Heather Braund

Biographic Data

ID9278958
NAMEHeather Braund
GIVEN NAMESHeather
FAMILY NAMEBraund
SIGNATUREBRAUND H
AFFILIATIONSQueen's University
ORCID0000-0002-9749-7193
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS0
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Competency based medical education implementation at the institutional level

    Heather Braund, Damon Dagnone et al.ARTICLEMedical Teacher2025

    INTRODUCTION: As an early adopter of competency-based medical education (CBME) our postgraduate institution was uniquely positioned to analyze implementation experience data across programs, while keeping institutional factors constant. We described participants' experiences related to CBME implementation across programs derived from early program evaluation efforts within our setting. METHODS: = 175) included program leaders, faculty, and reside…

  • Was it all worth it? A graduating resident perspective on CBME

    Portia Kalun, Heather Braund et al.ARTICLEMedical Teacher2025

    BACKGROUND: Our institution simultaneously transitioned all postgraduate specialty training programs to competency-based medical education (CBME) curricula. We explored experiences of CBME-trained residents graduating from five-year programs to inform the continued evolution of CBME in Canada. METHODS: We utilized qualitative description to explore residents' experiences and inform continued CBME improvement. Data were collected from fifteen resi…

  • Voices from L2 learners across different languages

    Open AccessJian Xu, Yao Zheng et al.ARTICLEJournal of Second Language Writing2023

  • The Assessment Burden in Competency-Based Medical Education

    Open AccessAdam Szulewski, Heather Braund et al.ARTICLEAcademic Medicine2023

    Residents and faculty have described a burden of assessment related to the implementation of competency-based medical education (CBME), which may undermine its benefits. Although this concerning signal has been identified, little has been done to identify adaptations to address this problem. Grounded in an analysis of an early Canadian pan-institutional CBME adopter’s experience, this article describes postgraduate programs’ adaptations related t…

  • Exploring virtual care clinical experience from non-physician healthcare providers (VCAPE)

    Open AccessHeather Braund, Nancy Dalgarno et al.ARTICLESSM - Qualitative Research in…2023

    COVID-19 has caused an urgent implementation of virtual care (VC). Most research has focused on patient and physician experience with virtual care. Non-physician healthcare providers have played an active role in transitioning to virtual care, yet little is known about their experiences. This study explored their lived experiences in caring for patients virtually. Forty non-physician healthcare providers from local hospitals, community, and home …

  • Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

    Open AccessHeather Braund, Christopher Deluca et al.ARTICLEFrontiers in Education2021

    Formative assessment practices have been theoretically connected to the development of self-regulation with mounting empirical evidence. Co-regulation is the process whereby a more capable individual (e.g., teacher or peer) attunes the behaviours, emotions, or cognitive processes of an individual (a student) to align with goals or expectations and is being recognized as a strategy for developing self-regulation. Formative assessment practices may…

  • Psychophysiologic measures of cognitive load in physician team leaders during trauma resuscitation

    Open AccessErika Johannessen, Adam Szulewski et al.ARTICLEComputers in Human Behavior2020

  • Teachers’ grading decisions and practices across cultures

    Open AccessLiying Cheng, Christopher Deluca et al.ARTICLEStudies In Educational Evaluation2020

    Grades are the dominant currency that enables student migration patterns; in particular, the recent upsurge of Chinese students studying and settling in Canada. Given the use of grades for student promotion, mobilization, and admission into educational programs internationally, there is an urgent need to understand the validity of grades across learning contexts. This study explored 35 Canadian and Chinese secondary school teachers’ grading decis…