Further Reading:

1. “Will I be able to be myself? Or will I be forced to lie all the time?”: How Trans and Non-Binary Students Balance Professionalism, Authenticity, and Safety in Canadian Medical Programs. Butler K, Vanstone M, Yak A, Veltman A.. Perspectives on Medical Education. 2024;13:119-2.
   [from the abstract]: Existing data on the experiences of TNB physicians and trainees describe widespread challenges related to prejudice and discrimination, with most trainees concealing their gender identity for fear of discrimination. We aimed to understand how TNB medical students have experienced professionalism and professional identity formation.
2. Sharda S, Butler K, Al Mandhari M, Mehta S. Microaggressions in anesthesiology and critical care: individual and institutional approaches to change. Canadian journal of anesthesia. 2023;70(6):1026–34.

Further Reading:

1. Shapeshifters: Global South scholars and their tensions in border-crossing to Global North journals
2. Chhagan U, Ntlantsana V, Tomita A, Naidu T, Chiliza B, Paruk S. Investigating the impact of HIV on patients with first episode psychosis: a study protocol for a longitudinal cohort study. BMJ open. 2021;11(5):e046593–e046593.

Further Reading:

Disability, Difference, and Othering in Medical Education Training & Practice the second instalment of the DREAM Research Rounds for the Docs with Disabilities Initiative (DWDI)

Shrewsbury D. Disability and participation in the professions: examples from higher and medical education. Disability & Society 2014;30:87-100. https://doi.org/10.1080/09687599.2014.982785

Further Reading:

1. Paton M, Naidu T, Wyatt TR, Oni O, Lorello GR, Najeeb U, et al. Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education. Advances in Health Sciences Education 2020;25:1107-26.
2. Wyatt TR, Balmer D, Rockich?Winston N, Chow CJ, Richards J, Zaidi Z. ‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians. Medical Education [Internet]. 2021 Feb 1;55(2):148–58

Further Reading:

1. Prowse KL, Law H, Raez-Villanueva S, Markovic F, Wang M, Borojevic R, et al. Effects of in utero exposure to fluoxetine on the gastrointestinal tract of rat offspring. American Journal of Physiology-Gastrointestinal and Liver Physiology. 2023 Dec. 1;325(6):G528-G538.
2. van Wassenaer, E. A., Benninga, M. A., van Limbergen, J. L., D’Haens, G. R., Griffiths, A. M., Koot, B. G. P. (2022). Intestinal Ultrasound in Pediatric Inflammatory Bowel Disease: Promising, but Work in Progress. Inflammatory Bowel Diseases, 28(5), 783-787.

Read more: http://bit.ly/4aTTW4S

Further Reading:

1. Blanchet Garneau, A., Browne, A. J., & Varcoe, C. (2018). Drawing on antiracist approaches toward a critical antidiscriminatory pedagogy for nursing. Nursing Inquiry, 25(1), e12211.
2. Fournier, C., Blanchet Garneau, A., & Pepin, J. (2021). Understanding the expanded nursing role in indigenous communities: A qualitative study. Journal of nursing management, 29(8), 2489-2498.

Read more: https://bit.ly/416Y6lj

Further Reading:

1. Binda, C. J., Adams, J., Livergant, R., Lam, S., Panchendrabose, K., Joharifard, S., & Joos, E. (2023). Defining A Framework and Evaluation Metrics for Sustainable Global Surgical Partnerships: A Modified Delphi Study. Annals of Surgery, 10-1097.
2. Haji, F. A., Rojas, D., Childs, R., de Ribaupierre, S., & Dubrowski, A. (2015). Measuring cognitive load: performance, mental effort and simulation task complexity. Medical education, 49(8), 815-827.

Read more: https://bit.ly/47tbtym

Further Reading:

1. Onyura, B., Ng, S. L., Baker, L. R., Lieff, S., Millar, B. A., & Mori, B. (2017). A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Advances in Health Sciences Education, 22, 165-186.
2. Onyura, B., Ng, S. L., Baker, L. R., Lieff, S., Millar, B. A., & Mori, B. (2017). A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Advances in Health Sciences Education, 22, 165-186.

Read more: https://bit.ly/3PUcdqf

Further Reading:

1. Foohey S, Nagji A, Yilmaz Y, Sibbald M, Monteiro S, Chan TM. Developing the Virtual Resus Room: fidelity, usability, acceptability, and applicability of a virtual simulation for teaching and learning. Acad Med. 2022;97(5):679?683.

2. Patel, S. M., Miller, C. R., Schiavi, A., Toy, S., & Schwengel, D. A. (2020). The sim must go on: adapting resident education to the COVID-19 pandemic using telesimulation. Advances in Simulation, 5, 1-11.

Read more: https://bit.ly/44B9I02

Further Reading:

1. Preiksaitis, C., Krzyzaniak, S., Bowers, K., Little, A., Gottlieb, M., Mannix, A., … & Lin, M. (2023). Characteristics of Emergency Medicine Residency Programs With Unfilled Positions in the 2023 Match. Annals of Emergency Medicine.

2. Khalid, F., Wu, M., Ting, D. K., Thoma, B., Haas, M. R., Brenner, M. J., … & Chan, T. M. (2023). Guidelines: The Do’s, Don’ts and Don’t Knows of Creating Open Educational Resources. Perspectives on Medical Education, 12(1), 25.

Read more: https://bit.ly/3Eh6mVj

Further Reading:

1. Howard-Hassmann, R. E. (2012). Human Security: Understanding Human Rights?. Hum. Rts. Q., 34, 88.

2. Howard-Hassmann, R. E., & Walton-Roberts, M. (Eds.). (2015). The human right to citizenship: A slippery concept. University of Pennsylvania Press.

Read more: https://bit.ly/3pGPxzr

Further Reading:

1. Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017). Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane database of systematic reviews, (6).

2. Reeves, S., Perrier, L., Goldman, J., Freeth, D., & Zwarenstein, M. (2013). Interprofessional education: effects on professional practice and healthcare outcomes. Cochrane Database of systematic reviews, (3).

Read more: https://bit.ly/3MZEwCe

Further Reading:

1. Könings KD, Brand?Gruwel S, Van Merriënboer JJ. Towards more powerful learning environments through combining the perspectives of designers, teachers, and students. British Journal of Educational Psychology. 2005 Dec;75(4):645-60.
2. Cober R, Tan E, Slotta J, So HJ, Könings KD. Teachers as participatory designers: Two case studies with technology-enhanced learning environments. Instructional Science. 2015 Mar;43:203-28.

Read more: https://bit.ly/3LhvmyQ

Further Reading:

1. Zhao S, Wu W, Samant S, Khan B, Kassab GS, Watanabe Y, Murasato Y, Sharzehee M, Makadia J, Zolty D, Panagopoulos A. Patient-specific computational simulation of coronary artery bifurcation stenting. Scientific reports. 2021 Aug 13;11(1):16486.
2. Madani A, Watanabe Y, Vassiliou MC, Fuchshuber P, Jones DB, Schwaitzberg SD, Fried GM, Feldman LS. Long-term knowledge retention following simulation-based training for electrosurgical safety: 1-year follow-up of a randomized controlled trial. Surgical endoscopy. 2016 Mar;30:1156-63.

Read more: https://bit.ly/3ZzvU89

Twitter: @ElifBilgic16

Further Reading:

1. Ott, M. C., Pack, R., Cristancho, S., Chin, M., Van Koughnett, J. A., & Ott, M. (2022). “The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum. Journal of Graduate Medical Education, 14(5), 583-592.
2. Sherbino, J., Regehr, G., Dore, K., & Ginsburg, S. (2021). Tensions in describing competency-based medical education: a study of Canadian key opinion leaders. Advances in Health Sciences Education, 26(4), 1277-1289.

Read more: http://bit.ly/3YhL1CU

Twitter: @Jenncarpenter10

Further Reading:

1. Sheikh H, Carpenter J, Wee J. Medical student reporting of factors affecting pre-clerkship changes in empathy: a qualitative study. Canadian Medical Education Journal. 2013;4(1):e26.

Read more: https://bit.ly/3HKc1pz

Twitter: @RogerStrasser

Further Reading:

1. Strasser, R., Hogenbirk, J. C., Minore, B., Marsh, D. C., Berry, S., Mccready, W. G., & Graves, L. (2013). Transforming health professional education through social accountability: Canada’s Northern Ontario School of Medicine. Medical Teacher, 35(6), 490-496. https://doi.org/10.3109/0142159x.2013.774334
2. Strasser, R. P., Lanphear, J. H., McCready, W. G., Topps, M. H., Hunt, D. D., & Matte, M. C. (2009). Canada’s new medical school: the Northern Ontario School of Medicine: social accountability through distributed community engaged learning. Academic Medicine, 84(10), 1459-1464. https://doi.org/10.1097/ACM.0b013e3181b6c5d7

Read more: https://doi.org/10.1111/medu.14585

Twitter: @Anita_Acai

Further Reading:

1. Cheung, W. J., Wagner, N., Frank, J. R., Oswald, A., Van Melle, E., Skutovich, A., … & Hall, A. K. (2022). Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluation. Medical Teacher, 1-9. https://doi.org/10.1080/0142159X.2022.2041191
2. Kinnear, B., Warm, E. J., & Hauer, K. E. (2018). Twelve tips to maximize the value of a clinical competency committee in postgraduate medical education. Medical Teacher, 40(11), 1110-1115. https://doi.org/10.1080/0142159X.2018.1474191

Read more: https://bit.ly/3AQk3Js

Twitter: @javeedsukhera

Further Reading:

1. Sukhera, J., Watling, C. J., & Gonzalez, C. M. (2020). Implicit bias in Health Professions. Academic Medicine, 95(5), 717–723. https://doi.org/10.1097/acm.0000000000003173
2. Sukhera, J., Wodzinski, M., Rehman, M., & Gonzalez, C. M. (2019). The Implicit Association Test in Health Professions Education: A meta-narrative review. Perspectives on Medical Education, 8(5), 267–275. https://doi.org/10.1007/s40037-019-00533-8\

Read more: https://bit.ly/3FtGTtt

Twitter: @lallooc

Further Reading:

1. Patricia Poulin, Yaadwinder Shergill, Heather Romanow, Jason W. Busse, Christine T. Chambers, Lynn Cooper, Paula A. Forgeron, Anita Olsen Harper, Maria Hudspith, Alfonso Iorio, Chitra Lalloo, Carley Ouellette, Rosalind Robertson, Sandy Smeenk, Bonnie Stevens & Jennifer Stinson (2018) Researching what matters to improve chronic pain care in Canada: A priority-setting partnership process to support patient-oriented research, Canadian Journal of Pain, 2:1, 191-204, DOI: 10.1080/24740527.2018.1433959

James L, Rowe RK, Smith RW. (February 28 2022). In: Driving Change in the Health Sector: An Integrated Approach. Ontario OER Collection, eCampusOntario.

Further Readings

1. James L & Wilson CL. Research, Evaluation, Data Collection, and Ethics (REDE) Protocol for Black Populations in Canada. REDE4BlackLives.com
2. Chahine S, Kulasegaram KM, Wright S, Monteiro S, et al. A call to investigate the relationship between education and health outcomes using big data. Academic Medicine. 2018 Jun 1;93(6):829-32. doi: 10.1097/ACM.0000000000002217

Read more: https://bit.ly/3dYyLFD

Twitter: @StellaHPE

Further Reading:

1. Ng SL, Wright SR, Kuper A. The divergence and convergence of critical reflection and critical reflexivity: implications for health professions education. Academic Medicine. 2019 Aug 1;94(8):1122-8. doi: 1097/ACM.0000000000002724
2. Ng SL, Mylopoulos M, Kangasjarvi E, Boyd VA, Teles S, Orsino A, Lingard L, Phelan S. Critically reflective practice and its sources: A qualitative exploration. Medical Education. 2020 Apr;54(4):312-9. doi: 1111/medu.14032

Written by: Meredith Vanstone, PhD; Interim Assistant Dean, HSED Program

Read more: bit.ly/3tSiWW9

Twitter: @OnyeActiveMD

Further Reading:

1. Dryden O, and Nnorom O. “Time to dismantle systemic anti-Black racism in medicine in Canada.” CMAJ 193.2 (2021): E55-E57. doi: 10.1503/cmaj.201579
2. Mpalirwa J, Lofters A, Nnorom O, et al. “Patients, pride, and prejudice: exploring Black Ontarian physicians’ experiences of racism and discrimination.” Academic Medicine 95.11S (2020): S51-S57. doi: 10.1097/ACM.0000000000003648

Written by Shayan Novin; HSED Program Assistant, 2022-2023

Twitter: @SaleemRazack

Further Reading:

1. Razack S, Hodges B, Steinert Y, Maguire M. Seeking inclusion in an exclusive process: discourses of medical school student selection. Medical Education. 2015 Jan;49(1):36-47. doi: 10.1111/medu.12547
2. Kumagai AK, Jackson B, Razack S. Cutting close to the bone: Student trauma, free speech, and institutional responsibility in medical education. Academic Medicine. 2017 Mar 1;92(3):318-23. doi: 10.1097/ACM.0000000000001425

Written by Muhammadhasan Nasser, BHSc; HSED Program Assistant, 2020-2022