Development and validation of a health profession education-focused scholarly mentorship assessment tool
Christina St-Onge, Meredith Young, Lara Varpio
Validity in the Next Era of Assessment: Consequences, Social Impact, and Equity
Benjamin Kinnear, Christina St-Onge, Daniel J. Schumacher, Mélanie Marceau, Thirusha Naidu
When English clashes with other languages: Insights and cautions from the Writer’s Craft series
Lorelei Lingard, Sayra Sayra Cristancho, Eva Kathrin Hennel, Christina St-Onge, Marije van Braak
Harnessing a knowledge translation framework to implement an undergraduate medical education intervention: A longitudinal study
Martine Chamberland, Jean Setrakian, Linda Bergeron, Lara Varpio, Christina St-Onge, Aliki Thomas
Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level
Sébastien Xavier Joncas, Christina St-Onge, Sylvie Bourque, Paul Farand
Characterizing the literature on validity and assessment in medical education: a bibliometric study
Meredith Young, Christina St-Onge, Jing Xiao, Elise Vachon Lachiver, Nazi Torabi
Integrating a Longitudinal Course on the Principles of Research in an Outcomes-Based Undergraduate Medical Education Curriculum
Paul Farand, Tim Dubé, Marco Zaccagnini, Linda Bergeron, Justine Benoit-Piau, Christina St-Onge
Quality of Narratives in Assessment: Piloting a List of Evidence-Based Quality Indicators
Molk Chakroun, Vincent R. Dion, Kathleen Ouellet, Ann Graillon, Valérie Désilets, Marianne Xhignesse, Christina St-Onge
Will ChatGPT’s Free Language Editing Service Level the Playing Field in Science Communication?: Insights from a Collaborative Project with Non-native English Scholars
Lorelei Lingard, Madawa Chandritilake, Merel de Heer, Jennifer Klasen, Fury Maulina, Francisco Olmos-Vega, Christina St-Onge
Reflecting on professional identity in undergraduate medical education: implementation of a novel longitudinal course
Valérie Désilets, Ann Graillon, Kathleen Ouellet, Marianne Xhignesse, Christina St-Onge
Students as stakeholders in assessment: how students perceive the value of an assessment
Michelle Ricci, Christina St-Onge, Jing Xiao, Meredith Young
Ensuring the quality of multiple-choice exams administered to small cohorts: A cautionary tale
Meredith Young, Beth-Ann Cummings, Christina St-Onge