Stéphane Voyer

Call karma among senior internal medicine residents: a diagnosis of delusion

Chan C, Zheng B, Fayowski C, Voyer S. Call karma among senior internal medicine residents: a diagnosis of delusion. Postgraduate Medical Journal. 2022 May 1;98(e3):e157-158.

Posted in Provider Health and Wellness, Workplace Based Learning | Tagged with

Necessary but not sufficient: identifying conditions for effective feedback during internal medicine residents’ clinical education

MacNeil K, Cuncic C, Voyer S, Butler D, Hatala R. Necessary but not sufficient: identifying conditions for effective feedback during internal medicine residents’ clinical education. Advances in Health Sciences Education. 2020 Aug;25(3):641-654.

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

Staging a performance: learners’ perceptions about direct observation during residency

LaDonna KA, Hatala R, Lingard L, Voyer S, Watling C. Staging a performance: learners’ perceptions about direct observation during residency. Medical education. 2017 May;51(5):498-510.

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

‘Sometimes the work just needs to be done’: socio-cultural influences on direct observation in medical training.

Watling C, LaDonna KA, Lingard L, Voyer S, Hatala R. ‘Sometimes the work just needs to be done’: socio‐cultural influences on direct observation in medical training. Medical education. 2016 Oct;50(10):1054-1064.

Posted in Assessment, Workplace Based Assessment | Tagged with ,

Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme

Voyer S, Cuncic C, Butler DL, MacNeil K, Watling C, Hatala R. Investigating conditions for meaningful feedback in the context of an evidence‐based feedback programme. Medical Education. 2016 Sep;50(9):943-954.

Posted in Feedback | Tagged with , , , ,

Debriefing and feedback: two sides of the same coin?

Voyer S, Hatala R. Debriefing and feedback: two sides of the same coin? Simulation in Healthcare. 2015 Apr 1;10(2):67-68.

Posted in Feedback | Tagged with ,

From the clinic to the community: the activities and abilities of effective health advocates

Dobson S, Voyer S, Hubinette M, Regehr G. From the clinic to the community: the activities and abilities of effective health advocates. Academic Medicine. 2015 Feb 1;90(2):214-220.

Posted in Clinician Perspectives and Practices, Health Advocacy, Social Responsiveness | Tagged with , , ,

We’ not ‘I’: health advocacy is a team sport

Hubinette M, Dobson S, Voyer S, Regehr G. ‘We’not ‘I’: health advocacy is a team sport. Medical Education. 2014 Sep;48(9):895-901.

Posted in Clinician Perspectives and Practices, Health Advocacy, Social Responsiveness | Tagged with , , ,

Perspective: agency and activism: rethinking health advocacy in the medical profession

Dobson S, Voyer S, Regehr G. Perspective: agency and activism: rethinking health advocacy in the medical profession. Academic Medicine. 2012 Sep 1;87(9):1161-1164.

Posted in Clinician Perspectives and Practices, Health Advocacy, Social Responsiveness | Tagged with , ,

Remote hands-on interactive medical education: video feedback for medical students

Ho K, Gingerich A, Shen N, Voyer S, Weerasinghe C, Snadden D. Remote hands-on interactive medical education: video feedback for medical students. Medical Education. 2011 May 1;45(5):522-523.

Posted in Feedback, Technology Enabled Learning | Tagged with , , , ,