Contre la recherche : plaidoyer pour la valorisation de l’érudition appliquée en éducation médicale

Auteurs-es

  • Marcel F D'Eon University of Saskatchewan

DOI :

https://doi.org/10.36834/cmej.81806

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Références

1. Bloom P. Against empathy: The case for rational compassion: Random House; 2016.

2. D’Eon M. Towards a program of focused and applied curriculum research. Can Med Educ J. 2013;4(2):e52. https://doi.org/10.36834/cmej.36623

3. Kern B, Mettetal G, Dixson M, Morgan RK. The role of SoTL in the academy: upon the 25th anniversary of Boyer’s Scholarship Reconsidered. J Schol Teach Learn. 2015:1-14. https://doi.org/10.14434/josotl.v15i3.13623

4. Sarkar M, Rees CE, Barber C, Palermo C. A review of trends in health professions education research at the turn of three decades (2000, 2010, and 2020). Nurs Educ Today. 2024:106558. https://doi.org/10.1016/j.nedt.2024.106558

5. Albert M, Hodges B, Regehr G. Research in medical education: balancing service and science. Adv Health Sci Educ. 2007;12:103-15. https://doi.org/10.1007/s10459-006-9026-2

6. Regehr G. Trends in medical education research. Acad Med. 2004;79(10):939-47. https://doi.org/10.1097/00001888-200410000-00008

7. Liao K-C, Peng C-H. Evolving from didactic to dialogic: How to improve faculty development and support faculty developers by using action research. Teach Learn Med. 2024;36(2):211-21. https://doi.org/10.1080/10401334.2023.2204091

8. McLean RK, Carden F, Aiken AB, et al. Evaluating the quality of research co-production: research quality plus for co-production (RQ+ 4 Co-Pro). Health Res Pol Syst. 2023;21(1):51. https://doi.org/10.1186/s12961-023-00990-y.

9. Papp KM, Shang SR, Ross S. Examining the effect of a Mini Med School using social cognitive career theory. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.80194.

10. Friedman CL, Saliba S, Janmohamed A, McNeill K, Dason S, Karnis M. Gender disparity in delayed childbearing among medical trainees in Ontario. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.80415

11. Mitchell EC, DeLyzer T, Van Koughnett JA, Grant A. The timing of transition to senior surgical resident: a national survey of Canadian program directors. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.79303

12. Kokorelias KM, Sheikh MH, Naimi M, et al. Enhancing professionalism in postgraduate medical education: the initial implementation and evaluation of a longitudinal curriculum for geriatrics residents in Toronto, Canada. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.79033

13. Pilkey J, Herx L. A competency-based curriculum for palliative medicine in Canada. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.80853

14. Peters H, Ahn B, Gong R, Lou NM, Harley JM. Anti-harassment policies across Canadian and international medical programs: strengths, areas for improvement, and a need for standardization. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.81517

15. Durand-Moreau Q, Abadie P, Bowen F, Fernandez N. Instruction to the Double: a promising socio-constructivist method for medical education. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.80740

16. Taylor V, Hazelton L, Singh K. Seven ways to get a grip on requests for trigger warnings in medical education. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.79544

17. Schrewe B, Moore Hepburn C. Educating for optimal health outcomes: training physicians to be system-level advocates. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.79844

18. Chauhan S, Martin L, Senthil V, Cheema H, D’Eon M. Facilitating transition to medical school for undergraduate students through medical student-led case-based learning workshops within a combined Bachelor of Science and Doctor of Medicine program. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.78885

19. Jomy J, Chan H, McKinlay S, et al. Engagement of students in care delivery for individuals with intellectual and developmental disabilities through interprofessional education. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.79665

20. Sheppard G, Harris J, Hutchings C, Wadman-Scanlan H, Collins P. Integration of Point of Care Ultrasound into an existing undergraduate medicine anatomy course. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.80273

21. Côté A, Gendron-Langevin M, Vachon M, Grandmont D. Using theater to teach palliative care. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.80493

22. Achunair A, Elmi P, Berberi G. Scar healing and nutrition: a missing link in medical education. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.80110

23. Ravikumar J. Paging empathy: emotional fatigue in clinical training. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.81617

24. Kim J, Ma S, Tarek Zieneldien. Toward redefining global health training: ethical practices, cultural humility, and community partnership in medical education. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.81330

25. Fisher LA, Aristizabal Londono C, Cropper K, Beresh G, Alhassan JA. Rethinking global health training: making the links between theory and practice. Can Med Educ J. 2025;16(2). https://doi.org/10.36834/cmej.79921

26. Quon S, Zhou S, Tan J. In support of institutional self-reflection on social accountability. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.81341

27. Cumyn A, Hatcher S, Larouche C, et al. Use of Boelen’s conceptual model to develop a portrayal of the evolution of social accountability at a Canadian medical school. Can Med Educ J. 2025;16(1):26–37. https://doi.org/10.36834/cmej.77994

28. Singh J, Muir R, Rice-Greene Y, et al. Faculty belonging may be more important than we realize. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.81457

29. Harper L, Hergott CA, Coderre S, Kelly-Turner K, Davis M, McLaughlin K. Six ways to get a grip on a mentorship program for residents and faculty. Can Med Educ J. 2025;16(1):103-105. Published 2025 Feb 28. https://doi.org/10.36834/cmej.79339

30. Chisholm MC. Health-promoting environments must address institutional harm. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.81679

31. Do V, Lewis M, Flynn L, Sonnenberg LK. Sick by design? Why medical education needs health promoting learning environments. Can Med Educ J. 2025 Jan 13;16(1):123-4. https://doi.org/10.36834/cmej.80471

32. Quon M, Gautam M. Fostering advocacy of physician health and accessibility from training into practice. Can Med Educ J. 2025;16(3). https://doi.org/10.36834/cmej.80147

33. Cochrane JD, Dudek N, Kelsey Crawford K, Cowley L, LaDonna KA. Exploring the perspectives of new-in-practice specialists about the Health Advocate role: "I didn't even know where to start." Can Med Educ J. 2025; 16(2):6-16. https://doi.org/10.36834/cmej.78570

34. O’Reilly E. Mechanical Lichtenberg. Can Med Educ J. 2025. 16(3). https://doi.org/10.36834/cmej.81161

35. Shen BYY. Beyond the garden of time: where the unspoken humanity bloom through every season. Can Med Educ J. 2025. 16(3). https://doi.org/10.36834/cmej.81612

36. AFMC. International Congress on Academic Medicine: 2025 medical education abstracts. Can Med Educ J. 2025. 16(3) https://doi.org/10.36834/cmej.81481

Téléchargements

Publié-e

2025-07-03

Comment citer

1.
D'Eon MF. Contre la recherche : plaidoyer pour la valorisation de l’érudition appliquée en éducation médicale. Can. Med. Ed. J [Internet]. 3 juill. 2025 [cité 5 déc. 2025];16(3):1-5. Disponible à: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/81806

Numéro

Rubrique

Éditorial

Articles les plus lus du,de la,des même-s auteur-e-s

1 2 3 > >>