Affiliation: Dalhousie University
- A systematic review of caregiver burden following strokeH 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...
- Education Research: An exploration of case-based learning in neuroscience grand rounds using the Delphi techniqueHeather 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...
- Caring for stroke survivors: baseline and 1-year determinants of caregiver burdenH 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...
- Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflictKaren 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...
- Challenges in multisource feedback: intended and unintended outcomesJoan 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...
- The processes and dimensions of informed self-assessment: a conceptual modelJoan Sargeant
Dalhousie University, Halifax, Nova Scotia, Canada
Acad Med 85:1212-20. 2010....
- "Directed" self-assessment: practice and feedback within a social contextJoan 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...
- Understanding the influence of emotions and reflection upon multi-source feedback acceptance and useJoan 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...
- 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...
- Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learningKaren 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...
- Cardiology grand rounds: effect of videoconferencing on educational valueMichael 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%)...
- Understanding, teaching and assessing the elements of the CanMEDS Professional Role: canadian program directors' viewsAndrew 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...
- Learning in practice: experiences and perceptions of high-scoring physiciansJoan 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...