Self (SRL, Self-Assessment, Reflection)

Publications by CHES Members on Self (SRL, Self-Assessment, Reflection):

• Personal autonomy and self-determination are crucial for professionalism in healthcare

  Organ JM, Smith HF, Trainor PA, Allen K, Balta JY, Beresheim AC, Brewer‐Deluce D, Brown KM, Burrows AM, Byers KT, Byram JN. Personal autonomy and self‐determination are crucial for professionalism in healthcare. Anatomical sciences education. 2023 Jul;16(4):571-573.

• A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities

  El-Awaisi A, Jaam M, Wilby KJ, Wilbur K. A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities. Journal of Interprofessional Care. 2022 Jan 24:1-9.

• The ways social networks shape reflection on early significant clinical experiences in medical school

  Stasiuk S, Hubinette M, Nimmon L. The ways social networks shape reflection on early significant clinical experiences in medical school. Canadian Medical Education Journal/Revue canadienne de l’éducation médicale. 2022;13(5):28-38.

• How to CRAFT an effective preceptor-learner relationship: The Continuous Reflective Assessment for Training model

  van der Goes T, Koppula S, Bethune C. How to CRAFT an effective preceptor-learner relationship: The Continuous Reflective Assessment for Training model. Canadian Family Physician. 2022 Jul 1;68(7):550-552.

• Exploring the perceived educational impact of COVID-19 on postgraduate training in oncology: impact of self-determination and resilience

  Giuliani M, Samoil D, Agarwal A, Croke J, Golden DW, Hirsch AE, Jimenez R, Malik NH, Papadakos J, Wu CH, Ingledew PA. Exploring the perceived educational impact of COVID-19 on postgraduate training in oncology: impact of self-determination and resilience. Canadian Medical Education Journal. 2021 Feb;12(1):e180.

• The nature of learning from simulation: Now I know it, now I’ll do it, I’ll work on that

  Shariff F, Hatala R, Regehr G. The nature of learning from simulation: Now I know it, now I’ll do it, I’ll work on that. Medical Education. 2020 Jul;54(7):652-659.

• Learning After the Simulation Is Over: The Role of Simulation in Supporting Ongoing Self-Regulated Learning in Practice

  Shariff F, Hatala R, Regehr G. Learning after the simulation is over: The role of simulation in supporting ongoing self-regulated learning in practice. Academic Medicine. 2020 Apr 1;95(4):523-526.

• Situational cues surrounding family physicians seeking external resources while self-monitoring in practice.

  Lee L, King G, Freeman T, Eva KW. Situational cues surrounding family physicians seeking external resources while self-monitoring in practice. Advances in Health Sciences Education. 2019 Oct;24(4):783-796.

• Accuracy of self-monitoring: does experience, ability or case difficulty matter?

  Hautz WE, Schubert S, Schauber SK, Kunina‐Habenicht O, Hautz SC, Kämmer JE, Eva KW. Accuracy of self‐monitoring: does experience, ability or case difficulty matter? Medical education. 2019 Jul;53(7):735-744.

• Optimizing resident operative self-confidence through competency-based surgical education modules: are we there yet?

  Geoffrion R, Koenig NA, Sanaee MS, Lee T, Todd NJ. Optimizing resident operative self-confidence through competency-based surgical education modules: are we there yet? International Urogynecology Journal. 2019 Mar;30(3):423-428.

• Reflecting on what? the difficulty of noticing formative experiences in the moment

  Holmes CL, Hubinette MM, Maclure M, Miller H, Ting D, Costello G, Reed M, Regehr G. Reflecting on what? The difficulty of noticing formative experiences in the moment. Perspectives on Medical Education. 2018 Dec;7(6):379-385.

• Professional Competencies ToolKit: Using Flash Cards to Teach Reflective Practice to Medical Students in Clinical Clerkship

  Seymour P, Watt M, MacKenzie M, Gallea M. Professional Competencies ToolKit: using flash cards to teach reflective practice to medical students in clinical clerkship. MedEdPORTAL. 2018 Sep 15;14:10750.

• How and Why Preclerkship Students Set Learning Goals and Assess Their Achievement: A Qualitative Exploration

  Kindler PM, Bates J, Hui E, Eva KW. How and why preclerkship students set learning goals and assess their achievement: A qualitative exploration. Academic Medicine. 2017 Nov 1;92(11S):S61-66.

• Harnessing the hidden curriculum: A four-step approach to developing and reinforcing reflective competencies in medical clinical clerkship

  Holmes CL, Harris IB, Schwartz AJ, Regehr G. Harnessing the hidden curriculum: a four-step approach to developing and reinforcing reflective competencies in medical clinical clerkship. Advances in Health Sciences Education. 2015 Dec;20(5):1355-1370.

• Considerations in the use of reflective writing for student assessment: issues of reliability and validity

  Moniz T, Arntfield S, Miller K, Lingard L, Watling C, Regehr G. Considerations in the use of reflective writing for student assessment: issues of reliability and validity. Medical education. 2015 Sep;49(9):901-908.

• Self-regulated learning in simulation-based training: a systematic review and meta-analysis

  Brydges R, Manzone J, Shanks D, Hatala R, Hamstra SJ, Zendejas B, Cook DA. Self‐regulated learning in simulation‐based training: a systematic review and meta‐analysis. Medical education. 2015 Apr;49(4):368-378.

• Reflecting upon reflection in diagnostic reasoning

  Ilgen JS, Bowen JL, Eva KW. Reflecting upon reflection in diagnostic reasoning. Academic Medicine. 2014 Sep 1;89(9):1195-1196.

• Reflective writing and its impact on empathy in medical education: systematic review

  Chen I, Forbes C. Reflective writing and its impact on empathy in medical education: systematic review. Journal of educational evaluation for health professions. 2014 Aug 16;11.

• In reply to Mamede and Schmidt

  Ilgen JS, Bowen JL, Eva KW. In Reply to Mamede and Schmidt. Academic Medicine. 2014 Jul 1;89(7):960.

• Are two heads better than one? Comparing dyad and self-regulated learning in simulation training

  Shanks D, Brydges R, den Brok W, Nair P, Hatala R. Are two heads better than one? Comparing dyad and self‐regulated learning in simulation training. Medical education. 2013 Dec;47(12):1215-1222.

• Learning in the health professions: What does self-regulation have to do with it?

  Butler DL, Brydges R. Learning in the health professions: what does self‐regulation have to do with it? Medical education. 2013 Oct 13;11(47):1057-1059.

• Helping students reflect: Lessons from cognitive psychology

  Poole G, Jones L, Whitfield M. Helping students reflect: lessons from cognitive psychology. Advances in Health Sciences Education. 2013 Oct;18(4):817-824.

• Validating a self-confidence scale for surgical trainees

  Geoffrion R, Lee T, Singer J. Validating a self-confidence scale for surgical trainees. Journal of obstetrics and gynaecology Canada. 2013 Apr 1;35(4):355-361.

• Waking up the next morning: surgeons’ emotional reactions to adverse events

  Luu S, Patel P, St‐Martin L, Leung AS, Regehr G, Murnaghan ML, Gallinger S, Moulton CA. Waking up the next morning: surgeons’ emotional reactions to adverse events. Medical education. 2012 Dec;46(12):1179-1188.

• The readiness for clerkship survey: can self-assessment data be used to evaluate program effectiveness?

  Peterson LN, Eva KW, Rusticus SA, Lovato CY. The readiness for clerkship survey: can self-assessment data be used to evaluate program effectiveness? Academic Medicine. 2012 Oct 1;87(10):1355-1360.

• Self-monitoring and its relationship to medical knowledge

  McConnell MM, Regehr G, Wood TJ, Eva KW. Self-monitoring and its relationship to medical knowledge. Advances in Health Sciences Education. 2012 Aug;17(3):311-323.

• The culturally sculpted self in self-directed learning

  Poole G. The culturally sculpted self in self-directed learning. Medical education. 2012 Aug;46(8):735-737.

• Directed self-regulated learning versus instructor-regulated learning in simulation training

  Brydges R, Nair P, Ma I, Shanks D, Hatala R. Directed self‐regulated learning versus instructor‐regulated learning in simulation training. Medical education. 2012 Jul;46(7):648-656.

• Influences on medical students’ self-regulated learning after test completion

  Agrawal S, Norman GR, Eva KW. Influences on medical students’ self‐regulated learning after test completion. Medical education. 2012 Mar;46(3):326-335.

• A reflective analysis of medical education research on self-regulation in learning and practice

  Brydges R, Butler D. A reflective analysis of medical education research on self‐regulation in learning and practice. Medical education. 2012 Jan;46(1):71-79.

• Metacognitive practice makes perfect: improving students’ self-assessment skills with an intelligent tutoring system

  Roll I, Aleven V, McLaren BM, Koedinger KR. Metacognitive practice makes perfect: Improving students’ self-assessment skills with an intelligent tutoring system. International conference on artificial intelligence in education 2011 Jun 28 (pp. 288-295). Springer, Berlin, Heidelberg.

• Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict

  Mann K, van der Vleuten C, Eva K, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer J, Loney E, Sargeant J. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict. Academic Medicine. 2011 Sep 1;86(9):1120-1127.

• Exploring the divergence between self-assessment and self-monitoring

  Eva KW, Regehr G. Exploring the divergence between self-assessment and self-monitoring. Advances in health sciences education. 2011 Aug;16(3):311-329.

• Features of assessment learners use to make informed self-assessments of clinical performance

  Sargeant J, Eva KW, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer JM, Loney E, Mann KV, van der Vleuten CP. Features of assessment learners use to make informed self‐assessments of clinical performance. Medical education. 2011 Jun;45(6):636-647.

• A new concept of unsupervised learning: directed self-guided learning in the health professions

  Brydges R, Dubrowski A, Regehr G. A new concept of unsupervised learning: directed self-guided learning in the health professions. Academic Medicine. 2010 Oct 1;85(10):S49-55.

• Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training

  Brydges R, Carnahan H, Rose D, Dubrowski A. Comparing self‐guided learning and educator‐guided learning formats for simulation‐based clinical training. Journal of Advanced Nursing. 2010 Aug;66(8):1832-1844.

• Students’ reflective learning within a community service-learning dental module

  Brondani MA. Students’ reflective learning within a community service‐learning dental module. Journal of dental education. 2010 Jun;74(6):628-636.