フォロー
Glenn Regehr
タイトル
引用先
引用先
年
Objective structured assessment of technical skill (OSATS) for surgical residents
JA Martin, G Regehr, R Reznick, H Macrae, J Murnaghan, C Hutchison, ...
British journal of surgery 84 (2), 273-278, 1997
29311997
Communication failures in the operating room: an observational classification of recurrent types and effects
L Lingard, S Espin, S Whyte, G Regehr, GR Baker, R Reznick, J Bohnen, ...
BMJ Quality & Safety 13 (5), 330-334, 2004
18532004
Testing technical skill via an innovative “bench station” examination
R Reznick, G Regehr, H MacRae, J Martin, W McCulloch
The American journal of surgery 173 (3), 226-230, 1997
12301997
Self-assessment in the health professions: a reformulation and research agenda
KW Eva, G Regehr
Academic medicine 80 (10), S46-S54, 2005
12072005
Intuition in the context of discovery
KS Bowers, G Regehr, C Balthazard, K Parker
Cognitive psychology 22 (1), 72-110, 1990
10771990
Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination
G Regehr, H MacRae, RK Reznick, D Szalay
Academic Medicine 73 (9), 993-7, 1998
8731998
Evaluation of a preoperative checklist and team briefing among surgeons, nurses, and anesthesiologists to reduce failures in communication
L Lingard, G Regehr, B Orser, R Reznick, GR Baker, D Doran, S Espin, ...
Archives of surgery 143 (1), 12-17, 2008
7952008
Competency is not enough: integrating identity formation into the medical education discourse
S Jarvis-Selinger, DD Pratt, G Regehr
Academic medicine 87 (9), 1185-1190, 2012
7132012
Assessment of technical skills transfer from the bench training model to the human model
DJ Anastakis, G Regehr, RK Reznick, M Cusimano, J Murnaghan, ...
The American journal of surgery 177 (2), 167-170, 1999
6561999
Issues in cognitive psychology: implications for professional education
G Regehr, GR Norman
Academic Medicine 71 (9), 988-1001, 1996
6401996
The “educational alliance” as a framework for reconceptualizing feedback in medical education
S Telio, R Ajjawi, G Regehr
Academic Medicine 90 (5), 609-614, 2015
6182015
Delphi as a method to establish consensus for diagnostic criteria
B Graham, G Regehr, JG Wright
Journal of clinical epidemiology 56 (12), 1150-1156, 2003
6022003
Methodological problems in the retrospective computation of responsiveness to change: the lesson of Cronbach
GR Norman, P Stratford, G Regehr
Journal of clinical epidemiology 50 (8), 869-879, 1997
5791997
Team communications in the operating room: talk patterns, sites of tension, and implications for novices
L Lingard, R Reznick, S Espin, G Regehr, I DeVito
Academic medicine 77 (3), 232-237, 2002
5742002
Measuring self-assessment: current state of the art
M Ward, L Gruppen, G Regehr
Advances in health sciences education 7, 63-80, 2002
5632002
“I'll never play professional football” and other fallacies of self‐assessment
KW Eva, G Regehr
Journal of Continuing Education in the Health Professions 28 (1), 14-19, 2008
5612008
Failure to fail: the perspectives of clinical supervisors
NL Dudek, MB Marks, G Regehr
Academic Medicine 80 (10), S84-S87, 2005
5322005
OSCE checklists do not capture increasing levels of expertise
B Hodges, G Regehr, N McNaughton, R Tiberius, M Hanson
Acad Med 74 (10), 1129-1134, 1999
4591999
Difficulties in recognizing one's own incompetence: novice physicians who are unskilled and unaware of it
B Hodges, G Regehr, D Martin
Academic Medicine 76 (10), S87-S89, 2001
4122001
Slowing down when you should: a new model of expert judgment
EM Carol-anne, G Regehr, M Mylopoulos, HM MacRae
Academic Medicine 82 (10), S109-S116, 2007
4112007
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