Vol. 17 No. 5 (2026)

View Vol. 17 No. 5 (2026)

Published: 2026-11-02

Editorial

Between intentions and outcomes: where scholarship begins

Christina St-Onge

1-3
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In this issue

In this issue

4-5
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Original Research

What do new graduate nurses really need when transitioning to clinical roles?

Hadi Jafarimanesh, Shahrzad Ghiyasvandian, Masoumeh Zakerimoghadam

6-19
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Brief Reports

A qualitative study of validation practices in classroom-based assessment in health professions education: what do faculty members actually do?

Mélanie Marceau, Kathleen Ouellet, Aliki Thomas, Jean-Sébastien Renaud, Christina St-Onge

20-27
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Dual accreditation in CPD: enhancing learning, equity, and health system integration

Morag Paton, Maria Jennifer Estrella, David Wiljer

28-36
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Scientific Reports

Building sustainable virtual healthcare delivery in Indigenous communities through capacity building: a case study

Amal Khan, Lisa Shingoose, Ivar Mendez

37-47
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You Should Try This

Narrative medicine program for adults with intellectual and developmental disabilities: a co-learning model with interprofessional students

Talia M Katz, Saim Imran, Erin Norris

48-51
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Improving undergraduate medical training on intellectual and developmental disabilities through clinical skills sessions

Maizy Ann MacDonald, Saim Imran, Lily Blyth, Joshua Andrusiak, Grant Chen, Chris Gilchrist

52-55
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Augmented reality telementoring for procedural skills in remote medical education

Rebekah Cole, Sara Bibbens, Cynthia Shen, Melissa Givens, Sherri Rudinsky, Amy Hildreth

56-61
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Commentary and Opinions

Is Francophonie enough? Rethinking Global South representation in health professions education

Remi Gired, Randa Oubouchou, Amélie Brisebois

62-64
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Equitable assessment in medical education: confronting the hidden curriculum and systemic bias

Oliver W Fung, Jennifer Migabo

65-67
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Conferences

Thriving in uncertainty: residency education in a world of change 2026 International Conference on Residency Education

68-119
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