, Workplace Based Learning | Tagged with ,

Intersections of power: videoconferenced debriefing of a rural interprofessional simulation team by an urban interprofessional debriefing team

Dalinghaus K, Regehr G, Nimmon L. Intersections of power: videoconferenced debriefing of a rural interprofessional simulation team by an urban interprofessional debriefing team. Perspectives on Medical Education. 2021 Oct;10(5):286-292.

Posted in Distributed Heath Professions Education, Interprofessional Care and Training, Simulation | Tagged with , ,

When names are on the line: Negotiating authorship with your team

Regehr G. When names are on the line: Negotiating authorship with your team. Perspectives on Medical Education. 2021 Aug;10(4):197-199.

Posted in Reflections on Scholarship | Tagged with

Examining the Educational Value of Student-Run Clinics for Health Care Students

Huang K, Maleki M, Regehr G, McEwen H. Examining the educational value of student-run clinics for health care students. Academic Medicine. 2021 Jun 29;96(7):1021-1025.

Posted in Interprofessional Care and Training, Learner Perspectives on Health Professions Education, Workplace Based Learning | Tagged with ,

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.

Posted in Teacher Perspectives and Faculty Development, Teaching Methods and Tools | Tagged with , ,

Skeptical self-regulation: resident experiences of uncertainty about uncertainty

Ilgen JS, Regehr G, Teunissen PW, Sherbino J, de Bruin AB. Skeptical self‐regulation: Resident experiences of uncertainty about uncertainty. Medical Education. 2021 Jun;55(6):749-757.

Posted in Clinical Reasoning / Expertise, Learner Perspectives on Health Professions Education | Tagged with