Can ill-structured problems reveal beliefs about medical knowledge and knowing? A focus-group approach

por Roex, Ann, Clarebout, Geraldine, Dory, Valerie, Degryse, Jan
Publicado 2009

What steps are necessary to create written or web-based selected-response assessments?

por Morgan, Matt, Dory, Valérie, Lubarsky, Stuart, Walsh, Kieran
Publicado 2014

Nudging clinical supervisors to provide better in-training assessment reports

por Dory, Valérie, Cummings, Beth-Ann, Mondou, Mélanie, Young, Meredith
Publicado 2019

If we assess, will they learn? Students’ perspectives on the complexities of assessment-for-learning

por Dory, Valérie, Wagner, Maryam, Cruess, Richard, Cruess, Sylvia, Young, Meredith
Publicado 2023

Examining the effects of gaming and guessing on script concordance test scores

por Lubarsky, Stuart, Dory, Valérie, Meterissian, Sarkis, Lambert, Carole, Gagnon, Robert
Publicado 2018

Using script theory to cultivate illness script formation and clinical reasoning in health professions education

por Lubarsky, Stuart, Dory, Valérie, Audétat, Marie-Claude, Custers, Eugène, Charlin, Bernard
Publicado 2015

Impact of emotional competence on physicians’ clinical reasoning: a scoping review protocol

por Joly, Louise, Bardiau, Marjorie, Nunes de Sousa, Alexandra, Bayot, Marie, Dory, Valérie, Lenoir, Anne-Laure
Publicado 2023

Learner handover: Perspectives and recommendations from the front-line

por Gumuchian, Stephanie T., Pal, Nicole E., Young, Meredith, Danoff, Deborah, Plotnick, Laurie H., Cummings, Beth-Ann, Gomez-Garibello, Carlos, Dory, Valérie
Publicado 2020

Mapping clinical reasoning literature across the health professions: a scoping review

por Young, Meredith E., Thomas, Aliki, Lubarsky, Stuart, Gordon, David, Gruppen, Larry D., Rencic, Joseph, Ballard, Tiffany, Holmboe, Eric, Da Silva, Ana, Ratcliffe, Temple, Schuwirth, Lambert, Dory, Valérie, Durning, Steven J.
Publicado 2020