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Academic Medicine : Journal of the Association of American Medical Colleges|October 1, 2010
A new concept of unsupervised learning: directed self-guided learning in the health professionsRyan Brydges, Adam Dubrowski, Glenn RegehrAcademic Medicine : Journal of the Association of American Medical Colleges|August 24, 2013
Do in-training evaluation reports deserve their bad reputations? A study of the reliability and predictive ability of ITER scores and narrative commentsShiphra Ginsburg, Kevin Eva, Glenn RegehrMedical Teacher|December 10, 2016
Room for improvement: Palliating the ego in feedback-resistant medical studentsAndrew PerrellaMedical Teacher|August 31, 2016
Fool me once: The illusion of empathy in interactions with standardized patientsAndrew PerrellaMedical Education|August 3, 2022
Exploring the development of adaptive expertise through the lens of threshold conceptsEdwin Betinol, Sue Murphy, Glenn RegehrAcademic Medicine : Journal of the Association of American Medical Colleges|September 24, 2004
Basing the evaluation of professionalism on observable behaviors: a cautionary taleShiphra Ginsburg, Glenn Regehr, Lorelei LingardMedical Education|August 31, 2007
The effect of candidate familiarity on examiner OSCE scoresAnn Jefferies, Brian Simmons, Glenn RegehrMedical Education|March 26, 2003
To be and not to be: the paradox of the emerging professional stanceShiphra Ginsburg, Glenn Regehr, Lorelei LingardAcademic Medicine : Journal of the Association of American Medical Colleges|November 15, 2019
Learning After the Simulation Is Over: The Role of Simulation in Supporting Ongoing Self-Regulated Learning in PracticeFarhana Shariff, Rose Hatala, Glenn RegehrPerspectives on Medical Education|December 7, 2016
From problem solving to problem definition: scrutinizing the complex nature of clinical practiceSayra Cristancho, Lorelei Lingard, Glenn RegehrPageof 20