Entre intentions et résultats : la où commence le scholarship

Auteurs-es

  • Christina St-Onge Université de Sherbrooke

DOI :

https://doi.org/10.36834/t45b6t53

Références

1. Sawatsky AP, Chang C. Signaling what matters: artifacts, values, and underlying assumptions in medical education. Acad Med. Published online August 13, 2026. https://doi.org/10.1093/acamed/wvag257.

2. Eva KW. Quality improvement as a statement of values. Med Educ. 2023;57(1):2–3. https://doi.org/10.1111/medu.14972.

3. Scott IM. Beyond “driving”: the relationship between assessment, performance and learning. Med Educ. 2020;54(1):54–59. https://doi.org/10.1111/medu.13935.

4. Marceau M, Ouellet K, Thomas A, Renaud J-S, St-Onge C. A qualitative study of validation practices in classroom-based assessment in health professions education: what do faculty members actually do? Can Med Ed J. 2026;17(5). https://doi.org/10.36834/7e1tgj57

5. Khan A, Shingoose L, Mendez I. Building sustainable virtual healthcare delivery in Indigenous communities through capacity building: a case study. Can Med Ed J. 2026;17(5). https://doi.org/10.36834/m69gjq87

6. Ott MC, Dengler L, Hibbert K, Ott M. Fixing disconnects: exploring the emergence of principled adaptations in a competency-based curriculum. Med Educ. 2025;59(4):428–438. https://doi.org/10.1111/medu.15475.

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Publié

2026-11-02

Numéro

Rubrique

Éditorial

Comment citer

1.
St-Onge C. Entre intentions et résultats : la où commence le scholarship. Can. Med. Ed. J [Internet]. 2 nov. 2026 [cité 3 nov. 2026];17(5):1-3. Disponible sur: https://cmej.ca/index.php/cmej/article/view/84369

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