Lynfa Stroud
Biographic Data
| ID | 9598633 |
|---|---|
| NAME | Lynfa Stroud |
| GIVEN NAMES | Lynfa |
| FAMILY NAME | Stroud |
| SIGNATURE | STROUD L |
| AFFILIATIONS | Department of Medicine, Temerty Faculty of Medicine University of Toronto Toronto ON Canada |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
(Mis)Alignment in resident and advisor co‐regulated learning in competency‐based training
Necessary but Insufficient and Possibly Counterproductive
The evaluation of clinical teachers’ performance has long been a subject of research and debate, yet teaching evaluations (TEs) by students remain problematic. Despite their intuitive appeal, there is little evidence that TEs are associated with students’ learning in the classroom or clinical setting. TEs are also subject to many forms of bias and are confounded by construct-irrelevant factors, such as the teacher’s physical attractiveness or per…
Feedback from health professionals in postgraduate medical education
Tensions in Assessment
PURPOSE: A key unit of assessment in competency-based medical education (CBME) is the entrustable professional activity. The variations in how entrustment is perceived and enacted across specialties are not well understood. This study aimed to develop a thorough understanding of the process, concept, and language of entrustment as it pertains to internal medicine (IM). METHOD: Attending supervisors of IM trainees on the clinical teaching unit wer…
No prominent works on this page.
Tensions in Assessment
PURPOSE: A key unit of assessment in competency-based medical education (CBME) is the entrustable professional activity. The variations in how entrustment is perceived and enacted across specialties are not well understood. This study aimed to develop a thorough understanding of the process, concept, and language of entrustment as it pertains to internal medicine (IM). METHOD: Attending supervisors of IM trainees on the clinical teaching unit wer…
Feedback from health professionals in postgraduate medical education
Necessary but Insufficient and Possibly Counterproductive
The evaluation of clinical teachers’ performance has long been a subject of research and debate, yet teaching evaluations (TEs) by students remain problematic. Despite their intuitive appeal, there is little evidence that TEs are associated with students’ learning in the classroom or clinical setting. TEs are also subject to many forms of bias and are confounded by construct-irrelevant factors, such as the teacher’s physical attractiveness or per…
(Mis)Alignment in resident and advisor co‐regulated learning in competency‐based training
Innovations in Medical Education (4 works) · Medical education (4 works) · Medicine (4 works) · Psychology (4 works) · Clinical Reasoning and Diagnostic Skills (2 works) · Computer Science (2 works) · Interprofessional Education and Collaboration (2 works) · Political science (2 works) · Radiology practices and education (2 works) · Social Psychology (2 works)