Eleven ways to get a grip on the implementation of remote administration of high-stakes assessments

por St-Onge, Christina
Publicado 2022

Academic promotion packages: crafting connotative frames

por Varpio, Lara, St.Onge, Christina, Young, Meredith
Publicado 2016

Development and validation of a health profession education-focused scholarly mentorship assessment tool

por St-Onge, Christina, Young, Meredith, Varpio, Lara
Publicado 2019

Canadian general internal medicine residents’ perception of a pedagogical tool of online cases in obstetric medicine

por Cumyn, Annabelle, Sauvé, Nadine, St-Onge, Christina
Publicado 2021

Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature

por Boileau, Elisabeth, St-Onge, Christina, Audétat, Marie-Claude
Publicado 2017

Ensuring the quality of multiple-choice exams administered to small cohorts: A cautionary tale

por Young, Meredith, Cummings, Beth-Ann, St-Onge, Christina
Publicado 2017

Just-in-time faculty development: a mobile application helps clinical teachers verify and describe clinical reasoning difficulties

por Boileau, Elisabeth, Audétat, Marie-Claude, St-Onge, Christina
Publicado 2019

Detecting rater bias using a person-fit statistic: a Monte Carlo simulation study

por Aubin, André-Sébastien, St-Onge, Christina, Renaud, Jean-Sébastien
Publicado 2018

Strategies identified by program directors to improve adoption of the CanMEDS framework

por Gaboury, Isabelle, Ouellet, Kathleen, Xhignesse, Marianne, St-Onge, Christina
Publicado 2018

Students as stakeholders in assessment: how students perceive the value of an assessment

por Ricci, Michelle, St-Onge, Christina, Xiao, Jing, Young, Meredith
Publicado 2018

Validity as a social imperative: users’ and leaders’ perceptions

por Marceau, Mélanie, St-Onge, Christina, Gallagher, Frances, Young, Meredith
Publicado 2022

Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level

por Joncas, Sébastien Xavier, St-Onge, Christina, Bourque, Sylvie, Farand, Paul
Publicado 2018

Multiple tutorial-based assessments: a generalizability study

por St-Onge, Christina, Frenette, Eric, Côté, Daniel J, De Champlain, André
Publicado 2014

Comparison of Assessment by a Virtual Patient and by Clinician-Educators of Medical Students' History-Taking Skills: Exploratory Descriptive Study

por Setrakian, Jean, Gauthier, Geneviève, Bergeron, Linda, Chamberland, Martine, St-Onge, Christina
Publicado 2020

Reflecting on professional identity in undergraduate medical education: implementation of a novel longitudinal course

por Désilets, Valérie, Graillon, Ann, Ouellet, Kathleen, Xhignesse, Marianne, St-Onge, Christina
Publicado 2021

Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role

por Ouellet, Kathleen, Sabbagh, Robert, Bergeron, Linda, Mayer, Sandeep Kumar, St-Onge, Christina
Publicado 2016

Characterizing the literature on validity and assessment in medical education: a bibliometric study

por Young, Meredith, St-Onge, Christina, Xiao, Jing, Vachon Lachiver, Elise, Torabi, Nazi
Publicado 2018

Assessing commitment to reflection: perceptions of medical students

por Poirier, Joanie, Ouellet, Kathleen, Désilets, Valérie, Graillon, Ann, Xhignesse, Marianne, St-Onge, Christina
Publicado 2023

Exploring medical students’ use of principles of self-explanation and structured reflection during clerkship

por Chamberland, Martine, Beaudoin, Vanessa, Boulais, Isabelle, Bergeron, Linda, St-Onge, Christina, Dubé, Tim
Publicado 2023

To observe or not to observe peers when learning physical examination skills; that is the question

por Martineau, Bernard, Mamede, Sílvia, St-Onge, Christina, Rikers, Remy MJP, Schmidt, Henk G
Publicado 2013