Warren J Cheung

Biographic Data

ID9554626
NAMEWarren J Cheung
GIVEN NAMESWarren J
FAMILY NAMECheung
SIGNATURECHEUNG W J
AFFILIATIONSUniversity of Ottawa
ORCID0000-0002-2730-8190
VERIFIEDYes
TOTAL WORKS12
TOTAL CITATIONS0
WORKS AS AUTHOR12
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Unveiling the shadows

    Kuan-Chin Jean Chen, Jacob D Sartor et al.ARTICLEMedical Teacher2026

    Emerging evidence indicates that burnout manifests early, even among medical students. The pre-clerkship demographic remains inadequately understood with a notable scarcity of studies examining burnout. To address this gap, this project developed a conceptual model to better understand burnout among pre-clerkship = students. Fifteen second-year medical students participated in interviews exploring their experiences with educational stress and per…

  • Do outlier assessors provide useful narrative comments

    Sebastian Dewhirst, Nora D Szabo et al.ARTICLEMedical Teacher2026

    Introduction Outlier stringent/lenient and range-restricted assessors provide low utility assessment scores, reflecting assessor tendency more than learner performance. The quality of narrative comments generated by these assessors remains unknown.Methods End-of-shift assessments from an academic emergency department were scored using the Quality of Assessment of Learning (QuAL) score. The mean Qual score was calculated for each assessor. Stringe…

  • Deidentifying Narrative Assessments to Facilitate Data Sharing in Medical Education

    Open AccessBerenike Thomas, J Bernard et al.ARTICLEAcademic Medicine2024

  • Assessing the utility of a novel entrustment‐supervision assessment tool

    Open AccessSebastian Dewhirst, Timothy J Wood et al.ARTICLEMedical Education2023

  • Do Resident Archetypes Influence the Functioning of Programs of Assessment

    Open AccessJessica Rich, Jessica V Rich et al.ARTICLEEducation Sciences2022

    While most case studies consider how programs of assessment may influence residents’ achievement, we engaged in a qualitative, multiple case study to model how resident engagement and performance can reciprocally influence the program of assessment. We conducted virtual focus groups with program leaders from four residency training programs from different disciplines (internal medicine, emergency medicine, neurology, and rheumatology) and institu…

  • Unobserved Observers

    Open AccessChirag Bhat, Kori A Ladonna et al.ARTICLEAcademic Medicine2022

  • Ready, set, go! Evaluating readiness to implement competency-based medical education

    Warren J Cheung, Andrew K Hall et al.ARTICLEMedical Teacher2022

    PURPOSE: Organizational readiness is critical for successful implementation of an innovation. We evaluated program readiness to implement Competence by Design (CBD), a model of Competency-Based Medical Education (CBME), among Canadian postgraduate training programs. METHODS: framework of organizational readiness and addressed: program motivation, general capacity for change, and innovation-specific capacity. An overall readiness score was calcula…

  • Implementation of competence committees during the transition to CBME in Canada

    Warren J Cheung, Natalie Wagner et al.ARTICLEMedical Teacher2022

    PURPOSE: This study evaluated the fidelity of competence committee (CC) implementation in Canadian postgraduate specialist training programs during the transition to competency-based medical education (CBME). METHODS: A national survey of CC chairs was distributed to all CBME training programs in November 2019. Survey questions were derived from guiding documents published by the Royal College of Physicians and Surgeons of Canada reflecting inten…

  • Exploring the use of rating scales with entrustment anchors in workplace‐based assessment

    Open AccessTrevor J G Robinson, Natalie Wagner et al.ARTICLEMedical Education2021

  • Twelve tips for learners to succeed in a CBME program

    Jena Hall, Anna Oswald et al.ARTICLEMedical Teacher2021

    The international movement to competency-based medical education (CBME) marks a major transition in medical education that requires a shift in educators' and learners' approach to clinical experiences, the way assessment data are collected and integrated, and in learners' mindsets. Learners entering a CBME curriculum must actively drive their learning experiences and education goals. For some, this expectation may be a significant change from the…

  • 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…

  • A Signal Through the Noise

    Scott Odorizzi, Warren J Cheung et al.ARTICLEAcademic Medicine2020

    PURPOSE: To characterize how professionalism concerns influence individual reviewers' decisions about resident progression using simulated competence committee (CC) reviews. METHOD: In April 2017, the authors conducted a survey of 25 Royal College of Physicians and Surgeons of Canada emergency medicine residency program directors and senior faculty who were likely to function as members of a CC (or equivalent) at their institution. Participants t…