Research Topics
| K V MannSummaryAffiliation: Dalhousie University Country: Canada Publications
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Detail Information
Publications
Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learningKaren 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...
Achievement of non-cognitive goals of undergraduate medical education: perceptions of medical students, residents, faculty and other health professionalsKaren 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...- Reflection and reflective practice in health professions education: a systematic reviewKaren 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... - Twelve tips for preparing residents as teachersKaren 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... - Interprofessional education for students of the health professions: the "Seamless Care" modelK V Mann
Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada
J Interprof Care 23:224-33. 2009.... - Theoretical perspectives in medical education: past experience and future possibilitiesKaren V Mann
Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
Med Educ 45:60-8. 2011..Viewing medical education through the lens of situated learning suggests teaching and learning approaches that maximise participation and build on community processes to enhance both collective and individual learning... - Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflictKaren 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... - Motivation in medical education: how theory can inform our practiceK 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... - Reflection: understanding its influence on practiceKaren 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 - A comparison of standard-setting procedures for an OSCE in undergraduate medical educationD 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)... - Role modeling in physicians' professional formation: reconsidering an essential but untapped educational strategyNuala P Kenny
Department of Bioethics, Dalhousie University Faculty of Medicine, Halifax, Nova Scotia, Canada
Acad Med 78:1203-10. 2003.... - Responses of rural family physicians and their colleague and coworker raters to a multi-source feedback process: a pilot studyJoan 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... - Reflection: a link between receiving and using assessment feedbackJoan 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... - Faculty development: principles and practicesYvonne 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... - Comparing students' attitudes in problem-based and conventional curriculaD 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... - Community family medicine teachers' perceptions of their teaching roleK 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... - Thinking about learning: implications for principle-based professional educationKaren 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... - 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.... - Research in Medical Education (RIME) conference reportKaren 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 - Analysing the concept of context in medical educationFranciska 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... - Assessing the performance of doctors in teams and systemsElizabeth A Farmer
Department of General Practice, Flinders University, Adelaide, Australia
Med Educ 36:942-8. 2002..A strong and constructive partnership will be essential if the full potential of a more inclusive and representative assessment approach is to be realised... - Reflecting on the challenges facing continuing medical education todayKaren V Mann
Med Educ 39:546-7. 2005 - A RIME perspective on the quality and relevance of current and future medical education researchJudy 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...