Teresa M Chan

Dados Biográficos

ID7845386
NOMETeresa M Chan
PRENOMESTeresa M
SOBRENOMEChan
ASSINATURACHAN T M
AFILIAÇÕESMcMaster University
ORCID0000-0001-6104-462X
VERIFICADOSim
TOTAL DE OBRAS26
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR26
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO1990
ANO MAIS RECENTE DE PUBLICAÇÃO2025
ÍNDICE H0

  • Reporting on Innovations in Academic Medicine

    Open AccessJonathan M Amiel, Teresa M Chan et al.ARTICLEAcademic Medicine2025

    Editor’s note: The opinions expressed in this editorial do not necessarily reflect the opinions of the AAMC or its members. Innovation brings forward new and better ideas. In the field of academic medicine, innovation improves human health by creatively addressing knotty problems encountered by scientists, teachers, learners, clinicians, community stakeholders, leaders, and policymakers. Our journal has long published research studies and article…

  • Deidentifying Narrative Assessments to Facilitate Data Sharing in Medical Education

    Open AccessBerenike Thomas, J Bernard et al.ARTICLEAcademic Medicine2024

  • Systems-Based Practice in Graduate Medical Education

    Open AccessTahara D Bhate, Javeed Sukhera et al.ARTICLEAcademic Medicine2024

    Systems-based practice (SBP) was first introduced as a core competency in graduate medical education (GME) in 2002 by the Accreditation Council for Graduate Medical Education as part of the Outcomes Project. While inclusion of SBP content in GME has become increasingly common, there have also been well-documented stumbling blocks, including perceptions that SBP has eroded the amount of curricular time available for more medically focused competen…

  • Using Natural Language Processing to Evaluate the Quality of Supervisor Narrative Comments in Competency-Based Medical Education

    Open AccessMaxwell Spadafore, Yusuf Yilmaz et al.ARTICLEAcademic Medicine2024

  • Tuition Costs of Master’s of Health Professions Education Programs

    Open AccessJacqueline Lai, Evan Fang et al.ARTICLEAcademic Medicine2023

  • Appreciation for Peer Review and Peer Reviewers in Academic Medicine

    Open AccessMegan E L Brown, Teresa M Chan et al.ARTICLEAcademic Medicine2023

    The editorial team of Academic Medicine is indebted to the extraordinary contributions of our peer reviewers. Remarkably, from September 2021 until September 2022, our journal benefitted from the guidance provided by more than 1,800 reviewers from 45 countries. These reviewers provide insights of tremendous value in editorial decision making, and they assist our authors in strengthening the rigor, quality, and presentation of their scholarship. 1…

  • Leads+ Developmental Model

    Open AccessSandra Ramelli, Sarrah Lal et al.ARTICLEMedical Education2023

  • His opportunity, her burden

    Open AccessSandra Monteiro, Teresa M Chan et al.ARTICLEMedical Education2023

  • Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education

    Yusuf Yilmaz, Ming-Ka Chan et al.ARTICLEMedical Teacher2023

    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…

  • Developing the Virtual Resus Room

    Sarah Foohey, Alim Nagji et al.ARTICLEAcademic Medicine2022

    PROBLEM: Physical distancing restrictions during the COVID-19 pandemic led to the transition from in-person to online teaching for many medical educators. This report describes the Virtual Resus Room (VRR)-a free, novel, open-access resource for running collaborative online simulations. APPROACH: The lead author created the VRR in May 2020 to give learners the opportunity to rehearse their crisis resource management skills by working as a team to…

  • Intrinsic or Invisible? An Audit of CanMeds Roles in Entrustable Professional Activities

    Andrew B LoGiudice, Matthew Sibbald et al.ARTICLEAcademic Medicine2022

    PURPOSE: Postgraduate medical education in Canada has quickly transformed to a competency-based model featuring new entrustable professional activities (EPAs) and associated milestones. It remains unclear, however, how these milestones are distributed between the central medical expert role and 6 intrinsic roles of the larger CanMEDS competency framework. A document review was thus conducted to measure how many EPA milestones are classified under…

  • Academic Olympism and Authorship

    Open AccessBridget C OʼBrien, Bridget C O’Brien et al.ARTICLEAcademic Medicine2022

    On August 1, 2021, the world witnessed an act of true collegiality as 2 athletes, Mutaz Essa Barshim and Gianmarco Tamberi, shared the podium for the gold medal in the high jump at the 2020 summer Olympic games. 1 When the 2 longtime friends and rivals reached the limit of their performance at the same height, an official proposed a jump-off to break the tie. Barshim asked if 2 gold medals were an option and the official promptly replied, “It’s p…

  • The Purpose, Design, and Promise of Medical Education Research Labs

    Michael A Gisondi, Sarah Michael et al.ARTICLEAcademic Medicine2022

    Medical education researchers are often subject to challenges that include lack of funding, collaborators, study subjects, and departmental support. The construct of a research lab provides a framework that can be employed to overcome these challenges and effectively support the work of medical education researchers; however, labs are relatively uncommon in the medical education field. Using case examples, the authors describe the organization an…

  • Confidence‐competence alignment and the role of self‐confidence in medical education

    Open AccessMichael Gottlieb, Teresa M Chan et al.ARTICLEMedical Education2022

  • From Utopia Through Dystopia

    Berenike Thomas, Rachel Ellaway et al.ARTICLEAcademic Medicine2021

    The transition to the assessment of entrustable professional activities as part of competency-based medical education (CBME) has substantially increased the number of assessments completed on each trainee. Many CBME programs are having difficulty synthesizing the increased amount of assessment data. Learning analytics are a way of addressing this by systematically drawing inferences from large datasets to support trainee learning, faculty develop…

  • ALiEM Connect

    Christian Rose, Christian C Rose et al.ARTICLEAcademic Medicine2021

    PROBLEM: The COVID-19 pandemic restricted in-person gatherings, including residency conferences. The pressure to quickly reorganize educational conferences and convert content to a remote format overwhelmed many programs. This article describes the pilot event of a large-scale, interactive, virtual educational conference modeled, designed, and implemented by Academic Life in Emergency Medicine (ALiEM), called ALiEM Connect. APPROACH: The pilot AL…

  • What the Covid-19 Pandemic Can Teach Health Professionals About Continuing Professional Development

    David P Sklar, David Sklar et al.ARTICLEAcademic Medicine2021

    The world’s health care providers have realized that being agile in their thinking and growth in times of rapid change is paramount and that continuing education can be a key facet of the future of health care. As the world recovers from the COVID-19 pandemic, educators at academic health centers are faced with a crucial question: How can continuing professional development (CPD) within teams and health systems be improved so that health care pro…

  • Becoming a deliberately developmental organization

    Berenike Thomas, Holly Caretta‐Weyer et al.ARTICLEMedical Teacher2021

    Medical education is situated within health care and educational organizations that frequently lag in their use of data to learn, develop, and improve performance. How might we leverage competency-based medical education (CBME) assessment data at the individual, program, and system levels, with the goal of redefining CBME from an initiative that supports the development of physicians to one that also fosters the development of the faculty, admini…

  • “House calls”

    X C Tong, A Hogan et al.ARTICLEMedical Teacher2021

    "“House calls”: An approach to faculty development in distributed medical education." Medical Teacher, 43(8), pp. 920–921

  • If we could turn back time

    Holly Caretta‐Weyer, Teresa M Chan et al.ARTICLEMedical Teacher2021

    The COVID-19 pandemic has exposed a paradox in historical models of medical education: organizations responsible for applying consistent standards for progression have needed to adapt to training environments marked by inconsistency and change. Although some institutions have maintained their traditional requirements, others have accelerated their programs to rush nearly graduated trainees to the front lines. One interpretation of the unplanned s…

  • Diagnosing conflict

    Teresa M Chan, Anna Oswald et al.ARTICLEMedical Teacher2021

    Clinical competency committees (CCCs) are increasingly used within health professions education as their decisions are thought to be more defensible and fairer than those generated by previous training promotion processes. However, as with most group-based processes, it is inevitable that conflict will arise. In this paper the authors explore three ways conflict may arise within a CCC: (1) conflicting data submissions that are presented to the co…

  • Side Effects May Include Fun

    Open AccessStephen J Hale, Sonja Wakeling et al.ARTICLESimulation & Gaming2020

    Introduction. As serious games are a relatively new phenomenon in medical education, there is little data on end user demographics or usage. In this study our goal was to describe the demographics and usage for purchasers of the GridlockED board game, a serious board game for teaching about a systems approach to managing care in the emergency department. Methods. We conducted a two-phase survey of individuals interested in purchasing GridlockED. …

  • Helping medical educators worldwide to pivot curricula online

    Open AccessDavid Keegan, Ming-Ka Chan et al.ARTICLEMedical Education2020

    identity formation (PIF), defined as how learners come to 'think, act, and feel like a physician.' 1 Medical students develop their identities as emerging professionals through training, and a crisis such as a pandemic alters, impedes or accelerates this process. A crisis catalyses transformative learning by serving as a disorienting dilemma, and educators can harness this opportunity for growth

  • Cultural Perceptions and Negotiations Surrounding Sexual and Reproductive Health Among Migrant and Non-migrant Indigenous Mexican Women from Yucatán, Mexico

    Open AccessRebeca A Espinoza, Isela Martínez et al.ARTICLEJournal of Immigrant and Minority…2013

  • Effect of Frequency Ratio and Environmental Information on Spacial Coupling

    Tin-cheung Chan, Teresa M Chan et al.ARTICLEEcological Psychology1995

    Two experiments were conducted to investigate the interference between two drawing tasks. Fifteen participants drew lines (horizontal or vertical) and circles simultaneously on two digitizer boards to measure the interference (called spatial coupling) of line drawing on circle drawing. In Experiment 1, the drawing of circles and lines was timed by two beeps of different pitches in simple rhythms and polyrhythms. Results showed that spatial coupli…