Research Topics
| Yvonne SteinertSummaryAffiliation: McGill University Country: Canada Publications
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Detail Information
Publications
An online discussion for medical faculty: an experiment that failedYvonne Steinert
Faculty Development, McGill University Faculty of Medicine, Montreal, Quebec, Canada
Acad Med 77:939-40. 2002..We also wanted to assess the benefits of this educational tool...
Developing successful workshops: a workshop for educatorsYvonne Steinert
McGill University, Montreal, Canada
Med Teach 30:328-30. 2008..Many educators have had little or no preparation in the design, delivery or evaluation of workshops...- Patients' perspectives on physicians' roles: implications for curricular reformJ Donald Boudreau
Office of Curriculum Development, Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Canada
Acad Med 83:744-53. 2008.... - Writing for publication in medical education: the benefits of a faculty development workshop and peer writing groupYvonne Steinert
Centre for Medical Education and Faculty of Medicine, McGill University, Montreal, Quebec, Canada
Med Teach 30:e280-5. 2008..Although educational innovations in medical education are increasing in number, many educators do not submit their ideas for publication... - Faculty development: a 'field of dreams'?Yvonne Steinert
Faculty Development Office, McGill University, Montreal, Quebec, Canada
Med Educ 43:42-9. 2009..The goals of this study were to explore the reasons why some clinical teachers do not participate in centralised faculty development activities and to learn how we can make faculty development programmes more relevant to teachers' needs... - Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19Yvonne Steinert
Centre for Medical Education, Faculty of Medicine, McGill University, Lady Meredith House, 1110 Pine Avenue West, Montreal, Quebec, H3A 1A3 Canada
Med Teach 34:483-503. 2012..To date, the literature on faculty development designed to promote leadership in medical education has not been reviewed in a systematic fashion... - 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... - Faculty development: if you build it, they will comeYvonne Steinert
Faculty Development Office, Faculty of Medicine, McGill University, Montreal, Quebec, Canada
Med Educ 44:900-7. 2010.... 
The "problem" junior: whose problem is it?Yvonne Steinert
Centre for Medical Education, Faculty of Medicine, Lady Meredith House, McGill University, 1110 Pine Avenue West, Montreal, QC, Canada H3A 1A3
BMJ 336:150-3. 2008- Faculty development as an instrument of change: a case study on teaching professionalismYvonne Steinert
Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada
Acad Med 82:1057-64. 2007..The authors hope that their school's experience will be useful to others who seek institutional change via faculty development... - The Osler Fellowship: an apprenticeship for medical educatorsYvonne Steinert
Centre for Medical Education, Department of Family Medicine, McGill University, Montreal, Quebec, Canada
Acad Med 85:1242-9. 2010..The goal of this study was to examine the impact of this experience and the accompanying faculty development program on the teachers, known as Osler Fellows... - A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8Yvonne Steinert
Faculty of Medicine, McGill University, Montreal, Quebec, Canada
Med Teach 28:497-526. 2006..Although many reports describe various faculty development interventions, there is a paucity of research demonstrating their effectiveness... - Commentary: faculty development: the road less traveledYvonne Steinert
Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada
Acad Med 86:409-11. 2011..A broader mandate, innovative programming that takes advantage of communities of practice, and new partnerships can help to achieve this objective... - Student perceptions of effective small group teachingYvonne Steinert
Faculty of Medicine, McGill University, Montreal, Quebec, Canada
Med Educ 38:286-93. 2004..In particular, students were asked to comment on small group goals, effective tutor behaviours, pedagogical materials and methods of evaluation... - Learning together to teach together: interprofessional education and faculty developmentYvonne Steinert
Faculty of Medicine, McGill University, Montreal, Quebec, Canada
J Interprof Care 19:60-75. 2005..Clearly, faculty members play a critical role in the teaching and learning of IPE and they must be prepared to meet this challenge... - Faculty development for teaching and evaluating professionalism: from programme design to curriculum changeYvonne Steinert
Centre for Medical Education, Faculty of Medicine, McGill University, Lady Meredith House, 1110 Pine Avenue West, Montreal, Quebec H3A 1A3, Canada
Med Educ 39:127-36. 2005..It can also help to develop more knowledgeable faculty members, who will, it is hoped, become more effective role models... - A teaching scholars program to develop leaders in medical educationYvonne Steinert
McGill University Faculty of Medicine, Montreal, Quebec, Canada
Acad Med 78:142-9. 2003..Two scholars had pursued further study at a master's level. Despite the ongoing challenge of protecting time for educational pursuits, this program has been beneficial in helping to develop educational leaders in the Faculty of Medicine... - Executive skills for medical faculty: a workshop description and evaluationYvonne Steinert
Department of Family Medicine, McGill University, Montreal, Quebec, Canada
Med Teach 25:666-8. 2003..These results suggest that a two-day workshop can improve health care professionals' administrative and management skills in certain areas. A longer workshop and built-in 'follow-up' activities would enhance the potential for change... - Which pedagogical principles should clinical teachers know? Teachers and education experts disagree. Disagreement on important pedagogical principlesPeter McLeod
McGill University Centre for Medical Education, Montreal, Quebec, Canada
Med Teach 31:e117-24. 2009..In a previous study, a group of non-clinician medical education experts identified 30 pedagogical principles, knowledge of which might enhance clinical teaching effectiveness... - From novice to informed educator: the teaching scholars program for educators in the health sciencesYvonne Steinert
Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Canada
Acad Med 81:969-74. 2006..The overall benefits of this program, as noted by the scholars, include increased knowledge and skills, introduction to a "community of practice," and new career paths and opportunities... - Coming of age as communicators: differences in the implementation of common communications skills training in four residency programmesSaleem Razack
Centre for Medical Education, McGill University, Montreal, Quebec, Canada
Med Educ 41:441-9. 2007..To determine thematic similarities and differences in the implementation of common-content communications skills training (CST) in medicine, surgery, paediatrics, and obstetrics and gynaecology residency programmes... - The retrospective pre-post: a practical method to evaluate learning from an educational programFarhan Bhanji
Montreal Children s Hospital, McGill University, Montreal, Canada
Acad Emerg Med 19:189-94. 2012..This study compared traditional and retrospective pre-post self-assessment methods to objective learning measures to assess which correlated better to actual learning... - Residents as role models: impact on undergraduate traineesRobert Sternszus
Department of Pediatrics, McGill University, Montreal, Quebec, Canada
Acad Med 87:1282-7. 2012.... - Twelve tips for using the objective structured teaching exercise for faculty developmentMiriam Boillat
Department of Family Medicine, McGill University, Quebec, Canada
Med Teach 34:269-73. 2012.... - Use of retrospective pre/post assessments in faculty developmentPeter J McLeod
McGill University Centre for Medical Education, 1110 Pine Avenue West, Montreal, Quebec H3A 1A3, Canada
Med Educ 42:543. 2008 - Surgery residents and attending surgeons have different perceptions of feedbackA Sender Liberman
Division of General Surgery, Montreal, Quebec, Canada
Med Teach 27:470-2. 2005..The results were used in planning a Workshop on Giving Feedback for our faculty. The effectiveness of this Workshop will be assessed at a later date by administering the same questionnaire... - Teaching professionalism across cultural and national borders: lessons learned from an AMEE workshopSylvia R Cruess
Centre for Medical Education, McGill University, Quebec, Canada
Med Teach 32:371-4. 2010..At the 2009 AMEE meeting in Malaga, Spain, a workshop was held entitled "Medicine's Social Contract with Society - An International Perspective.".. - Developing and piloting a form for student assessment of faculty professionalismSarah Todhunter
Centre for Medical Education, McGill University, Montreal, QC, Canada
Adv Health Sci Educ Theory Pract 16:223-38. 2011.... - Role modelling--making the most of a powerful teaching strategySylvia R Cruess
Centre for Medical Education, McGill University, 1110 Pine Avenue West, Montreal, QC, Canada H3A 1A3
BMJ 336:718-21. 2008 - What might we be saying to potential applicants to medical school? Discourses of excellence, equity, and diversity on the web sites of Canada's 17 medical schoolsSaleem Razack
Centre for Medical Education, Department of Integrated Studies in Education, McGill University Faculty of Medicine, Montreal Children s Hospital, Montreal, Quebec, Canada
Acad Med 87:1323-9. 2012..What do these texts communicate about institutional excellence, or the excellence of potential applicants to medical school? How are discourses related to social accountability, such as those concerning diversity and equity, represented?.. - Twelve tips for conducting a medical education journal clubPeter McLeod
Medicine and Pharmacology, McGill University Centre for Medical Education, Montreal, Canada
Med Teach 32:368-70. 2010..Journal clubs are active at many universities and they involve many specialties and subspecialties. There is a surprising dearth of journal clubs which deal with articles related to the science of medical education... - Collecting observational data using a handheld personal digital assistantJennifer M Walton
Centre for Medical Education, Lady Meredith House, McGill University, 1110 Pine Avenue West, Montreal, Quebec H3A 1A3, Canada
Med Educ 41:1091-2. 2007 - The ABCs of pedagogy for clinical teachersPeter J McLeod
Centre for Medical Education, McGill University, Montreal, Quebec, Canada
Med Educ 37:638-44. 2003..Clinical teachers rarely receive formal instruction in the basic concepts and principles of education. It is usually assumed that expertise as a practitioner will translate into effectiveness as a teacher... - The importance of physician listening from the patients' perspective: enhancing diagnosis, healing, and the doctor-patient relationshipJustin Jagosh
Department of Family Medicine, McGill University, Montreal, Canada
Patient Educ Couns 85:369-74. 2011..The research findings reported here describe the importance and various functions of physician listening according to patients... - Development and impact evaluation of an e-learning radiation oncology moduleJoanne Alfieri
Department of Radiation Oncology, McGill University Health Centre, Montreal, QC, Canada
Int J Radiat Oncol Biol Phys 82:e573-80. 2012..A web-based interactive module designed to improve residents' knowledge and application of key anatomy concepts pertinent to radiotherapy treatment planning was developed, and its effectiveness was assessed... - Linking the teaching of professionalism to the social contract: a call for cultural humilitySylvia R Cruess
Centre for Medical Education, McGill University, Quebec, Canada
Med Teach 32:357-9. 2010..When professionalism is taught, it should be related to the different cultures and social contracts, respecting local customs and values... - The significance and impact of a faculty teaching award: disparate perceptions of department chairs and award recipientsJames Brawer
Department of Anatomy and Cell Biology, McGill University, 3640 University Street, Montreal, Quebec H3A 2B2, Canada
Med Teach 28:614-7. 2006..A notably smaller percentage of award recipients shared these views. Nonetheless, 93% of recipients valued the award highly, and 45% of recipients indicated that the award inspired them to enhance the quality of their teaching... - Peer review: An effective approach to cultivating lecturing virtuosityPeter McLeod
McGill University, Canada
Med Teach 35:e1046-51. 2013..The PAL program is now supported by the McGill Faculty Development Committee and plans to implement regular PAL sessions in place... - Assessing a faculty development workshop in narrative medicineStephen Liben
The Montreal Children s Hospital, Rm F122, 2300 Tupper Street, Montreal, Quebec H3H1P3, Canada
Med Teach 34:e813-9. 2012..In addition, data on the impact of faculty development initiatives designed to teach narrative are limited, and there is a paucity of tools to assess their impact... - The Professionalism Mini-evaluation Exercise: a preliminary investigationRichard Cruess
Centre for Medical Education, Lady Meredith House, McGill University, 1110 Pine Ave W, Montreal, QC, H3A 1A3 Canada
Acad Med 81:S74-8. 2006..As the evaluation of professional behaviors has been identified as an area for development, the Professionalism Mini-Evaluation Exercise (P-MEX) was developed using the mini-Clinical Examination Exercise (mini-CEX) format... - Paediatric resuscitation training--do medical students believe it should be a mandatory component of the curriculum?Farhan Bhanji
Department of Pediatrics, McGill University, Montreal, Quebec, Canada
Resuscitation 82:584-7. 2011.... - 'What would my classmates say?' An international study of the prediction-based method of course evaluationJohanna Schönrock-Adema
University of Groningen and University Medical Centre Groningen, Center for Research and Innovation in Medical Education, Groningen, the Netherlands Centre for Medical Education, McGill University, Montreal, Quebec, Canada
Med Educ 47:453-62. 2013..These findings lend credence to prediction-based as an accurate and efficient method of course evaluation... - On prescribing happinessYvonne Steinert
Fam Med 37:663-4. 2005