Paternité dans l'éducation médical
DOI :
https://doi.org/10.36834/cmej.82527Références
1. Castelvecchi D. Physics paper sets record with more than 5,000 authors. Nature. 2015;15:17657. https://doi.org/10.1038/nature.2015.17567 DOI: https://doi.org/10.1038/nature.2015.17567
2. Jakab M, Kittl E, Kiesslich T. How many authors are (too) many? A retrospective, descriptive analysis of authorship in biomedical publications. Scientometrics. 2024;129(3):1299-328. https://doi.org/10.1007/s11192-024-04928-1 DOI: https://doi.org/10.1007/s11192-024-04928-1
3. Kuper A, O’Sullivan P, Cleland J. Who should be an author on this paper? Adv Health Sci Educ. 2023;28(3):665-8. https://doi.org/10.1007/s10459-023-10256-5 DOI: https://doi.org/10.1007/s10459-023-10256-5
4. ICMJE. Defining the role of authors and contributors: International Committee of Medical Journal Editors; 2025 Available from: https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html [Accessed on Nov 3, 2025].
5. Flanagin A, Carey LA, Fontanarosa PB, et al. Prevalence of articles with honorary authors and ghost authors in peer-reviewed medical journals. JAMA. 1998;280(3):222-4. https://doi.org/10.1001/jama.280.3.222 DOI: https://doi.org/10.1001/jama.280.3.222
6. Hays R, Masters K. Publishing ethics in medical education: guidance for authors and reviewers in a changing world. MedEdPublish. 2020;9:48. https://doi.org/10.15694/mep.2020.000048.1 DOI: https://doi.org/10.15694/mep.2020.000048.1
7. Box D, Healey S, Mihilli S, et al. Motivations to conduct research and burnout in medical education: a mixed methods study of students and residents. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.80435. DOI: https://doi.org/10.36834/cmej.80435
8. Kolker S, Biringer A, Nyhof Young J, et al. From passion to practice: clinician teachers’ insights on family medicine obstetrical care. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.80245. DOI: https://doi.org/10.36834/cmej.80245
9. Anand M, Wood S. Telehealth clinical learning: understanding pre-clerkship medical student experiences. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.78104. DOI: https://doi.org/10.36834/cmej.78104
10. Prucnal K, Murdoch S, Kulasegaram K, Leung F-H. Assessing the impact of virtual learning on family medicine trainees using progress tests. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.78343. DOI: https://doi.org/10.36834/cmej.78343
11. Spencer GM, Phillips SP. Formative rather than performative: enduring impact of an alternate pathway (QuARMS) to medicine: the QuARMS effect. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.81514. DOI: https://doi.org/10.36834/cmej.81514
12. Dutt DCS, Hohnen H, Kulshrestha S, Razavi H. Simulation models in direct ophthalmoscopy education: a systematic review. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.79989. DOI: https://doi.org/10.36834/cmej.79989
13. Lefkowitz A, Maniate JM, Kuper A. Disagreeing respectfully: embracing complexity facilitates civil discourse. Can Med Educ J. 2025;16(5). https://doi.org/10.36834/cmej.82086 DOI: https://doi.org/10.36834/cmej.82086
14. Graves L, Soleas E, Turnnidge J, et al. Six ways to get a grip on co-creating curriculum with patients. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.79711. DOI: https://doi.org/10.36834/cmej.79711
15. Bell AE, Meyer HS, Maggio LA, Anderson LN. Five ways to get a grip by incorporating trust into the design and implementation of peer coaching programs. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.79872. DOI: https://doi.org/10.36834/cmej.79872
16. Wu H, Mansilla-River K, Wang B, et al. Clinical skills boot camp for health professionals training to provide primary care to underserved communities. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.79253. DOI: https://doi.org/10.36834/cmej.79253
17. Labonté M, Dion P-M, Guérard-Poirier N, et al. Point-of-Care Ultrasound training for family medicine residents. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.79607. DOI: https://doi.org/10.36834/cmej.79607
18. Halani S, Kumar SS, Lim DY, et al. “In-the-moment” feedback: a novel app for clinical teaching evaluations. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.80156. DOI: https://doi.org/10.36834/cmej.80156
19. Neufeld A. Revealing the blind spots: five key challenges for advancing physician wellness. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.80720. DOI: https://doi.org/10.36834/cmej.80720
20. Ross C, Kam A. Empathic action: the practice of compassionate care. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.81711. DOI: https://doi.org/10.36834/cmej.81711
21. Sadeghighazichaki P. Choosing wisely in medical education: bridging the gap between clinical care and managerial mindsets. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.81777. DOI: https://doi.org/10.36834/cmej.81777
22. Fox J, McLaughlin K. The learner voice in medical education research: no study about us without us! Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.82152. DOI: https://doi.org/10.36834/cmej.82152
23. Dunn N, Sibbald M. Beyond competence: navigating identity and growth in the transition to residency. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.82169. DOI: https://doi.org/10.36834/cmej.82169
24. Matsubara S. “Against research”: reflections from a life-long journey in basic science, clinical medicine, and medical education. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.82184. DOI: https://doi.org/10.36834/cmej.82184
25. Matsubara S. Motivations to conduct research and burnout in medical education: some different viewpoints. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.82075. DOI: https://doi.org/10.36834/cmej.82075
26. D'Eon MF. Against research: a case for the scholarship of application in Medical Education. Can Med Educ J. 2025;16(3):1-5. https://doi.org/10.36834/cmej.81806. DOI: https://doi.org/10.36834/cmej.81806
27. Culcay Delgado JI. Bioethics as a cornerstone: assessing and modifying the hidden curriculum in medical education. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.82203. DOI: https://doi.org/10.36834/cmej.82203
28. Li GJ, Sherwood M, Bezjak A, Tsao M. Assessing the hidden curriculum in medical education: a scoping review and residency program’s reflection. Can Med Educ J. 2024;15(5):113–24. https://doi.org/10.36834/cmej.78841 DOI: https://doi.org/10.36834/cmej.78841
29. Garcia Coello J. Reflections on the value of near-peer teaching in anatomy education. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.82327. DOI: https://doi.org/10.36834/cmej.82327
30. Moussa S, Islam N, Datta A, Hassan A, Hassan A. Near-peer mentorship as a welcome ritual: exploring the what and how of McGill’s “Buddy program.” Can Med Educ J. May 5, 2025; https://doi.org/10.36834/cmej.78902 DOI: https://doi.org/10.36834/cmej.78902
31. Massé J, Tremblay M-C, Gross O, et al. Building pedagogical models of social accountability in family medicine residency training: a logic analysis protocol. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.81560. DOI: https://doi.org/10.36834/cmej.81560
32. Moniz K, Claudio F, Carver T, Elizov M, Nugus P. The role of professional culture in teacher identity formation: an ethnographic window onto becoming a clinical teacher. Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.80934. DOI: https://doi.org/10.36834/cmej.80934
33. Royal College of Physicians and Surgeons of Canada. Trust, growth, and connection: the path forward in residency education. 2025 International Conference on Residency Education Can Med Educ J. 2025;16(5) https://doi.org/10.36834/cmej.82022. DOI: https://doi.org/10.36834/cmej.82022
Téléchargements
Publié
Numéro
Rubrique
Licence
© Marcel F D'Eon 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La soumission d’un manuscrit original à la revue constitue une indication qu’il s’agit d’un travail original, qu’il n’a jamais été publié et qu’il n’est pas envisagé pour publication dans une autre revue. S’il est accepté, il sera publié en ligne et ne pourra l’être ailleurs sous la même forme, à des fins commerciales, dans quelque langue que ce soit, sans l’accord de l’éditeur.
La publication d’une recherche scientifique a pour but la diffusion de connaissances et, sous un régime sans but lucratif, ne profite financièrement ni à l’éditeur ni à l’auteur.
Les auteurs qui publient dans la Revue canadienne d’éducation médicale acceptent de publier leurs articles sous la licence Creative Commons Paternité - Pas d’utilisation commerciale, Pas de modification 4.0 Canada. Cette licence permet à quiconque de télécharger et de partager l’article à des fins non commerciales, à condition d’en attribuer le crédit aux auteurs. Pour plus de détails sur les droits que les auteurs accordent aux utilisateurs de leur travail, veuillez consulter le résumé de la licence et la licence complète.
