La vie scientifique et le rayonnement

Torre, D., Chamberland, M., & Mamede, S. (2022). Implementation of three knowledge-oriented instructional strategies to teach clinical reasoning: Self-explanation, a concept mapping exercise, and deliberate reflection: AMEE Guide No. 150. Medical Teacher, 1-9. https://doi.org/10.1080/0142159X.2022.2105200  PMID: 35938204. 

St-Onge, C. (2022). Eleven ways to get a grip on the implementation of remote administration of high-stakes assessments. Canadian Medical Education Journal, 13(4), 3‑7. https://doi.org/10.36834/cmej.73734 

Shankar, S., St‐Onge, C., & Young, M. E. (2022). When I say… response process validity evidence. Medical Education, 56(9), 878-880. https://doi.org/10.1111/medu.14853  PMID: 35688144. 

Chakroun, M., Dion, V. R., Ouellet, K., Graillon, A., Désilets, V., Xhignesse, M., & St-Onge, C. (2022). Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators. Academic Medicine, https://doi.org/10.1097/ACM.0000000000004755. PMID: 35612917.  

Lavoie, P., Lapierre, A., Maheu-Cadotte, M. A., Fontaine, G., Khetir, I., & Bélisle, M. (2022). Transfer of Clinical Decision-Making–Related Learning Outcomes Following Simulation-Based Education in Nursing and Medicine: A Scoping Review. Academic Medicine, 97(5), 738-746. https://doi.org/10.1097/ACM.0000000000004522. PMID: 34789663. 

Charette, M., McKenna, L., McGillion, A., & Burke, S. (2022). Effectiveness of transition programs on new graduate nurses’ clinical competence, job satisfaction and perceptions of support: A mixed‐methods study. Journal of Clinical Nursing. https://doi.org/10.1111/jocn.16317. PMID: 35451137. 

Marceau, M., St-Onge, C., Gallagher, F., & Young, M. (2022). Validity as a social imperative: user’s and leader’s perceptions. Canadian Medical Education Journal/Revue Canadienne de l’éducation médicale, 13(3), 22-35. https://doi.org/10.36834/cmej.73518 

St‐Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2022). COVID‐19 as the tipping point for integrating e‐assessment in higher education practices. British Journal of Educational Technology, 53(2), 349-366. https://doi.org/10.1111/bjet.13169 

Do, D. H., Lakhal, S., Bernier, M., Bisson, J., Bergeron, L., & St-Onge, C. (2022). Drivers of iPad use by undergraduate medical students: the Technology Acceptance Model perspective. BMC Medical Education, 22(1), 1-12. https://doi.org/10.1186/s12909-022-03152-w. PMID: 35135525; PMCID: PMC8827188.  

Chichekian, T., Bragoli-Barzan, L., & Rahimi, S. (2022). Pedagogical and Personal Experiences Motivating Indigenous Students to Pursue Medical Studies. In Frontiers in Education (Vol. 6, p. 788909). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.788909 

Chichekian, T., & Vallerand, R. J. (2022). Passion for science and the pursuit of scientific studies: The mediating role of rigid and flexible persistence and activity involvement. Learning and Individual Differences, 93, 102104. https://doi.org/10.1016/j.lindif.2021.102104 

Lingard, L., Cristancho, S., Hennel, E. K., St-Onge, C., & van Braak, M. (2021). When English clashes with other languages: Insights and cautions from the Writer’s Craft series. Perspectives on Medical Education, 10(6), 347-351. https://doi.org/10.1007/s40037-021-00689-2  

Ethier, A., & Carrier, A. (2021). A Scoping Review of the Implementation of Local Health and Social Services for Older Adults. Healthcare Policy, 17(2), 105. https://doi.org/10.12927/hcpol.2021.26654 

Cumyn, A., Sauvé, N., & St-Onge, C. (2021). Canadian general internal medicine residents’ perception of a pedagogical tool of online cases in obstetric medicine. Obstetric Medicinehttps://doi.org/10.1177%2F1753495X211045614 

Long, S., Rodriguez, C., St-Onge, C., Tellier, P. P., Torabi, N., & Young, M. (2021). Factors affecting perceived credibility of assessment in medical education: A scoping review. Advances in Health Sciences Education, 27, 229-262. https://doi.org/10.1007/s10459-021-10071-w.  PMID: 34570298  

Ngangue, P., Brown, J. B., Forgues, C., Ahmed, M. A. A., Nguyen, T. N., Sasseville, M., Loignon, C., Gallagher, F., Steward, M., & Fortin, M. (2021). Evaluating the implementation of interdisciplinary patient-centred care intervention for people with multimorbidity in primary care: a qualitative study. BMJ open, 11(9), e046914. http://dx.doi.org/10.1136/bmjopen-2020-046914. PMID: 34561255; PMCID: PMC8475135. 

Robert, P., Bégin, F., Ménard-Castonguay, S., Frenette, A. J., Quiroz-Martinez, H., Lamontagne, F., Belley-Côté, E.P., & D’Aragon, F. (2021). Attitude and knowledge of medical students about organ donation–training needs identified from a Canadian survey. BMC medical education, 21(1), 1-7. https://doi.org/10.1186/s12909-021-02736-2. PMID: 34225725; PMCID: PMC8258931. 

Poitras, M.E., Bélanger, E., Vaillancourt, V.T., Kienlin, S., Körner, M., Godbout, I., Bernard-Hamel, J., O'Connor, S., Blanchette, P., Khadhraoui, L., Sawadogo, J., Massougbodji, J., Zomahoun, H.T.V., Gallani, M.C., Stacey, D., & Légaré, F. (2021). Interventions to Improve Trainers' Learning and Behaviors for Educating Health Care Professionals Using Train-the-Trainer Method: A Systematic Review and Meta-analysis. Journal of Continuing Education in the Health Professions, 41(3), 202-209. https://doi.org/10.1097/CEH.0000000000000375. PMID: 34292260. 

Chichekian, T. (2021). Se centrer sur l’humain. In Association Professionnelle de la Pédagogie Collégiale (Ed.), Ce moment-là (Appel spécial, Vol. 34, p. 43). Pédagogie Collégiale. https://eduq.info/xmlui/handle/11515/38131 

Gosselin, M. (2021). Le développement professionnel de praticiennes et de praticiens du domaine de la santé : une compréhension des expériences d’apprentissage découlant de la participation à des communautés de pratique. [Thèse de doctorat, Université Laval]. Corpus. https://www.sciencedirect.com/science/article/pii/S0260691721001179?via%3Dihub 

Kenny, A., Dickson-Swift, V., McKenna, L., Charette, M., Rush, K. L., Stacey, G., Darvill, A., Leigh, J., Burton, R., & Phillips, C. (2021). Interventions to support graduate nurse transition to practice and associated outcomes: A systematic review. Nurse education today, 100, 104860. https://doi.org/10.1016/j.nedt.2021.104860 

Hsu, T., De Angelis, F., Al-Asaaed, S., Basi, S., Tomiak, A., Grenier, D., Hammad, N., Henning, J.-W., Berry, S., Song, X., & Mukherjee, S. (2021). Ten ways to get a grip on designing and implementing a competency-based medical education training program. Canadian Medical Education Journal / Revue canadienne de l'éducation médicale, 12(2), e81–e87. doi.org/10.36834/cmej.70723 

Giroux, M., & Pélissier-Simard, L. (2021). Shedding light on autistic traits in struggling learners: A blind spot in medical education. Perspective on Medical Education. doi.org/10.1007/s40037-021-00654-z 

Heilporn, G., Lakhal, S., Bélisle, M., & St-Onge, C. (Accepté 07/2021). Engagement des étudiants: une échelle de mesure multidimensionnelle appliquée à des modalités de cours hybrides universitaires. Mesure et évaluation en éducation. 

Dion, V., St-Onge, C., Bartman, I., Touchie, C., & Pugh, D. (Accepté 06/2021). Written-based progress testing: a scoping review. Academic medicine. 

Désilets, V., Graillon, A., Ouellet, K., Xhignesse, M., & St-Onge, C. (2021). Reflecting on Professional Identity in Undergraduate Medical Education: Implementation of a Novel Longitudinal Course. Perspectives on Medical Education. doi.org/10.1007/s40037-021-00649-w 

St-Onge, C., Young, M., Renaud, J-S., Cummings, B-A., Drescher, O., & Varpio, L. (2021). Sound practices: An exploratory study of building and monitoring multiple-choice exams. Academic Medicine. 96(2), 271-277. doi.org/10.1097/acm.0000000000003659 

Garneau, A. B., Bélisle, M., Lavoie, P., & Sédillot, C. L. (2021). Integrating equity and social justice for indigenous peoples in undergraduate health professions education in Canada: a framework from a critical review of literature. International Journal for Equity in Health. 20(1):123. doi.org/10.1186/s12939-021-01475-6.  

Bélisle, M., Lavoie, P., Pepin, J., Fernandez, N., Boyer, L., Lechasseur, K., & Larue, C. (2021). A conceptual framework of student professionalization for health professional education and research. International journal of nursing education scholarship. 18(1). doi.org/10.1515/ijnes-2020-0104  

Dion V, St-Onge C., Bartman I, Touchie C, Pugh D. Written-Based Progress Testing: A Scoping Review. Acad Med. 2022 May 1;97(5):747-757. doi: 10.1097/ACM.0000000000004507. Epub 2022 Apr 27. PMID: 34753858. 

Heilporn, G., Lakhal, S., Bélisle, M. & St-Onge, C. (2020). Engagement des étudiants : une échelle de mesure multidimensionnelle appliquée à des modalités de cours hybrides universitaires. Mesure et évaluation en éducation, 43(2), 1–34. https://doi.org/10.7202/1081043ar 

St-Onge, C., Vachon Lachiver, E., Langevin, S., Boileau, E., Bernier, F., & Thomas, A. (2020). Lessons from the implementation of Developmental Progress Assessment : A Scoping Review. Medical Education. 54(10), 878-887. doi.org/10.1111/medu.14136  

Chamberland, M., Mamede, S., Bergeron, L., & Varpio, L. (2020). A layered analysis of self-explanation and structured reflection to support clinical reasoning in medical students. Perspectives on Medical Education. doi.org/10.1007/s40037-020-00603-2.  

Bilgic, E., Hada, T., Dubé, T., Valanci, S., de Azevedo, B., Feldman, L. S., Vassiliou, M. C., & Fried, G. M. (2020).  Defining the key skills required to perform advanced laparoscopic procedures: a qualitative descriptive study. Surgical Endoscopy. doi.org/10.1007/s00464-020-07685-3 

Wagner, M., Dubé, T., & Gomez-Garibello, C. (2020). It takes a team: Generating evidence to define and foster collective competence in health professions education. Canadian Medical Education Journal. 11(5), e109-e111. doi.org/10.36834/cmej.69664  

Setrakian, J., Gauthier, G., Bergeron, L., Chamberland, M., & St-Onge, C. (2020). Comparison of Assessment by a Virtual Patient and by Clinician-Educators of Medical Students' History-Taking Skills: Exploratory Descriptive Study, JMIR Medical Education, 6(1), e14428. doi.org/10.2196/14428 

Tavares, W., Young, M., Gauthier, G., & St-Onge, C. (2020) The effect of foregrounding intended use on observers’ ratings and comments in the assessment of clinical competence. Academic Medicine. 95(5), 777-785. doi.org/10.1097/acm.0000000000003076  

Aubin, A-S., Young, M., Eva, K., & St-Onge, C. (2020). Examinee cohort size and item analysis guidelines: A Monte Carlo Simulation Study. Academic Medicine. 95(1), 151-156. doi.org/10.1097/ACM.0000000000002888 

Merlin, M. D., Lavoie, S., & Gallagher, F. (2020). Elements of group dynamics that influence learning in small groups in undergraduate students: A scoping review. Nurse education today. 87, 104362. doi.org/10.1016/j.nedt.2020.104362 

Bélisle, M., Mazalon, É., Belanger, M., & Fernandez, N. (2020). Les stages cliniques dans les formations en alternance: étude de la portée quant à leurs caractéristiques et leurs retombées sur la professionnalisation. Pédagogie Médicale, 21(1), 21-38. doi.org/10.1051/pmed/2020029 

Lavoie, P., Deschênes, M-F., Nolin, R., Bélisle, M., Garneau, A. B., Boyer, L., Lapierre, A., & Fernandez, N. (2020). Beyond technology: a scoping review of features that promote fidelity and authenticity in simulation-based health professional education. Clinical Simulation in Nursing. 42, 22-41. doi.org/10.1016/j.ecns.2020.02.001 

Carrier, A. & Beaudoin, M. (2020). Conceptualizing occupational therapists’ change agent role to support entry-level pedagogical activities: results from a scoping study. Journal of Occupational Therapy Education. 4(3), 1. URL : https://encompass.eku.edu/jote/vol4/iss3/3/ 

Baillargeon, J-P., St-Cyr-Tribble, D., Xhignesse, M., Brown, C., Carpentier, A. C., Fortin, M., Grant, A., Simoneau-Roy, J., & Langlois, M-F. (2020). Impact of an educational intervention combining clinical obesity preceptorship with electronic networking tools on primary care professionals: a prospective study. BMC Medical Education. 20, 361. doi.org/10.1186/s12909-020-02248-5 

Lavoie M., Gallagher F., & Chouinard M-C. (2020). Description du processus éducationnel mis en place par les infirmières auprès de personnes avec la dystrophie myotonique de type 1. Éducation Thérapeutique du Patient / Therapeutic Patient Education. 12(2), 20204. doi.org/10.1051/tpe/2020010