Maria Mylopoulos

Summary

Affiliation: University of Toronto
Country: Canada

Publications

  1. ncbi request reprint Renowned physicians' perceptions of expert diagnostic practice
    Maria Mylopoulos
    University of Toronto Faculty of Medicine, Learning Institute, Hospital for Sick Children, Toronto, Ontario, Canada
    Acad Med 87:1413-7. 2012
  2. doi request reprint Exploring residents' perceptions of expertise and expert development
    Maria Mylopoulos
    SickKids Learning Institute, 555 University Ave, Toronto, ON, Canada M5G 1X8
    Acad Med 86:S46-9. 2011
  3. doi request reprint Putting the expert together again
    Maria Mylopoulos
    Department of Paediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
    Med Educ 45:920-6. 2011
  4. doi request reprint Having our cake and eating it too: seeking the best of both worlds in expertise research
    Maria Mylopoulos
    Department of Pediatrics, SickKids Learning Institute, Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada
    Med Educ 43:406-13. 2009
  5. doi request reprint How student models of expertise and innovation impact the development of adaptive expertise in medicine
    Maria Mylopoulos
    SickKids Learning Institute, Hospital for Sick Children and Department of Pediatrics, University of Toronto, Toronto, Canada
    Med Educ 43:127-32. 2009
  6. doi request reprint Doctors' perspectives on their innovations in daily practice: implications for knowledge building in health care
    Maria Mylopoulos
    SickKids Learning Institute, Hospital for Sick Children, Toronto, Canada
    Med Educ 42:975-81. 2008
  7. ncbi request reprint Cognitive metaphors of expertise and knowledge: prospects and limitations for medical education
    Maria Mylopoulos
    Wilson Centre for Research in Education, Toronto, Ontario, Canada
    Med Educ 41:1159-65. 2007
  8. doi request reprint From behaviours to attributions: further concerns regarding the evaluation of professionalism
    Shiphra Ginsburg
    Department of Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
    Med Educ 43:414-25. 2009
  9. doi request reprint Maintaining competence in the field: learning about practice, through practice, in practice
    Glenn Regehr
    The Wilson Centre Toronto, Ontario, Canada
    J Contin Educ Health Prof 28:S19-23. 2008
  10. ncbi request reprint Reasoning when it counts: students' rationales for action on a professionalism exam
    Shiphra R Ginsburg
    Acad Med 82:S40-3. 2007

Detail Information

Publications12

  1. ncbi request reprint Renowned physicians' perceptions of expert diagnostic practice
    Maria Mylopoulos
    University of Toronto Faculty of Medicine, Learning Institute, Hospital for Sick Children, Toronto, Ontario, Canada
    Acad Med 87:1413-7. 2012
    ....
  2. doi request reprint Exploring residents' perceptions of expertise and expert development
    Maria Mylopoulos
    SickKids Learning Institute, 555 University Ave, Toronto, ON, Canada M5G 1X8
    Acad Med 86:S46-9. 2011
    ....
  3. doi request reprint Putting the expert together again
    Maria Mylopoulos
    Department of Paediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
    Med Educ 45:920-6. 2011
    ....
  4. doi request reprint Having our cake and eating it too: seeking the best of both worlds in expertise research
    Maria Mylopoulos
    Department of Pediatrics, SickKids Learning Institute, Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada
    Med Educ 43:406-13. 2009
    ....
  5. doi request reprint How student models of expertise and innovation impact the development of adaptive expertise in medicine
    Maria Mylopoulos
    SickKids Learning Institute, Hospital for Sick Children and Department of Pediatrics, University of Toronto, Toronto, Canada
    Med Educ 43:127-32. 2009
    ..The aim of this paper is to describe the perceptions and experiences of medical students in their third and fourth years of training, and to explore their understanding of their development as adaptive experts...
  6. doi request reprint Doctors' perspectives on their innovations in daily practice: implications for knowledge building in health care
    Maria Mylopoulos
    SickKids Learning Institute, Hospital for Sick Children, Toronto, Canada
    Med Educ 42:975-81. 2008
    ..However, little is known about the ways in which this knowledge, produced through daily, innovative problem solving, is developed, identified and shared by health care professionals...
  7. ncbi request reprint Cognitive metaphors of expertise and knowledge: prospects and limitations for medical education
    Maria Mylopoulos
    Wilson Centre for Research in Education, Toronto, Ontario, Canada
    Med Educ 41:1159-65. 2007
    ..This paper reflects on a few of the paradigmatic assumptions that have 'come along for the ride' with the traditional cognitive approach, and explores what might have been left out as a consequence...
  8. doi request reprint From behaviours to attributions: further concerns regarding the evaluation of professionalism
    Shiphra Ginsburg
    Department of Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
    Med Educ 43:414-25. 2009
    ..This study aimed to explore faculty attendings' scoring and opinions of students' written responses to professionally challenging situations...
  9. doi request reprint Maintaining competence in the field: learning about practice, through practice, in practice
    Glenn Regehr
    The Wilson Centre Toronto, Ontario, Canada
    J Contin Educ Health Prof 28:S19-23. 2008
    ....
  10. ncbi request reprint Reasoning when it counts: students' rationales for action on a professionalism exam
    Shiphra R Ginsburg
    Acad Med 82:S40-3. 2007
    ..This study determined the effects of a change in context (to a written exam) and format (video versus text scenarios) on students' response patterns...
  11. doi request reprint Informal self-regulated learning on a surgical rotation: uncovering student experiences in context
    Nicole N Woods
    The Wilson Centre, University of Toronto, ON, Canada
    Adv Health Sci Educ Theory Pract 16:643-53. 2011
    ..The results are interpreted through the lens of self-regulated learning theory and implications for medical education are discussed...
  12. ncbi request reprint Slowing down when you should: a new model of expert judgment
    Carol anne E Moulton
    The Wilson Centre, 200 Elizabeth St, Eaton South 1 565, Toronto, ON, M5G2C4, Canada
    Acad Med 82:S109-16. 2007
    ..The authors propose a new model of expert judgment that we describe as a process of slowing down when you should...