Linda Snell
Biographic Data
| ID | 7043687 |
|---|---|
| NAME | Linda Snell |
| GIVEN NAMES | Linda |
| FAMILY NAME | Snell |
| SIGNATURE | SNELL L |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0002-1686-5207 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A theoretical framework for experiential learning
Educators use experiential learning extensively. When implemented effectively, it significantly improves engagement and learning outcomes. Many educators design experiential learning opportunities for their students through trial and error, often achieving variable success. Considering the time- and resource-intensive nature of experiential learning, developing a framework to maximize the likelihood of positive learning outcomes is essential. A l…
Everybody hurts
The peer review process supports authors by providing feedback on manuscripts from external, expert readers. However, not all reviews are supportive. Some reviews are just painful. But just how painful are they? In this study, we set out to validate a matrix describing the levels of pain authors experience in response to the sting of peer reviewer comments. The study was carried out in two phases. In Phase 1, we developed a matrix combining two s…
Critically re‐examining professional norms
'Are physicians who they ought to be?' This commentary advocates for a critical re‐examination of what is at the core of being a physician via a process of inclusive co‐construction
Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education
PURPOSE: These authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME. METHOD: A modified Delphi process was used to define the new CBME roles and competencies needed by faculty and administrative staff. We invited international experts in CBME (volunteers from the ICBME Collaborative email list), as well as faculty members and trainees identified via social media to help us determi…
Further on the journey in a complex adaptive system
By making time a constant, we make achievement a variable. Hilliard Jason, 1970 (Jason 1970a)Health professions education (HPE) is a complex adaptive system (Snowden and Boone 2007). Large-scale sy
Questioning medical competence
should conditions for licensing be reconsidered? Should rules of liability be adapted to match the need for rapid redeployment? We do not propose a blueprint for the future of medical training but rather aim to provoke discussions needed to build a workforce that is competent to cope with future health care crises
The link between quality and accreditation of residency programs
Accreditation of medical residency programs has become globally important. Currently it is moving from the goal of attaining minimal standards to a model of continuous improvement. In some countries, the accreditation system engages peers (physicians) to survey residency programs. The surveyors are sometimes volunteers, usually engaged in multiple clinical and education activities. Few studies have investigated the benefits of residency program e…
Entrustment Decision Making in Clinical Training
The decision to trust a medical trainee with the critical responsibility to care for a patient is fundamental to clinical training. When carefully and deliberately made, such decisions can serve as significant stimuli for learning and also shape the assessment of trainees. Holding back entrustment decisions too much may hamper the trainee's development toward unsupervised practice. When carelessly made, however, they jeopardize patient safety. En…
A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents
Recent calls to focus on identity formation in medicine propose that educators establish as a goal of medical education the support and guidance of students and residents as they develop their professional identity. Those entering medical school arrive with a personal identity formed since birth. As they proceed through the educational continuum, they successively develop the identity of a medical student, a resident, and a physician. Each indivi…
Reframing Medical Education to Support Professional Identity Formation
Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional identity formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the de…
Competency-based medical education
Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership - the International CBME Collaborators - to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of revi…
A national clinician–educator program
Our described experience of a social reorganization - a community of practice - suggests that the organizational and educational benefits of a national clinician-educator program are not theoretical, but real
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Competency-based medical education
Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership - the International CBME Collaborators - to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of revi…
A national clinician–educator program
Our described experience of a social reorganization - a community of practice - suggests that the organizational and educational benefits of a national clinician-educator program are not theoretical, but real
Reframing Medical Education to Support Professional Identity Formation
Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional identity formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the de…
A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents
Recent calls to focus on identity formation in medicine propose that educators establish as a goal of medical education the support and guidance of students and residents as they develop their professional identity. Those entering medical school arrive with a personal identity formed since birth. As they proceed through the educational continuum, they successively develop the identity of a medical student, a resident, and a physician. Each indivi…
Entrustment Decision Making in Clinical Training
The decision to trust a medical trainee with the critical responsibility to care for a patient is fundamental to clinical training. When carefully and deliberately made, such decisions can serve as significant stimuli for learning and also shape the assessment of trainees. Holding back entrustment decisions too much may hamper the trainee's development toward unsupervised practice. When carelessly made, however, they jeopardize patient safety. En…
The link between quality and accreditation of residency programs
Accreditation of medical residency programs has become globally important. Currently it is moving from the goal of attaining minimal standards to a model of continuous improvement. In some countries, the accreditation system engages peers (physicians) to survey residency programs. The surveyors are sometimes volunteers, usually engaged in multiple clinical and education activities. Few studies have investigated the benefits of residency program e…
Further on the journey in a complex adaptive system
By making time a constant, we make achievement a variable. Hilliard Jason, 1970 (Jason 1970a)Health professions education (HPE) is a complex adaptive system (Snowden and Boone 2007). Large-scale sy
Questioning medical competence
should conditions for licensing be reconsidered? Should rules of liability be adapted to match the need for rapid redeployment? We do not propose a blueprint for the future of medical training but rather aim to provoke discussions needed to build a workforce that is competent to cope with future health care crises
Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education
PURPOSE: These authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME. METHOD: A modified Delphi process was used to define the new CBME roles and competencies needed by faculty and administrative staff. We invited international experts in CBME (volunteers from the ICBME Collaborative email list), as well as faculty members and trainees identified via social media to help us determi…
Critically re‐examining professional norms
'Are physicians who they ought to be?' This commentary advocates for a critical re‐examination of what is at the core of being a physician via a process of inclusive co‐construction
A theoretical framework for experiential learning
Educators use experiential learning extensively. When implemented effectively, it significantly improves engagement and learning outcomes. Many educators design experiential learning opportunities for their students through trial and error, often achieving variable success. Considering the time- and resource-intensive nature of experiential learning, developing a framework to maximize the likelihood of positive learning outcomes is essential. A l…
Everybody hurts
The peer review process supports authors by providing feedback on manuscripts from external, expert readers. However, not all reviews are supportive. Some reviews are just painful. But just how painful are they? In this study, we set out to validate a matrix describing the levels of pain authors experience in response to the sting of peer reviewer comments. The study was carried out in two phases. In Phase 1, we developed a matrix combining two s…
Innovations in Medical Education (10 works) · Medicine (10 works) · Psychology (10 works) · Medical education (9 works) · Computer Science (7 works) · Clinical Reasoning and Diagnostic Skills (5 works) · Pedagogy (5 works) · Political science (5 works) · Competence (human resources) (3 works) · Curriculum (3 works)