KOL | Linda S SnellRoyal College of Physicians and Surgeons of Canada, McGill University, Montreal, Canada. | a Office of Specialty Education, Royal College of Physicians and Surgeons of Canada, ... |
KOL Resume for Linda S Snell
| Year | |
|---|---|
| 2021 | Royal College of Physicians and Surgeons of Canada, McGill University, Montreal, Canada. |
| 2019 | Medicine, McGill University, Montreal, Canada; ; Royal College of Physicians and Surgeons of Canada, Ottawa, Canada;, View further author information Centre for Medical Education, McGill University, Montreal, Quebec, Canada |
| 2018 | Montreal, Quebec, Canada |
| 2017 | D.R. Taylor is associate professor, Department of Medicine, Queen’s University School of Medicine, Kingston, Ontario, Canada. Y.S. Park is assistant professor, Department of Medical Education, University of Illinois at Chicago, Chicago, Illinois. R. Egan is assistant professor and director, Office of Health Science Education, Queen’s University School of Medicine, Kingston, Ontario, Canada. M.-K. Chan is associate professor, Department of Pediatrics and Child Health, University of Manitoba, Winnipeg, Manitoba, Canada, and clinician educator, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. J. Karpinski is associate professor, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada, and associate director, Specialties Unit, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. C. Touchie is associate professor, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada, and chief medical education advisor, Medical Council of Canada, Ottawa, Ontario, Canada. L.S. Snell is professor, Department of Medicine, McGill University, Montreal, Quebec, Canada, and senior clinician educator, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. A. Tekian is professor, Department of Medical Education, University of Illinois at Chicago, Chicago, Illinois. Centre for Medical and Department of General Internal Medicine, McGill University, Montreal, Quebec, Canada; ; Royal College of Physicians and Surgeons of Canada, Ottawa, Canada |
| 2016 | Centre for Medical Education and Division of General Internal Medicine, McGill University, Montreal, QC, Canada |
| 2015 | R.L. Cruess is professor of surgery and core faculty member, Centre for Medical Education, McGill University Faculty of Medicine, Montreal, Quebec, Canada. S.R. Cruess is professor of medicine and core faculty member, Centre for Medical Education, McGill University Faculty of Medicine, Montreal, Quebec, Canada. J.D. Boudreau is associate professor of medicine and core faculty member, Centre for Medical Education, McGill University Faculty of Medicine, Montreal, Quebec, Canada. L. Snell is professor of medicine and core faculty member, Centre for Medical Education, McGill University Faculty of Medicine, Montreal, Quebec, Canada. Y. Steinert is professor of family medicine and director, Centre for Medical Education, McGill University Faculty of Medicine, Montreal, Quebec, Canada. Royal College of Physicians and Surgeons of Canada, Canada |
| 2014 | Dr. Sherbino is associate professor of medicine and director of continuing professional education, Division of Emergency Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada, and clinician–educator, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. Dr. Frank is associate professor and director of educational research and development, Department of Emergency Medicine, University of Ottawa, and director, Specialty Education, Strategy, and Standards, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. Dr. Snell is professor of medicine and core faculty member, Centre for Medical Education, McGill University, Montreal, Quebec, Canada, and senior clinician–educator, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. McGill University Department of Medicine Toronto Ontario Canada |
| 2013 | Centre for Medical Education, McGill University, Montreal, Quebec Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada |
| 2012 | Department of General Surgery and Center for Medical Education, McGill University, Montreal, Quebec, Canada |
| 2011 | Dr. Jamal is chief resident, General Surgery, Department of Surgery and Centre for Medical Education, McGill University, Montreal, Quebec, Canada. Dr. Rousseau is resident, General Surgery, Department of Surgery and Centre for Medical Education, McGill University, Montreal, Quebec, Canada. Dr. Hanna is chief resident, General Surgery, Department of Surgery and Centre for Medical Education, McGill University, Montreal, Quebec, Canada. Dr. Doi is associate professor of clinical epidemiology, School of Population Health, University of Queensland, Brisbane, Australia. Dr. Meterissian is postgraduate associate dean, Faculty of Medicine, and core faculty member, Centre for Medical Education, McGill University, Montreal, Quebec, Canada. Dr. Snell is vice chair (education), Department of Medicine, and core faculty member, Centre for Medical Education, McGill University, Montreal, Quebec, Canada. Centre for Medical Education and Department of Medicine, McGill University, Montreal, Canada |
| 2010 | Office of Education, Royal College of Physicians and Surgeons of Canada, and McGill University Centre for Medical Education & Department of Medicine, Canada; JASON R. FRANK, MD, MA(Ed), FRCPC, is the Associate Director of the Office of Education, Royal College of Physicians and Surgeons of Canada, and the Director of Education in the Department of Emergency Medicine, University of McGill University Centre for Medical Education, Montreal, Canada |
| 2009 | McGill University Centre for Medical, Education, Canada |
| 2008 | McGill University, Montreal, Canada |
| 2007 | Department of Medicine, McGill University, Montreal, Quebec, Canada |
| 2006 | Department of Medicine, McGill University, Montreal, Canada |
| 2005 | Centre for Medical Education and Division of General Internal Medicine, McGill University, Montreal, Quebec, Canada |
| 2004 | Dr. ten Cate is professor and associate dean of education, School of Medical Sciences, University Medical Center Utrecht, Utrecht, The Netherlands; Dr. Snell is professor of medicine, director of the Division of General Internal Medicine, and member of the Centre for Medical Education, McGill University, Montreal, Canada; Dr. Mann is professor and director of the division of medical education, Dalhousie University, Halifax, Canada; and Dr. Vermunt is associate professor, ICLON Graduate School of Education, Leiden University, The Netherlands . |
| 1999 | Department of Internal Medicine (LSS), Montreal, Quebec, Canada |
| 1997 | Departments of Family Medicine, Medicine, Epidemiology and Biostatistics, McGill University, Montréal, Québec, Canada |
| 1994 | the Department of Medicine, McGill University, Montréal, Québec, Canada |
| 1992 | Medical Training and Practice Effectiveness Research Unit, McGill University, Montreal, Quebec, Canada. |
| 1991 | the Department of Medicine, Division of General Internal Medicine, McGill University, Montreal, Quebec, Canada |
Linda S Snell: Influence Statistics
| Concept | World rank |
|---|---|
| faculty average facility | #1 |
| competencybased teaching assessment | #1 |
| medical regulators practitioners | #1 |
| msk medical | #1 |
| itemlevel analysis reliability | #1 |
| residents rated | #1 |
| ppia msk | #1 |
| empathy shifts | #1 |
| internal medicine factors | #1 |
| “nonmedical expert roles | #1 |
| students reflections role | #1 |
| substandard epas | #1 |
| cbme pds | #1 |
| rubric evaluate | #1 |
| involvement evaluation process | #1 |
| cbme culture | #1 |
| surveyors peer | #1 |
| educator clinician | #1 |
| achieve work | #1 |
| facultygenerated questions | #1 |
| development patient ownership | #1 |
| tutors msk | #1 |
| scores pds | #1 |
| educator domains | #1 |
| competency enhancement | #1 |
| frequent direct observation | #1 |
| surveyors accreditation | #1 |
| 40 physician | #1 |
| students medical educators | #1 |
| techniques workwork balance | #1 |
| physician taught | #1 |
| educators physician | #1 |
| forefront fundamental competencies | #1 |
| mcqs evaluation | #1 |
| convictions essential components | #1 |
| entrusted tasks | #1 |
| previous 24hour | #1 |
| ownership development trainees | #1 |
| patient‐centred education | #1 |
| 31 stagespecific epas | #1 |
| icbme collaborators | #1 |
| patient ownership shifts | #1 |
| 2hour small msk | #1 |
| 1130 deans | #1 |
| residency programmes | #1 |
| boone largescale | #1 |
| limitations clinical courage | #1 |
| original culturally | #1 |
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Prominent publications by Linda S Snell
When the Learning Environment Is Suboptimal: Exploring Medical Students’ Perceptions of “Mistreatment”
[ PUBLICATION ]
PURPOSE: Despite widespread implementation of policies to address mistreatment, high rates of mistreatment during clinical training are reported, prompting the question of whether "mistreatment" means more to students than delineated in official codes of conduct. Understanding "mistreatment" from students' perspective and as it relates to the learning environment is needed before effective interventions can be implemented.
METHOD: The authors conducted focus groups with final-year ...
| Known for Learning Environment | Students Mistreatment | Focus Groups | Medical Surveys | Clinical Training |
A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents
[ PUBLICATION ]
Recent calls to focus on identity formation in medicine propose that educators establish as a goal of medical education the support and guidance of students and residents as they develop their professional identity. Those entering medical school arrive with a personal identity formed since birth. As they proceed through the educational continuum, they successively develop the identity of a medical student, a resident, and a physician. Each individual's journey from layperson to skilled ...
| Known for Identity Formation | Medical Students | Graduate Education | Residents Physician | Social Identification |
Faculty development for teaching and evaluating professionalism: from programme design to curriculum change
[ PUBLICATION ]
INTRODUCTION: The recent emphasis on the teaching and evaluation of professionalism for medical students and residents has placed significant demands on medicine's educational institutions. The traditional method of transmitting professional values by role modelling is no longer adequate, and professionalism must be taught explicitly and evaluated effectively. However, many faculty members do not possess the requisite knowledge and skills to teach this content area and faculty ...
| Known for Faculty Development | Teaching Professionalism | Programme Evaluation | Medical Students | Role Modelling |
Are Canadian General Internal Medicine training program graduates well prepared for their future careers?
[ PUBLICATION ]
BACKGROUND: At a time of increased need and demand for general internists in Canada, the attractiveness of generalist careers (including general internal medicine, GIM) has been falling as evidenced by the low number of residents choosing this specialty. One hypothesis for the lack of interest in a generalist career is lack of comfort with the skills needed to practice after training, and the mismatch between the tertiary care, inpatient training environment and "real life". This project ...
| Known for Internal Medicine | Training Programs | Canadian General | Procedural Skills | Gim Practice |
The feasibility and value of using patient satisfaction ratings to evaluate internal medicine residents
[ PUBLICATION ]
Objective: To determine the feasibility and value of using patient satisfaction ratings to evaluate the physician-patient relationship skills of medical residents.Design: A cross-sectional survey was used to collect patient satisfaction information for medical residents from all patients attending the outpatient teaching climes over a three-month period. The feasibility of patient rating was assessed by evaluating the reliability of resident satisfaction scores and potential sources of ...
| Known for Satisfaction Ratings | Teaching Hospitals | Internal Medicine | Physician Patient | Scores Residents |
Multiple mini‐interviews versus traditional interviews: stakeholder acceptability comparison
[ PUBLICATION ]
CONTEXT: The McGill University Faculty of Medicine undertook a pilot, simulation-based multiple mini-interview (MMI) for medical school applicant selection, which ran simultaneously with traditional unstructured interviews (all applicants underwent both processes). This paper examines major stakeholder (applicants and evaluators) opinions towards the MMI compared with traditional interviews, including perceptions about the feasibility and utility of the MMI.
METHODS: A total of 100 ...
| Known for Traditional Interviews | Interview Mmi | Medical School | Multiple Mini | Descriptive Statistics |
The decision to trust a medical trainee with the critical responsibility to care for a patient is fundamental to clinical training. When carefully and deliberately made, such decisions can serve as significant stimuli for learning and also shape the assessment of trainees. Holding back entrustment decisions too much may hamper the trainee's development toward unsupervised practice. When carelessly made, however, they jeopardize patient safety. Entrustment decision-making processes, ...
| Known for Entrustment Decision | Clinical Training | Assessment Trainees | Graduate Humans Internship | Making Education |
Changing the culture of medical training: An important step toward the implementation of competency-based medical education
[ PUBLICATION ]
OBJECTIVE: The current medical education system is steeped in tradition and has been shaped by many long-held beliefs and convictions about the essential components of training. The objective of this article is to propose initiatives to overcome biases against competency-based medical education (CBME) in the culture of medical education.
MATERIALS AND METHODS: At a retreat of the International Competency Based Medical Education (ICBME) Collaborators group, an intensive brainstorming ...
| Known for Medical Education | Competency Based | Organizational Culture |
AIMS: To explore the review process from the reviewers' perspective, including perceptions of the time taken to carry out a review, barriers to and facilitators of the review process, benefits of reviewing, opinions about blinded versus transparent reviews, how the process of reviewing might be made easier, and to assess reviewers' experience of, and training in, the peer review process.
SUBJECTS: Reviewers for Medical Education invited to review over a 5-month period between 1st June ...
| Known for Review Process | Medical Education | Formal Training | Humans Peer | Publishing Quality |
BACKGROUND: We reviewed the medical-education literature in order to explore the significance and importance of teaching medical students about education principles and teaching skills.
AIMS: To discuss reasons why formal initiatives aimed at improving teaching skills should be part of the training of all physicians, and how it could begin at the medical-student level.
DESCRIPTION: In this article, we propose several reasons that support formal undergraduate medical training in education ...
| Known for Medical Students | Training Teaching | Faculty Members | Undergraduate Humans | Internship Residency |
Effect of the ACGME Duty Hours Restrictions on Surgical Residents and Faculty: A Systematic Review
[ PUBLICATION ]
PURPOSE: Educators in surgical training programs are concerned that the Accreditation Council for Graduate Medical Education (ACGME) duty hours limitations may adversely affect surgical residents' education, especially their operative experience, so the authors aimed to evaluate the impact of duty hours reductions on surgical residency.
METHOD: The authors searched English- and French-language literature (2000-2008) for articles about the impact of duty hours restrictions on surgical ...
| Known for Surgical Residents | Duty Hours | Accreditation Council | Graduate Medical Education | Faculty Medical |
Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional identity formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the development of practitioners who possess a ...
| Known for Professional Identity | Medical Education | Role Models | Experiential Learning | Social Identification |
The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. ...
| Known for Medical Education | Undergraduate Faculty | Competency Based | Implementation Process | Icbme Collaborators |
The Current State of Musculoskeletal Clinical Skills Teaching for Preclerkship Medical Students
[ PUBLICATION ]
OBJECTIVE: Musculoskeletal (MSK) complaints have high prevalence in primary care practice (12%-20% of visits), yet many trainees and physicians identify themselves as weak in MSK physical examination (PE) skills. As recruitment to MSK specialties lags behind retirement rates, there is a shortage of physicians able to effectively teach this subject. We investigated current practices of Canadian undergraduate medical programs regarding the nature, amount, and source of preclerkship MSK PE ...
| Known for Clinical Skills | Medical Students | Undergraduate Humans | Msk Teaching | Patient Partners |
Key People For Medical Education
Linda S Snell:Expert Impact
Concepts for whichLinda S Snellhas direct influence:Medical education, Education scholarship, Patient ownership, Faculty development, Medical students, Medical professionalism, Review process, Professional identity.
Linda S Snell:KOL impact
Concepts related to the work of other authors for whichfor which Linda S Snell has influence:Medical education, Professional identity, Faculty development, Qualitative study, Clinical teaching, Emergency medicine, Communication skills.
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