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Journal of Clinical Epidemiology|June 2, 2012
The "Lost NNT" can be used to represent uncertainty surrounding number needed to treatMohsen Sadatsafavi, Saeedreza Ganjizadeh, Rose Hatala, et al.Perspectives on Medical Education|September 29, 2017
Guidelines: The do's, don'ts and don't knows of direct observation of clinical skills in medical educationJennifer R Kogan, Rose Hatala, Karen E Hauer, et al.Journal of General Internal Medicine|May 18, 2006
Beyond journal clubs. Moving toward an integrated evidence-based medicine curriculumRose Hatala, Sheri A Keitz, Mark C Wilson, et al.The Journal of Urology|January 20, 2009
Understanding resultsRodney H Breau, Philipp Dahm, Dean A Fergusson, et al.Medical Education|November 12, 2013
Are two heads better than one? Comparing dyad and self-regulated learning in simulation trainingDavid Shanks, Ryan Brydges, Wendie den Brok, et al.Medical Education|June 20, 2024
Not in the file: How competency committees work with undocumented contributionsAnneke van Enk, Graham MacDonald, Rose Hatala, et al.Medical Education|September 16, 2016
'Sometimes the work just needs to be done': socio-cultural influences on direct observation in medical trainingChristopher Watling, Kori A LaDonna, Lorelei Lingard, et al.Medical Education|March 2, 2017
Staging a performance: learners' perceptions about direct observation during residencyKori A LaDonna, Rose Hatala, Lorelei Lingard, et al.Annals of Palliative Medicine|June 11, 2026
Environmental sustainability in palliative care: a narrative reviewFermin S Hoq, Krista Clement, Rose Hatala, et al.BMC Palliative Care|November 18, 2025
"Hope is strong": a qualitative inquiry into serious illness conversations for patients living with structural vulnerabilities and substance use disordersEmma Schon, Ruth MacRedmond, Rebecca Rechlin, et al.Pageof 30