CENTRE FOR MEDICAL EDUCATION
Publications on Teaching and Learning
2003-2010
Grad R, Meng Y, Bartlett G, Dawes M, Pluye P, Boillat M, Rao G, Thomas R. Effect of a
PDA-assisted evidence-based medicine course on knowledge of common clinical
problems. Fam Med. 2005;37(10):734-40.
Boudreau JD, Cassell EJ, Fuks A. A healing curriculum. Med Educ. 2007;41:11931201.
Boudreau D, Cassell EJ, Fuks A. Preparing medical students to be clinical observers.
Med Teach. 2008; 30(9–10): 857–62.
Boudreau JD, Jagosh J, Slee R, Macdonald ME, Steinert Y. Patients’ perspectives on
physicians’ roles: Implications for curricular reform. Acad Med. 2008; 83(8): 744–53.
Boudreau D, Cassell EJ, Fuks A. Preparing medical students to be attentive listeners.
Med Teach. 2009; 31(1): 22-9.
Fuks A, Boudreau D, Cassell EJ. Teaching clinical thinking to first-year medical
students. Med Teach. 2009; 31(1): 105-11.
Boudreau D, Cassell EJ. Abraham Flexner’s “mooted question” and the story of
integration. Acad Med. 2010; 85: 378-383.
Brawer, JR. The value of a philosophical perspective in teaching the basic medical
sciences. Med Teach. 2006;28:472-4.
Brawer JR. The reincarnation of a biomedical researcher: From bench science to
medical education. Med Teach. 2008; 30(1): 86–7.
Brawer JR, Chalk C, McLeod PJ. The pedagogic impact of exploring philosophical
themes in the basic health sciences: The students’ perspective. JIAMSE. 2008; 18: 128–
32.
Brawer JR. Medical education: Striving for mediocrity. Med Educ. 2009; 43: 1026-7.
Brawer JR, Lener M, Chalk C. Student perspectives on the value of lectures. JIAMSE
2009; 19: 84-8.
Nicholson D, Chalk C, Funnell WRJ, Daniel S. Can virtual reality improve anatomy
education? A randomized controlled study of a computer-generated three-dimensional
anatomical ear model. Med Educ. 2006;40:1081-7.
Gagnon R, Charlin B, Coletti M, Sauvé E, van der Vleuten C. Assessment in the
context of uncertainty: how many members are needed on the panel of reference of a
script concordance test? Med Educ. 2005;39:284-91.
Arweiler D, Noyeau E, Charlin B, Millette B. Change management and leadership in
medical education. AFMC – The Future of Medical Education, 2009.
Karsenti T, Charlin B. Information and Communication Technologies (ICT) in medical
education and practice: The major challenges. AFMC – The Future of Medical Education,
2009.
Moreau JJ, Caire F, Kalamarides M, Mireau E, Dauger F, Coignac MJ, Charlin B. Campus
numérique de neurologie: mobiliser une discipline des sciences médicales autour d’un
projet pédagogique fédérateur. La presse médicale. 2009; 38(10): 1425-33.
Cruess SR, Cruess RL, Steinert Y. Role modeling: Making the most of a powerful
teaching strategy. BMJ. 2008; 336: 718–21.
Duque G, Roberts A, Finkelstein A, Gold S, Winer L. Learning while evaluating: a
successful model of the use of electronic evaluation portfolios in clinical settings. Med
Educ. 2006;12,6(1):4.
Retrouvey JM, Finkelstein A. Blended learning in orthodontic diagnosis: An interactive
approach. JCDA. 2008: 74(7): 645–9.
Haluck RS, Satava RM, Fried GM, Lake C, Ritter EM, Sachdeva AK, Seymour NE, Terry
ML, Wilks D. Establishing a simulation center for surgical skills: what to do and how to
do it. Surgical Endoscopy. 2007;21:1223-32.
Sansregret A, Fried GM, Hasson H, Klassen D, Lagacé M, Charlin B, et al. Choosing
the right physical laparoscopic simulator? Comparison of LTS2000-ISM60 with MISTELS:
Validation, correlation, and user satisfaction. Am J Surg. 2009; 197(2): 258-65.
Fried GM. GAGES: A valid measurement tool for technical skills in flexible endoscopy.
Surg Endosc. 2010.
Gottesman R, Bhanji F, Finkelstein A, Winer L. Junctional Ectopic Tachycardia ?
An innovative web-based situated learning environment for pediatric cardiac intensive
care. Ped Crit Care Med. 2003;4(3):suppl A4.
Gottesman R, Bhanji F, Finkelstein A, Winer L. Junctional ectopic
tachycardia? An innovative web-based situated learning environment for pediatric
cardiac intensive care. Ped Crit Care Med. 2003;4(3):A4.
Gilfoyle E, Gottesman R, Razack S. Development of a leadership skills workshop in
pediatric advanced resuscitation. Med Teach. 2007;29(9):276-83.
Gottesman R, Gilfoyle E, Razack S. Development of a leadership skills workshop in
pediatric advanced resuscitation. Proceedings of 5th World Congress on Pediatric
Critical Care; 2007 June; Geneva, Switzerland. Pediatr Crit Care Med. 2007;8(3):A243.
Kloda LA. Academic librarians should be sensitive to cultural & language barriers when
providing reference service to international students. Evidence Based Library and
Information Practice. 2006;1(4):46-48.
Kloda LA. Undergraduate students do not understand some library jargon typically
used in library instruction. Evidence Based Library and Information Practice.
2006;1(1):83-5.
Kloda, L.A. Despite barriers, education providers, health professionals, and students
perceive e-learning to be an effective method of education. Evidence Based Library and
Information Practice. 2006;1(3):63-6.
Ellaway RH, Topps D, Lachapelle K, Cooperstock J. Intergrating simulation devices
and systems. Stud Health Techno Inform. 2009; 142: 88-90.
Lajoie SP, Garcia BC, Berdugo GC, Marquez L, Espíndola S, Nakamura C. The creation
of virtual and face-to-face learning communities: An international collaborative
experience. Journal of Educational Computing Research. 2006;35(2):163-80.
Lajoie SP, Azevedo R. Teaching and learning in technology-rich environments. In:
Alexander P, Winne P, editors. Handbook of Educational Psychology. 2nd ed. Mahwah,
NJ: Erlbaum; 2006. p. 803-21.
Lajoie SP, Berdugo G. Ampliación de nuestras comunidades educativas disciplinares
por medio de las culturas. In: Mota G, editor. Educación Cívica Y Ciudadana: Una Visión
Global. Mexico D.F.: Santillana; 2006. p.193-208.
Winne P H, Nesbit J C, Kumar V, Hadwin A F, Lajoie SP, Azevedo R, Perry NE.
Supporting self-regulated learning with gStudy software: the learning kit project.
Technology Instruction Cognition and Learning. 2006;(3):105-13.
Lajoie SP, Gauthier G, Nakamura C. Cognitive models and cognitive tools in
educational applications. Technology Instruction Cognition and Computing. 2007;5:33952.
Lajoie SP. Aligning theories with technology innovations in education. Br J Educ
Psychol – Monograph Series II. 2007;(5):27–38.
Lajoie SP. Developing computer based learning environments based on complex
performance models. In: Shuart B, Spaulding W, Poland J, editors. Symposium on
Motivation. Modeling complex systems: Vol. 52. Lincoln: University of Nebraska Press;
2007. p. 123-44.
Lajoie SP. Metacognition, self regulation, and self-regulated learning: A rose by any
other name? Educ Psychol Rev. 2008; 20(4): 469–75.
Lu J, Lajoie SP. Supporting medical decision-making with argumentation tools.
Contemp Educ Psychol. 2008; 33: 425–42.
Bracewell R, Le Maistre C, Lajoie SP, Breuleux A. The role of the teacher in opening
worlds of inquiry-driven learning with information technologies. In: Shore BM, Aulls
MW, Delcourt MA, editors. Inquiry in education: Overcoming barriers to successful
implementation. 2nd ed. New York: Erlbaum, 2008. p. 287–300.
Lavigne NC, Lajoie SP. Communicating performance standards to students through
technology. In: Elliot PC, Elliot Gamer CM, editors. Getting into the mathematics
conversation: Valuing communication in mathematics classrooms. Readings from
NCTM’s school-based journals. 2nd ed. Reston, VA: National Council of Teachers of
Mathematics. January 2008. p. 363–7.
Lajoie SP. Developing professional expertise with a cognitive apprenticeship model:
Examples from avionics and medicine. In KA Ericsson, editor. Development of
professional expertise: Toward measurement of expert performance and design of
optimal learning environments. Cambridge University Press; 2009. p.61-83.
Bracewell R, Le Maistre C, Lajoie SP, Breuleux A. The role of the teacher in opening
worlds of inquiry-driven learning with information technologies. In: Shore BM, Aulls
MW, Delcourt MAB, editors. Inquiry in education: overcoming barriers to successful
implementation. Boca Raton, FL: Erlbaum-Routledge. In press.
Macdonald ME, Carnevale F, Razack S. Understanding what residents want and what
residents need: the challenge of cultural training in pediatrics. Med Teach. 2007;29:46471.
Carnevale FA, Macdonald ME, Bluebond-Langner M, McKeever P. Using participant
observation in pediatric health care settings: Ethical challenges and solutions. J Child
Health Care. 2008 Mar; 12(1): 18–32.
McLeod PJ, Steinert Y, Meagher T, McLeod A. The ABCs of pedagogy for clinical
teachers. Med Educ. 2003; 37(7): 638-44.
McLeod P, Steinert Y, Meterissian S, Child S. Using the Delphi Process to identify
the curriculum content. Med Educ. 2004;38:545-76.
McLeod P, Meagher T, Steinert Y, Schuwirth, L, McLeod, A. Clinical teachers' tacit
knowledge of basic pedagogic principles. Med Teach. 2004;26:23-7.
McLeod P, Meagher T, Steinert Y, Schuwirth L, McLeod A. Point...counterpoint. Med
Teach. 2004;26:487-9.
McLeod P, Steinert Y, Meagher T, Schuwirth L, Tabatabai D, McLeod A. The
acquisition of tacit knowledge in medical education: learning by doing. Med Educ.
2006;40(2):146-9.
Cantillon P, McLeod P, Razack S, Snell L, Steinert Y. Lost in translation: The
challenges of global communication in medical education. Med Educ. 2009; 43(7): 61520.
McLeod PJ, Steinert Y, Snell L, Wiseman J. The medical education journal club: A
legacy of sir William Osler. Canadian Journal of General Internal Medicine. 2009; 4(3):
185-6.
McLeod P, Steinert Y, Boudreau D, Snell L, Wiseman J. Twelve tips for
conducting a medical education journal club. Med Teach 2010; 32: 368–370.
Weston C, Gandell T, Thomas A, Berthiaume D, Gosselin R, Meterissian S. Teaching
residents how to teach. Clin Invest Med. 2004;27:171.
Meterissian S. Toil and trouble? Should residents be allowed to moonlight? NO. Can
Fam Physician. 2008; 54: 1367–9.
Meterissian S. Réfutation: surmenage et problèmes? Devrait-on permettre le double
emploi aux résidents? NON. Can Fam Physician. 2008; 54: 1522
Moore F, Chalk C. The essential neurological examination: What should medical
students be taught? Neurology. 2009; 72: 2020-3.
Nadeau JL. From gene to protein: A three-week intensive course in molecular biology
for physical scientists. Biochemistry and Molecular Biology Education. 2009; 37 (4): 211219.
Razack S, Steinert Y, Macdonald ME, Carnevale FA, Tellier PP. Caring for a diverse
diversity; reconciling cultural, socioeconomic, and sexual difference in medical
education. Royal College/Canadian Society for Clinical Investigation, Annual Conference,
Ottawa. Clin Invest Med. 2006;29(4):221-2.
Razack S, Meterissian S, Morin L, Snell L, Steinert Y, Tabatabai D, MacLellan A-M.
Coming of age as communicators: different expression of common material in four
residency programs. Med Educ. 2007;41(5):441–9.
Razack S. Promoting skill-building in cultural competence: a must for paediatricians
who care for socially vulnerable populations. J Paediatr Child Health. 2007;12(8):657-9.
Steele M, Leverette JS, Russell RC. Child and adolescent psychiatry: Chapter 6,
Approaches to postgraduate education in psychiatry. In: Leverette JS, Persad E, Hnatko
G, Zaretsky A, Fung K, editors. Ottawa: Canadian Psychiatric Association, 2009.
Amoriggi H, Shaw K. Can speed reading/e-learning productivity skills training enhance
overall learning/e-learning productivity of 21st century medical students and surgical
residents? The International Journal of Learning. 2006;12(12):157-70.
Ten Cate O, Snell L, Mann K, Vermunt J. Orienting teaching toward the learning
process. Acad Med. 2004;79(3):219-27.
Steinert, Y. Multi-professional education. In: Jones R, et al., editors. Textbook of
Primary Medical Care, Volume 1. Oxford: Oxford University Press; 2004. p.559-62.
Steinert Y. Student perceptions of small group teaching. Med Educ. 2004;38(3):286-93.
Steinert, Y. Learning together to teach together: Interprofessional education and
faculty development. J Interprof Care. 2005;19(Supplement 1):60-75.
Liberman S, Liberman M, Steinert Y, McLeod P, Meterissian S. Surgery residents
and faculty have different perceptions of feedback. Med Teach. 2005;27(5):470-2.
Steinert Y, McLeod P. From novice to informed educator: the teaching scholars
program for educators in the health sciences. Acad Med. 2006;81(11):969-74.
Steinert Y. The “problem” junior: Whose problem is it? BMJ. 2008; 336(7636): 150–3.
Steinert Y. On being . . . Inclusive. Acad Med. 2010; 85(3): 390-1.
Vassiliou MC, Kaneva PA, Poulose BK, Dunkin BJ, Marks JM, Sadik R, Sroka G, Anvari
M, Thaler K, Adrales GL, Hazey JW, Lightdale JR, Velanovich V, Swanstrom LL, Mellinger
JD, Fried GM. How should we establish the clinical case numbers required to achieve
proficiency in flexible endoscopy? Am J Surg. 2010: 199(1): 121-5.
Vassiliou MC, Kaneva PA, Poulose BK, Dunkin BJ, Marks JM, Sadik R, Sroka G, Anvari
M, Thaler K, Adrales GL, Hazey JW, Lightdale JR, Velanovich V, Swanstrom LL, Mellinger
JD, Fried GM. GAGES: A valid measurement tool for technical skills in flexible
endoscopy. Surg Endosc. 2010.
Walton JM, Steinert Y. Patterns of interaction during rounds: Implications for workbased learning. Med Educ. 2010 Jun;44(6):550-8.
Dandavino M, Wiseman J, Snell L. Why medical students should learn how to teach.
Med Teach. 2007;29(6):558-65.
Posel N, Fleiszer D, Wiseman J, Birlean C, Margison J, Faremo S, et al. Using
electronic cases to teach healthcare professionals and students about
interprofessionalism. J Interprof Care. 2008 Jan; 22(1): 111–4.
Wiseman J, Snell L. The deteriorating patient: A realistic but ‘low-tech’ simulation of
emergency decision-making. Clin Teach. 2008; 5: 1–5.