| P2093 | author name string | Isabelle Gaboury | |
| | Christina St-Onge | |
| | Marianne Xhignesse | |
| | Kathleen Ouellet | |
| P2860 | cites work | The reliability of encounter cards to assess the CanMEDS roles. | Q50881026 |
| | Developing a sustainable electronic portfolio (ePortfolio) program that fosters reflective practice and incorporates CanMEDS competencies into the undergraduate medical curriculum. | Q50949234 |
| | Taking apart the art: the risk of anatomizing clinical competence. | Q51984901 |
| | CanMEDS evaluation in Canadian postgraduate training programmes: tools used and programme director satisfaction | Q56288270 |
| | “Intrinsic Roles” rather than “armour”: renaming the “non-medical expert roles” of the CanMEDS framework to match their intent | Q56288272 |
| | The CanMEDS initiative: implementing an outcomes-based framework of physician competencies | Q56288273 |
| | The Incapacitating Effects of Competence: A Critique | Q78391613 |
| | Faculty's and residents' perceptions of teaching and evaluating the role of health advocate: a study at one Canadian university | Q81195704 |
| | Cross-referencing the Scottish Doctor and Tomorrow's Doctors learning outcome frameworks. | Q30367486 |
| | Duty hour recommendations and implications for meeting the ACGME core competencies: views of residency directors | Q30498298 |
| | Medical education and society | Q34710537 |
| | Validation of core competencies during residency training in anaesthesiology | Q35212172 |
| | Designing faculty development to support the evaluation of resident competency in the intrinsic CanMEDS roles: practical outcomes of an assessment of program director needs | Q35653065 |
| | Barriers to Implementing the ACGME Outcome Project: A Systematic Review of Program Director Surveys | Q36538006 |
| | The CanMEDS role of Collaborator: How is it taught and assessed according to faculty and residents? | Q36547635 |
| | Translational education: tools for implementing the CanMEDS competencies in Canadian urology residency training | Q36867881 |
| | Toward a definition of competency-based education in medicine: a systematic review of published definitions | Q37775964 |
| | Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people | Q37965777 |
| | The promise, perils, problems and progress of competency-based medical education | Q38928928 |
| | Health advocacy training in urology: a Canadian survey on attitudes and experience in residency | Q39022014 |
| | The curriculum for the doctor of the future: messages from the clinician's perspective | Q39736730 |
| | Flower power: the armoured expert in the CanMEDS competency framework? | Q39787342 |
| | Competency-based medical education: theory to practice | Q39853227 |
| | Qualities of qualitative research: part I. | Q39954821 |
| | How to assess communication, professionalism, collaboration and the other intrinsic CanMEDS roles in orthopedic residents: use of an objective structured clinical examination (OSCE) | Q41818353 |
| | Qualitative research methods for medical educators | Q44152530 |
| | The Medical School's Mission and the Population's Health | Q44921687 |
| | Understanding, teaching and assessing the elements of the CanMEDS Professional Role: canadian program directors' views. | Q48083862 |
| | Preceptors' understanding and use of role modeling to develop the CanMEDS competencies in residents | Q48548562 |
| P433 | issue | 4 | |
| P407 | language of work or name | English | Q1860 |
| P304 | page(s) | e26-e34 | |
| P577 | publication date | 2018-11-01 | |
| P1433 | published in | Canadian medical education journal | Q27723747 |
| P1476 | title | Strategies identified by program directors to improve adoption of the CanMEDS framework | |
| P478 | volume | 9 | |