“The Best Home for This Paper”: A Qualitative Study of How Authors Select Where to Submit Manuscripts

2024-9-9

Computer Adaptive vs. Non-adaptive Medical Progress Testing: Feasibility, Test Performance, and Student Experiences

2024-7-26

Bridging School and Practice? Barriers to the Integration of ‘Boundary Objects’ for Learning and Assessment in Clinical Nursing Education

2024-7-8

Designing a Workplace-Based Learning Environment for Learning Health Promotion: A Design-Based Research

2024-6-27

A Mixed Methods Study of Perceptions of Mental Illness and Self-Disclosure of Mental Illness Among Medical Learners

2024-6-5

Trauma-Informed Undergraduate Medical Education: A Pathway to Flourishing with Adversity by Enhancing Psychological Safety

2024-6-3

‘Role Model Moments’ and ‘Troll Model Moments’ in Surgical Residency: How Do They Influence Professional Identity Formation?

2024-5-20

Medical Students’ General Beliefs and Specific Perceptions about Patient Feedback Before and after Training in a Clinical Context

2024-5-8

Alienation in the Teaching Hospital: How Physician Non-Greeting Behaviour Impacts Medical Students’ Learning and Professional Identity Formation

2024-4-18

Learning from the Experts: Stimulating Student Engagement in Small-group Active Learning

2024-4-15

Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education

2024-3-18

Navigating Confidentiality Dilemmas in Student Support: An Institutional Ethnography Informed Study

2024-3-12

Patterns of Medical Residents’ Preferences for Organizational Socialization Strategies to Facilitate Their Transitions: A Q-study

2024-3-11

Librarian-Led Assessment of Medical Students’ Evidence-Based Medicine Competency: Facilitators and Barriers

2024-3-5

Through a Tainted Lens: A Qualitatve Study of Medical Learners’ Thinking About Patient ‘Deservingness’ of Health Advocacy

2024-2-23

Medical Student Intentions to Move Abroad: A UK-Based Realist Evaluation

2024-2-21

Quarantining From Professional Identity: How Did COVID-19 Impact Professional Identity Formation in Undergraduate Medical Education?

2024-2-20

Inter-Professional Education Interventions, and Practice Outcomes Related to Healthcare Setting and Patients Within Mental Healthcare: A Scoping Review

2024-2-20

Competency-Based Medical Education at Scale: A Road Map for Transforming National Systems of Postgraduate Medical Education

2024-2-6

Struggles and Joys: A Mixed Methods Study of the Artefacts and Reflections in Medical Student Portfolios

2024-1-5

Preaching Through the Choir. What Interprofessional Education Can Learn From Choir Singing

2024-1-1

Design and Implementation of a National Program of Assessment Model – Integrating Entrustable Professional Activity Assessments in Canadian Specialist Postgraduate Medical Education

2024-1-1

From Competence by Time to Competence by Design: Lessons From A National Transformation Initiative

2024-1-1

Widening the Gates: Redefining Excellence in Selection for Health Professions Education for a Diverse Future Workforce

2024-1-1

How Do Trainees Use EPAs to Regulate Their Learning in the Clinical Environment? A Grounded Theory Study

2024-1-1

Rapid Design of a Student-Centred App for Musculoskeletal Clinical Skills: An Example of a Theoretically Informed Approach to Developing Apps for Learning

2024-1-1

Using Qualitative Questionnaires in Medical Education Research

2024-1-1

Why It’s Time to Reawaken Our Debates on the Aviation Analogy

2024-1-1

“Will I be able to be myself? Or will I be forced to lie all the time?”: How Trans and Non-Binary Students Balance Professionalism, Authenticity, and Safety in Canadian Medical Programs

2024-1-1

More Than Maintaining Competence: A Qualitative Study of How Physicians Conceptualize and Engage in Lifelong Learning

2024-1-1

Evaluating Competence by Design as a Large System Change Initiative: Readiness, Fidelity, and Outcomes

2024-1-1

Implementing Competence Committees on a National Scale: Design and Lessons Learned

2024-1-1

The Next Era of Assessment: Building a Trustworthy Assessment System

2024-1-1

Strategies to Enable Transformation in Medical Education: Faculty and Trainee Development in Competence By Design

2024-1-1

Examining How Black Women Medical Students Rate Their Experiences with Medical School Mistreatment on the Aamc Graduate Questionnaire

2024-1-1

An Interprofessional Faculty Development Program for Workplace-Based Learning

2024-1-1

Validity in the Next Era of Assessment: Consequences, Social Impact, and Equity

2024-1-1

Health Justice and Systems of Care: A Required Longitudinal Course for MD Students

2024-1-1

An Innovative Course on Involving Patients in Health Professions Education

2024-1-1

Coaching in Competence by Design: A New Model of Coaching in the Moment and Coaching Over Time to Support Large Scale Implementation

2024-1-1

Enabling Implementation of Competency Based Medical Education through an Outcomes-Focused Accreditation System

2024-1-1

Competence by Design: The Role of High-Stakes Examinations in a Competence Based Medical Education System

2024-1-1

Disorienting or Transforming? Using the Arts and Humanities to Foster Social Advocacy

2024-1-1

How to Use and Report on p-values

2024-1-1

Living on Site While Renovating; Flexible Instructional Design of Post-Graduate Medical Training

2024-1-1

Nurturing the Human Dimension in Digital and Medical Spaces Through Pedagogy of Care – a Case of Creative Enquiry

2024-1-1

A Qualitative Textual Analysis of Feedback Comments in ePortfolios: Quality and Alignment with the CanMEDS Roles

2023-12-22

Will ChatGPT’s Free Language Editing Service Level the Playing Field in Science Communication?: Insights from a Collaborative Project with Non-native English Scholars

2023-12-19

How Does a Group Reflection Intervention (Schwartz Rounds) Work within Healthcare Undergraduate Settings? A Realist Review

2023-12-19

Automating the Identification of Feedback Quality Criteria and the CanMEDS Roles in Written Feedback Comments Using Natural Language Processing

2023-12-18