Laura Farrell

For a full set of publications, please click here.

The power of stories: Supporting professional identity transitions through longitudinal coaching

Farrell L, Ajjawi R. The power of stories: Supporting professional identity transitions through longitudinal coaching. Medical Education. 2023 Jul;57(7):598-600.

Posted in Most Recent Publications, Professional Identity | Tagged with

Goal co-construction and dialogue in an internal medicine longitudinal coaching programme

Farrell L, Cuncic C, Hartford W, Hatala R, Ajjawi R. Goal co‐construction and dialogue in an internal medicine longitudinal coaching programme. Medical Education. 2023 Mar;57(3):265-271.

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

Artificial intelligence meets clinical skills teaching

Stone R, Reel R, Farrell L. Artificial intelligence meets clinical skills teaching. Medical Education. 2021 Sep 5.

Posted in Simulation, Technology Enabled Learning | 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 ,

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 , ,

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.

Posted in Feedback, 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 , , , ,

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.

Posted in Assessment, Teacher Perspectives and Faculty Development, Workplace Based Assessment | Tagged with , ,

The patient’s voice in health and social care professional education

Towle A, Farrell C, Gaines ME, Godolphin W, John G, Kline C, Lown B, Morris P, Symons J, Thistlethwaite J. The patient’s voice in health and social care professional education: the Vancouver statement. International Journal of Health Governance. 2016 Mar 7.

Posted in Patients and Communities | Tagged with ,

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.

Posted in Feedback, Teacher Perspectives and Faculty Development | Tagged with , ,