K V Mann

Summary

Affiliation: Dalhousie University
Country: Canada

Publications

  1. pmc Are medical educators following General Medical Council guidelines on obesity education: if not why not?
    Anna Chisholm
    School of Psychological Sciences, University of Manchester, Lancashire, UK
    BMC Med Educ 13:53. 2013
  2. doi request reprint Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learning
    Karen Mann
    Dalhousie University, Halifax, Nova Scotia, Canada
    J Interprof Care 26:92-9. 2012
  3. doi request reprint Reflection: understanding its influence on practice
    Karen V Mann
    Faculty of Medicine, Division of Medical Education, Dalhousie University, Clinical Research Centre Room C 124, Halifax, Nova Scotia B3H 4H7, Canada
    Med Educ 42:449-51. 2008
  4. ncbi request reprint Reflection and reflective practice in health professions education: a systematic review
    Karen Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada B3H4H7
    Adv Health Sci Educ Theory Pract 14:595-621. 2009
  5. ncbi request reprint Twelve tips for preparing residents as teachers
    Karen V Mann
    Division of Medical Education, Dalhousie University, Room C 124, 5849 University Avenue, Halifax, Nova Scotia, Canada B3H 2B3
    Med Teach 29:301-6. 2007
  6. doi request reprint Interprofessional education for students of the health professions: the "Seamless Care" model
    K V Mann
    Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada
    J Interprof Care 23:224-33. 2009
  7. doi request reprint Theoretical perspectives in medical education: past experience and future possibilities
    Karen V Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
    Med Educ 45:60-8. 2011
  8. doi request reprint Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict
    Karen Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 86:1120-7. 2011
  9. ncbi request reprint Motivation in medical education: how theory can inform our practice
    K V Mann
    Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 74:237-9. 1999
  10. ncbi request reprint Achievement of non-cognitive goals of undergraduate medical education: perceptions of medical students, residents, faculty and other health professionals
    Karen V Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia B3H 4H7, Canada
    Med Educ 39:40-8. 2005

Detail Information

Publications24

  1. pmc Are medical educators following General Medical Council guidelines on obesity education: if not why not?
    Anna Chisholm
    School of Psychological Sciences, University of Manchester, Lancashire, UK
    BMC Med Educ 13:53. 2013
    ..We therefore aimed to identify factors influencing the integration of obesity management education within medical schools...
  2. doi request reprint Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learning
    Karen Mann
    Dalhousie University, Halifax, Nova Scotia, Canada
    J Interprof Care 26:92-9. 2012
    ..We conclude that this scale can be useful in evaluating IPE interventions...
  3. doi request reprint Reflection: understanding its influence on practice
    Karen V Mann
    Faculty of Medicine, Division of Medical Education, Dalhousie University, Clinical Research Centre Room C 124, Halifax, Nova Scotia B3H 4H7, Canada
    Med Educ 42:449-51. 2008
  4. ncbi request reprint Reflection and reflective practice in health professions education: a systematic review
    Karen Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada B3H4H7
    Adv Health Sci Educ Theory Pract 14:595-621. 2009
    ..Our aim was to understand the key variables influencing this educational process, identify gaps in the evidence, and to explore any implications for educational practice and research...
  5. ncbi request reprint Twelve tips for preparing residents as teachers
    Karen V Mann
    Division of Medical Education, Dalhousie University, Room C 124, 5849 University Avenue, Halifax, Nova Scotia, Canada B3H 2B3
    Med Teach 29:301-6. 2007
    ..Many will teach in their future practice. Developing the skills to become a teacher is an important part of postgraduate education, and warrants a systematic, planned approach that may include many complementary learning opportunities...
  6. doi request reprint Interprofessional education for students of the health professions: the "Seamless Care" model
    K V Mann
    Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada
    J Interprof Care 23:224-33. 2009
    ....
  7. doi request reprint Theoretical perspectives in medical education: past experience and future possibilities
    Karen V Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
    Med Educ 45:60-8. 2011
    ..Since Flexner's 1910 report on medical education, significant changes in perspective have been evident. Yet calls for major reform of medical education may require a broader conceptualisation of the educational process...
  8. doi request reprint Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict
    Karen Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 86:1120-7. 2011
    ..The purpose of this project was to explore the tensions described by learners and professionals when informing their self-assessments of clinical performance...
  9. ncbi request reprint Motivation in medical education: how theory can inform our practice
    K V Mann
    Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 74:237-9. 1999
    ..Although motivation is multifaceted, involving learners and the entire learning environment, there are strategies that may be used to strengthen students' motivations to achieve important goals...
  10. ncbi request reprint Achievement of non-cognitive goals of undergraduate medical education: perceptions of medical students, residents, faculty and other health professionals
    Karen V Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia B3H 4H7, Canada
    Med Educ 39:40-8. 2005
    ..Non-cognitive goals, including values, attitudes and skills, remain challenging to define and measure. The purpose of this study was to better understand these goals and their achievement in the MD programme...
  11. ncbi request reprint A comparison of standard-setting procedures for an OSCE in undergraduate medical education
    D M Kaufman
    Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 75:267-71. 2000
    ..To compare four standard-setting procedures for an objective structure clinical examination (OSCE)...
  12. doi request reprint Reflection: a link between receiving and using assessment feedback
    Joan M Sargeant
    Continuing Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada
    Adv Health Sci Educ Theory Pract 14:399-410. 2009
    ..The purpose of this paper was to explore reflective processes which physicians described as they considered their assessment feedback and the perceived utility of that reflective process...
  13. ncbi request reprint Role modeling in physicians' professional formation: reconsidering an essential but untapped educational strategy
    Nuala P Kenny
    Department of Bioethics, Dalhousie University Faculty of Medicine, Halifax, Nova Scotia, Canada
    Acad Med 78:1203-10. 2003
    ....
  14. ncbi request reprint Responses of rural family physicians and their colleague and coworker raters to a multi-source feedback process: a pilot study
    Joan M Sargeant
    Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 78:S42-4. 2003
    ..To describe responses of family physicians, their medical colleagues, and coworker raters to a multisource feedback assessment process...
  15. ncbi request reprint Faculty development: principles and practices
    Yvonne Steinert
    Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Canada
    J Vet Med Educ 33:317-24. 2006
    ..We conclude the discussion by presenting a set of guidelines for the design of effective faculty development programs...
  16. ncbi request reprint Comparing students' attitudes in problem-based and conventional curricula
    D M Kaufman
    Division of Medical Education, Dalhousie University Faculty of Medicine, Halifax, Nova Scotia, Canada
    Acad Med 71:1096-9. 1996
    ..The authors hypothesized that the PBL students would have more favorable attitudes toward their learning environment, social issues in medicine, and their curriculum...
  17. ncbi request reprint Community family medicine teachers' perceptions of their teaching role
    K V Mann
    Division of Medical Education, Faculty of Medicine, Clinical Research Centre, Rm. C-112, Dalhousie University, Halifax, Nova Scotia, Canada B3H 4H7
    Med Educ 35:278-85. 2001
    ..These findings may assist faculty development in family medicine, and other disciplines, in providing effective ambulatory care teaching...
  18. ncbi request reprint Thinking about learning: implications for principle-based professional education
    Karen V Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, 5849 University Avenue, Clinical Research Centre, Room C 112, Halifax, NS B3H 4H7
    J Contin Educ Health Prof 22:69-76. 2002
    ..Implications are presented for facilitation of effective learning and support of the learning environment throughout the continuum of medical education...
  19. ncbi request reprint The role of educational theory in continuing medical education: has it helped us?
    Karen V Mann
    Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia
    J Contin Educ Health Prof 24:S22-30. 2004
    ....
  20. ncbi request reprint Research in Medical Education (RIME) conference report
    Karen V Mann
    Division of Medical Education, Dalhousie University Faculty of Medicine, Clinical Research Centre, Room C 115, Halifax, Nova Scotia B3H 4H7, Canada
    Med Educ 37:661. 2003
  21. ncbi request reprint Analysing the concept of context in medical education
    Franciska Koens
    UMC Utrecht, Center of Research and Development of Education, Utrecht, The Netherlands
    Med Educ 39:1243-9. 2005
    ..Context is often implicitly regarded as a uniform concept but conceptual analysis shows that a distinction can be made in several dimensions...
  22. ncbi request reprint Assessing the performance of doctors in teams and systems
    Elizabeth A Farmer
    Department of General Practice, Flinders University, Adelaide, Australia
    Med Educ 36:942-8. 2002
    ..Assessing these dimensions, however, poses a number of challenges...
  23. ncbi request reprint A RIME perspective on the quality and relevance of current and future medical education research
    Judy A Shea
    Division of General Internal Medicine, Department of Medicine, University of Pennsylvania, 1223 Blockley Hall, 423 Guardian Drive, Philadelphia, PA 19104, USA
    Acad Med 79:931-8. 2004
    ..Programs to train and collaborate with clinical and administrative colleagues, as well as researchers in other fields, have great potential to improve the quality of research in the field...
  24. ncbi request reprint Reflecting on the challenges facing continuing medical education today
    Karen V Mann
    Med Educ 39:546-7. 2005