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 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
  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 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
  5. 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
  6. 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
  7. 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
  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

Collaborators

Detail Information

Publications13

  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 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
    ....
  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 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...
  5. 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...
  6. 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...
  7. 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
    ....
  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. doi request reprint Cognition before curriculum: rethinking the integration of basic science and clinical learning
    Kulamakan Mahan Kulasegaram
    Mr Kulasegaram is a PhD candidate, Clinical Epidemiology and Biostatistics Program and Program for Education Research and Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada He is also a Wilson Centre Fellow, University of Toronto, Toronto, Ontario, Canada Dr Martimianakis is director of scholarship, Assistant Professor, Department of Paediatrics, and Scientist, Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada Dr Mylopoulos is assistant professor of paediatrics, University of Toronto, Scientist, Learning Institute, Sick Kids Hospital, and Scientist, Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada Dr Whitehead is vice chair for education, Associate Professor, Department of Family and Community Medicine, Scientist, Wilson Centre, and education scientist, Centre for Ambulatory Care Education, Women s College Hospital, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada Dr Woods is assistant professor, Department of Surgery, and education scientist, Wilson Centre, Faculty of Medicine
    Acad Med 88:1578-85. 2013
    ..The health professions education literature includes a variety of educational strategies for integrating basic science and clinical concepts at multiple levels of the curriculum. To date, assessment of this literature has been limited...
  13. 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...