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Chris Watling
Chris Watling
Schulich School of Medicine and Dentistry, Western University
E-mail confirmado em schulich.uwo.ca
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Grounded theory in medical education research: AMEE Guide No. 70
CJ Watling, L Lingard
Medical teacher 34 (10), 850-861, 2012
5602012
Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education
J Lefroy, C Watling, PW Teunissen, P Brand
Perspectives on medical education 4, 284-299, 2015
3352015
Assessment, feedback and the alchemy of learning
CJ Watling, S Ginsburg
Medical education 53 (1), 76-85, 2019
3342019
Learning from clinical work: the roles of learning cues and credibility judgements
C Watling, E Driessen, CPM van der Vleuten, L Lingard
Medical education 46 (2), 192-200, 2012
2522012
“Rising to the level of your incompetence”: what physicians’ self-assessment of their performance reveals about the imposter syndrome in medicine
KA LaDonna, S Ginsburg, C Watling
Academic Medicine 93 (5), 763-768, 2018
2492018
A framework for integrating implicit bias recognition into health professions education
J Sukhera, C Watling
Academic Medicine 93 (1), 35-40, 2018
2212018
Beyond individualism: professional culture and its influence on feedback
C Watling, E Driessen, CPM van der Vleuten, M Vanstone, L Lingard
Medical education 47 (6), 585-594, 2013
1792013
Learning culture and feedback: an international study of medical athletes and musicians
C Watling, E Driessen, CPM van der Vleuten, L Lingard
Medical education 48 (7), 713-723, 2014
1662014
Qualitative research essentials for medical education
SM Cristancho, M Goldszmidt, L Lingard, C Watling
Singapore medical journal 59 (12), 622, 2018
1512018
Toward meaningful evaluation of medical trainees: the influence of participants’ perceptions of the process
CJ Watling, L Lingard
Advances in health sciences education 17, 183-194, 2012
1502012
Implicit bias in health professions: from recognition to transformation
J Sukhera, CJ Watling, CM Gonzalez
Academic Medicine 95 (5), 717-723, 2020
1392020
(Re) Grounding grounded theory: a close reading of theory in four schools
T Apramian, S Cristancho, C Watling, L Lingard
Qualitative research 17 (4), 359-376, 2017
1232017
Staging a performance: learners’ perceptions about direct observation during residency
KA LaDonna, R Hatala, L Lingard, S Voyer, C Watling
Medical education 51 (5), 498-510, 2017
1232017
Corticosteroid-induced magnetic resonance imaging changes in patients with recurrent malignant glioma.
CJ Watling, DH Lee, DR Macdonald, JG Cairncross
Journal of Clinical Oncology 12 (9), 1886-1889, 1994
1131994
‘Sometimes the work just needs to be done’: socio‐cultural influences on direct observation in medical training
C Watling, KA LaDonna, L Lingard, S Voyer, R Hatala
Medical education 50 (10), 1054-1064, 2016
1082016
Understanding responses to feedback: the potential and limitations of regulatory focus theory
C Watling, E Driessen, CPM van der Vleuten, M Vanstone, L Lingard
Medical education 46 (6), 593-603, 2012
1052012
Rules of engagement: residents’ perceptions of the in-training evaluation process
CJ Watling, CF Kenyon, EM Zibrowski, V Schulz, MA Goldszmidt, I Singh, ...
Academic Medicine 83 (10), S97-S100, 2008
1022008
Qualitative and quantitative feedback in the context of competency-based education
A Tekian, CJ Watling, TE Roberts, Y Steinert, J Norcini
Medical teacher 39 (12), 1245-1249, 2017
982017
Unfulfilled promise, untapped potential: feedback at the crossroads
CJ Watling
Medical teacher 36 (8), 692-697, 2014
972014
Methadone in the management of intractable neuropathic noncancer pain
DE Moulin, D Palma, C Watling, V Schulz
Canadian journal of neurological sciences 32 (3), 340-343, 2005
892005
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