Timothy Dubé

Prix et distinctions

• (2025) Exceptional Alumni Award. Laurentian University.
• (2025) Mid-Career Achievement Award. Canadian Association of Medical Education.
• (2025) “Top most influential” articles. Canadian Medical Education Journal.
• (2024) Certificate of Merit Award. Canadian Association of Medical Education.
• (2021) “Best articles of our first 10 years (and perhaps some of the best of the next decade)”. Canadian Medical Education Journal.

Publications

Articles

• Julie Massé, Marie-Claude Tremblay, Olivia Gross, Marie-Audrey Brochu-Doucet, Yannick Ruelle, Sofia Boulay, Tim Dubé. (2025). Building pedagogical models of social accountability in family medicine residency training: a logic analysis protocol. Canadian Medical Education Journal. DOI
• Meredith Young, Tim Dubé. (2024). What if we consider research teams as teams?. Advances in Health Sciences Education. DOI
• Tim V. Dubé, Annabelle Cumyn, Mariem Fourati, Martine Chamberland, Sharon Hatcher, Michel Landry. (2024). Pathways, journeys and experiences: Integrating curricular activities related to social accountability within an undergraduate medical curriculum. Medical Education. DOI
• Marco Zaccagnini, Erin Cameron, Roger Strasser, Saleem Razack, Tim Dubé. (2024). Educational approaches for social accountability in health professions training: a scoping review protocol. Canadian Medical Education Journal. DOI
• Tim V. Dubé. (2024). An imperative for transforming health professions education. Medical Education. DOI
• Tim Dubé, Marie-Dominique Beaulieu, Mariem Fourati, Imane Benaskeur. (2023). Mapping the research activities on social accountability in health of an emerging international community. Revue canadienne de l'éducation médicale. DOI
• Martine Chamberland, Vanessa Beaudoin, Isabelle Boulais, Linda Bergeron, Christina St-Onge, Timothy Dubé. (2023). Exploring medical students’ use of principles of self-explanation and structured reflection during clerkship. Canadian Medical Education Journal. DOI
• Tim Dubé, Maryam Wagner, Marco Zaccagnini, Carlos Gomez-Garibello. (2023). Exploring stakeholder perspectives regarding the implementation of competency-based medical education: a qualitative descriptive study. Canadian Medical Education Journal. DOI
• Étienne Lavoie-Trudeau, Tim Dubé, Michaël Beaudoin, Annie Carrier. (2023). Developing the Change Agent Competencies of Occupational Therapy University Students: Using a Scholarship of Teaching and Learning Approach in a Canadian Program. Journal of Occupational Therapy Education. DOI
• Christina St‐Onge, Kathleen Ouellet, Sawsen Lakhal, Tim Dubé, Mélanie Marceau. (2022). COVID‐19 as the tipping point for integrating e‐assessment in higher education practices. British Journal of Educational Technology. DOI
• Tim Dubé, Majda Sebbani, Louis Van Maele, Marie-Dominique Beaulieu. (2021). COVID-19 pandemic New avenues for social accountability in health research. Canadian Family Physician. DOI
• Tim Dubé, Marie-Christine Boucher, Louise Champagne, Marie-Ève Garand, Joanie Rinfret. (2021). Enseigner en situation de pandémie : La transformation de l’enseignement et de la supervision clinique. Canadian Medical Education Journal. DOI
• Elif Bilgic, Tomonori Hada, Tim Dubé, Sofia Valanci, Bernardo de Azevedo, Liane S. Feldman, Melina C. Vassiliou, Gerald M. Fried. (2021). Defining the key skills required to perform advanced laparoscopic procedures: a qualitative descriptive study. Surgical Endoscopy. DOI
• Cyril Boulila, Élise Girouard-Chantal, Christophe Gendron, Matthew Lassman, Timothy Dubé. (2021). Physiotherapist-led musculoskeletal education: an innovative approach to teach medical students musculoskeletal assessment techniques. Canadian Medical Education Journal. DOI
• Maryam Wagner, Tim Dubé, Carlos Gomez-Garibello. (2020). It takes a team: Generating evidence to define and foster collective competence in health professions education. Canadian Medical Education Journal. DOI
• Timothy V. Dubé, Robert J. Schinke, Roger Strasser. (2019). It takes a community to train a future physician: social support experienced by medical students during a community-engaged longitudinal integrated clerkship. Canadian Medical Education Journal. DOI
• Roger Strasser, John Hogenbirk, Kristen Jacklin, Marion Maar, Geoff Hudson, Wayne Warry, Hoi Cheu, Tim Dubé, Dean Carson. (2018). Community engagement: A central feature of NOSM’s socially accountable distributed medical education. Canadian Medical Education Journal. DOI
• Rachel Helen Ellaway, Tim Dubé, Gerry Cooper, Lisa Graves. (2017). Resetting the compass: exploring the implicit messages of orientation to a community-engaged medical school. Canadian Medical Education Journal. DOI
• Timothy V Dubé, Robert J Schinke, Roger Strasser, Ian Couper, Nancy E Lightfoot. (2015). Transition processes through a longitudinal integrated clerkship: a qualitative study of medical students' experiences. Medical Education. DOI
• Timothy V Dubé, Robert J Schinke, Roger Strasser, Nancy Lightfoot. (2014). Interviewing<i>in situ</i>: employing the guided walk as a dynamic form of qualitative inquiry. Medical Education. DOI
• Rachel H. Ellaway, Gerry Cooper, Tracy Al-Idrissi, Tim Dubé, Lisa Graves. (2014). Discourses of student orientation to medical education programs. Medical Education Online. DOI
• Robert J. Schinke, Randy C. Battochio, Timothy V. Dube, Ronnie Lidor, Gershon Tenenbaum, Andrew M. Lane. (2012). Adaptation Processes Affecting Performance in Elite Sport. Journal of Clinical Sport Psychology. DOI

Autres contributions

Cours enseignés ou supervisés à l'UdeS

• RSS902 - Développement et évaluation d'outils de collecte de données. (2024). (4CR).