Affiliation: University of Toronto
- Renowned physicians' perceptions of expert diagnostic practiceMaria Mylopoulos
University of Toronto Faculty of Medicine, Learning Institute, Hospital for Sick Children, Toronto, Ontario, Canada
Acad Med 87:1413-7. 2012....
- Exploring residents' perceptions of expertise and expert developmentMaria Mylopoulos
SickKids Learning Institute, 555 University Ave, Toronto, ON, Canada M5G 1X8
Acad Med 86:S46-9. 2011....
- Putting the expert together againMaria Mylopoulos
Department of Paediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
Med Educ 45:920-6. 2011....
- Having our cake and eating it too: seeking the best of both worlds in expertise researchMaria Mylopoulos
Department of Pediatrics, SickKids Learning Institute, Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada
Med Educ 43:406-13. 2009....
- How student models of expertise and innovation impact the development of adaptive expertise in medicineMaria 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...
- Doctors' perspectives on their innovations in daily practice: implications for knowledge building in health careMaria 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...
- Cognitive metaphors of expertise and knowledge: prospects and limitations for medical educationMaria 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...
- From behaviours to attributions: further concerns regarding the evaluation of professionalismShiphra 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...
- Maintaining competence in the field: learning about practice, through practice, in practiceGlenn Regehr
The Wilson Centre Toronto, Ontario, Canada
J Contin Educ Health Prof 28:S19-23. 2008....
- Reasoning when it counts: students' rationales for action on a professionalism examShiphra 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...
- Informal self-regulated learning on a surgical rotation: uncovering student experiences in contextNicole 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...
- Slowing down when you should: a new model of expert judgmentCarol 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...