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Medical Education|January 29, 2020
Beyond summative decision making: Illuminating the broader roles of competence committeesRachael Pack, Lorelei Lingard, Christopher Watling, et al.Medical Education|August 29, 2022
'For the most part it works': Exploring how authors navigate peer review feedbackChristopher Watling, Jennifer Shaw, Emily Field, et al.Singapore Medical Journal|July 17, 2018
Qualitative research essentials for medical educationSayra M Cristancho, Mark Goldszmidt, Lorelei Lingard, et al.Academic Medicine : Journal of the Association of American Medical Colleges|July 7, 2018
The Contextual Curriculum: Learning in the Matrix, Learning From the MatrixBrett Schrewe, Rachel H Ellaway, Christopher Watling, et al.Medical Education|February 4, 2021
Invoking culture in medical education research: A critical review and metaphor analysisMargaret Bearman, Paige Mahoney, Joanna Tai, et al.Perspectives on Medical Education|September 8, 2025
Time to Make Sense: Doctors' and Students' Experiences of Difficult FeedbackLeonie Griffiths, Joanne Hilder, Elizabeth Molloy, et al.Medical Education|May 15, 2024
The courage to advocate: How two professions approach public advocacy workChristopher Watling, David Sandomierski, Sophie Poinar, et al.Advances in Health Sciences Education : Theory and Practice|January 24, 2014
Resigned professionalism? Non-acute inpatients and resident educationMeredith Vanstone, Christopher Watling, Mark Goldszmidt, et al.Medical Education|March 29, 2021
Going against the grain: An exploration of agency in medical learningChristopher Watling, Shiphra Ginsburg, Kori LaDonna, et al.The Western Journal of Emergency Medicine|November 17, 2021
Retrospective Analysis of Adult Patients Presenting to the Acute Care Setting Requesting PrescriptionsLisa Shepherd, Meagan Mucciaccio, Kristine VanAarsenPageof 6