Karen Mann

Summary

Affiliation: Dalhousie University
Country: Canada

Publications

  1. doi request reprint A systematic review of caregiver burden following stroke
    H Rigby
    Division of Neurology, Dalhousie University, Halifax, NS, Canada
    Int J Stroke 4:285-92. 2009
  2. doi request reprint Education Research: An exploration of case-based learning in neuroscience grand rounds using the Delphi technique
    Heather Rigby
    Dalhousie University, QEII Health Sciences Centre, Halifax, Nova Scotia, Canada
    Neurology 79:e19-26. 2012
  3. doi request reprint Caring for stroke survivors: baseline and 1-year determinants of caregiver burden
    H Rigby
    Division of Neurology, Dalhousie University, Halifax Infirmary, 1796 Summer St, Room 3383, Halifax, NS B3H3A7, Canada
    Int J Stroke 4:152-8. 2009
  4. doi request reprint Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict
    Karen Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 86:1120-7. 2011
  5. ncbi request reprint Challenges in multisource feedback: intended and unintended outcomes
    Joan Sargeant
    Department of Continuing Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada
    Med Educ 41:583-91. 2007
  6. doi request reprint The processes and dimensions of informed self-assessment: a conceptual model
    Joan Sargeant
    Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 85:1212-20. 2010
  7. doi request reprint "Directed" self-assessment: practice and feedback within a social context
    Joan Sargeant
    Office of Continuing Medical Education, Dalhousie University Faculty of Medicine, Dalhousie University, Halifax, Canada
    J Contin Educ Health Prof 28:47-54. 2008
  8. ncbi request reprint Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use
    Joan Sargeant
    Continuing Medical Education, Faculty of Medicine, Dalhousie University, 5849 University Avenue, Halifax, NS, Canada
    Adv Health Sci Educ Theory Pract 13:275-88. 2008
  9. doi request reprint Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2)
    Joan Sargeant
    J Sargeant is professor and head, Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada J Lockyer is professor, Department of Community Health Sciences, and Senior Associate Dean, Education, Faculty of Medicine, University of Calgary, Calgary, Alberta, Canada K Mann is professor emeritus, Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada, and honorary professor and chair, Medical Education, Manchester Medical School, University of Manchester, Manchester, United Kingdom E Holmboe is senior vice president, Milestones Development and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, Illinois, Adjunct Professor of Medicine, Yale University, New Haven, Connecticut, and Adjunct Professor, Uniformed Services University of the Health Sciences, Bethesda, Maryland I Silver is vice president, Education, Centre for Addiction and Mental Health, and Professor, Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada H Armson is assistant dean, Continuing Professional Development, Germany
    Acad Med 90:1698-706. 2015
  10. doi request reprint Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learning
    Karen Mann
    Dalhousie University, Halifax, Nova Scotia, Canada
    J Interprof Care 26:92-9. 2012

Collaborators

Detail Information

Publications13

  1. doi request reprint A systematic review of caregiver burden following stroke
    H Rigby
    Division of Neurology, Dalhousie University, Halifax, NS, Canada
    Int J Stroke 4:285-92. 2009
    ..Our findings highlight the need for more research to identify caregivers in need of support and guide the development and implementation of appropriate interventions to offset caregiver burden...
  2. doi request reprint Education Research: An exploration of case-based learning in neuroscience grand rounds using the Delphi technique
    Heather Rigby
    Dalhousie University, QEII Health Sciences Centre, Halifax, Nova Scotia, Canada
    Neurology 79:e19-26. 2012
    ..Our objective was to obtain consensus opinion from staff neurologists, neurosurgeons, neuroradiologists, and neuropathologists on the features that best characterize a highly educational NSGR...
  3. doi request reprint Caring for stroke survivors: baseline and 1-year determinants of caregiver burden
    H Rigby
    Division of Neurology, Dalhousie University, Halifax Infirmary, 1796 Summer St, Room 3383, Halifax, NS B3H3A7, Canada
    Int J Stroke 4:152-8. 2009
    ..Our objective was to identify patient factors that contribute to higher levels of caregiver burden...
  4. doi request reprint Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict
    Karen Mann
    Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 86:1120-7. 2011
    ..The purpose of this project was to explore the tensions described by learners and professionals when informing their self-assessments of clinical performance...
  5. ncbi request reprint Challenges in multisource feedback: intended and unintended outcomes
    Joan Sargeant
    Department of Continuing Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada
    Med Educ 41:583-91. 2007
    ..The purpose of this qualitative study was to increase understanding of the consequential validity of MSF by exploring how doctors used their feedback and the conditions influencing this use...
  6. doi request reprint The processes and dimensions of informed self-assessment: a conceptual model
    Joan Sargeant
    Dalhousie University, Halifax, Nova Scotia, Canada
    Acad Med 85:1212-20. 2010
    ....
  7. doi request reprint "Directed" self-assessment: practice and feedback within a social context
    Joan Sargeant
    Office of Continuing Medical Education, Dalhousie University Faculty of Medicine, Dalhousie University, Halifax, Canada
    J Contin Educ Health Prof 28:47-54. 2008
    ..Using this body of research, this article explores self-assessment within the social context of multisource feedback and investigates the influence of feedback from peers and others upon self-assessment...
  8. ncbi request reprint Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use
    Joan Sargeant
    Continuing Medical Education, Faculty of Medicine, Dalhousie University, 5849 University Avenue, Halifax, NS, Canada
    Adv Health Sci Educ Theory Pract 13:275-88. 2008
    ..This study investigated emotional responses of family physicians' participating in a multi-source feedback (MSF) program, sources of these emotions, and their influence upon feedback acceptance and use...
  9. doi request reprint Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2)
    Joan Sargeant
    J Sargeant is professor and head, Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada J Lockyer is professor, Department of Community Health Sciences, and Senior Associate Dean, Education, Faculty of Medicine, University of Calgary, Calgary, Alberta, Canada K Mann is professor emeritus, Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada, and honorary professor and chair, Medical Education, Manchester Medical School, University of Manchester, Manchester, United Kingdom E Holmboe is senior vice president, Milestones Development and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, Illinois, Adjunct Professor of Medicine, Yale University, New Haven, Connecticut, and Adjunct Professor, Uniformed Services University of the Health Sciences, Bethesda, Maryland I Silver is vice president, Education, Centre for Addiction and Mental Health, and Professor, Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada H Armson is assistant dean, Continuing Professional Development, Germany
    Acad Med 90:1698-706. 2015
    ..To develop and conduct feasibility testing of an evidence-based and theory-informed model for facilitating performance feedback for physicians so as to enhance their acceptance and use of the feedback...
  10. doi request reprint Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learning
    Karen Mann
    Dalhousie University, Halifax, Nova Scotia, Canada
    J Interprof Care 26:92-9. 2012
    ..We conclude that this scale can be useful in evaluating IPE interventions...
  11. ncbi request reprint Cardiology grand rounds: effect of videoconferencing on educational value
    Michael Allen
    Office of Continuing Medical Education, Department of Medicine, Dalhousie University, Halifax, and Cardiology Department, Cape Breton Regional Hospital, Sydney, Canada
    J Telemed Telecare 13:136-41. 2007
    ..Receiving-site participants rated the educational value of the rounds lower than their presenting-site colleagues (3.9/5 vs 4.4/5) but answered a similar percentage of knowledge questions correctly (85 vs 89%)...
  12. doi request reprint Understanding, teaching and assessing the elements of the CanMEDS Professional Role: canadian program directors' views
    Andrew E Warren
    Dalhousie University, Canada
    Med Teach 36:390-402. 2014
    ..Physicians are required to maintain and sustain professional roles during their careers, making the Professional Role an important component of postgraduate education. Despite this, this role remains difficult to define, teach and assess...
  13. ncbi request reprint Learning in practice: experiences and perceptions of high-scoring physicians
    Joan Sargeant
    Office of Continuing Medical Education, Faculty of Medicine, Dalhousie University Faculty of Medicine, Halifax, Nova Scotia
    Acad Med 81:655-60. 2006
    ..Objectives were to find out how physicians learned in practice and maintained their competence, and how they learned about the communication skills domain specifically...