Affiliation: University of Toronto
- Understanding the debate on medical education research: a sociological perspectiveMathieu Albert
Faculty of Medicine, Wilson Centre for Research in Education, University of Toronto, 200 Elizabeth Street, Eaton South 1 581, Toronto, Ontario, Canada M5G 2C4
Acad Med 79:948-54. 2004..In doing so, we will have the opportunity to learn from the experience of these other fields and be more reflective about the debate in which we engage...
- Research in medical education: balancing service and scienceMathieu Albert
Wilson Centre for Research in Education, Toronto General Hospital, University of Toronto Faculty of Medicine, 200 Elizabeth Street, Eaton South 1 581, Toronto, ON, M5G 2C4, Canada
Adv Health Sci Educ Theory Pract 12:103-15. 2007..Two principal means for improving research are presented: intensifying collaboration between PhD's and clinicians, and encouraging the diversification of perspectives brought to bear on research in medical education...
- Biomedical scientists' perception of the social sciences in health researchMathieu Albert
University of Toronto, Wilson Centre, Toronto General Hospital, Toronto, Ontario, Canada
Soc Sci Med 66:2520-31. 2008..Based on the biomedical scientists' limited receptiveness, we can anticipate that the growth of the social sciences will continue to meet obstacles within the health research field in the near future in Canada...
- Why use theories in qualitative research?Scott Reeves
Department of Psychiatry, Li Ka Shing Knowledge Institute, Centre for Faculty Development, and Wilson Centre for Research in Education, University of Toronto, Toronto, Ontario, Canada
BMJ 337:a949. 2008
- The origins of the field of medical education researchAyelet Kuper
Department of Medicine, University of Toronto, Toronto, Ontario, Canada
Acad Med 85:1347-53. 2010..become a subject for scientific inquiry? And what were the political and economic contexts, the worldviews, structures and events, that enabled the emergence and development of medical education research at that time and in that manner?..
- Grounded theory, mixed methods, and action researchLorelei Lingard
SickKids Learning Institute and Department of Paediatrics and Wilson Centre for Research in Education, University of Toronto, 200 Elizabeth Street, Eaton South 1-565, Toronto, ON, Canada M5G 2C4
BMJ 337:a567. 2008
- What do we do? Practices and learning strategies of medical education leadersSusan Lieff
Faculty of Medicine, Department of Psychiatry, Baycrest, University of Toronto, Canada
Med Teach 34:312-9. 2012..While numerous faculty development programmes have been developed, there is little evidence about the specific practices of medical education leaders or their learning strategies to help inform their design...
- The mindsets of medical education leaders: how do they conceive of their work?Susan J Lieff
Centre for Faculty Development, St Michael s Hospital, Toronto, Ontario, Canada
Acad Med 85:57-62. 2010..How a leader perceives his or her organization affects that individual's decision making and beliefs about the best way to influence it. The goal of this study was to understand how medical education leaders conceive of their work...
- The future of medical education: a Canadian environmental scanBrian D Hodges
Wilson Centre for Research in Education, University Health Network, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
Med Educ 45:95-106. 2011..The objectives of this paper are to describe the process of conducting an empirical environmental scan at a national level, and to present the research findings of this scan...
- Assessment: do we need to broaden our methodological horizons?Ayelet Kuper
The Wilson Centre for Research in Education, University of Toronto, Toronto, Canada
Med Educ 41:1121-3. 2007
- The CanMEDS portfolio: a tool for reflection in a fellowship programmeElizabeth Berger
Division of Pediatric Medicine, The Hospital for Sick Children, The University of Toronto, Ontario, Canada
Clin Teach 8:151-5. 2011..The portfolio includes four components: a record of participation and achievement; career goals and professional development; physical evidence; and reflective writing...