Christina St-Onge FMSS
Christina St-Onge FMSS
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The influence of medical students’ self‐explanations on diagnostic performance
M Chamberland, C St‐Onge, J Setrakian, L Lanthier, L Bergeron, ...
Medical Education 45 (7), 688-695, 2011
Self‐explanation in learning clinical reasoning: the added value of examples and prompts
M Chamberland, S Mamede, C St‐Onge, J Setrakian, L Bergeron, ...
Medical education 49 (2), 193-202, 2015
Rater cognition: review and integration of research findings
G Gauthier, C St‐Onge, W Tavares
Medical education 50 (5), 511-522, 2016
The benefits of testing for learning on later performance
MM McConnell, C St-Onge, ME Young
Advances in Health Sciences Education 20 (2), 305-320, 2015
Students' self‐explanations while solving unfamiliar cases: the role of biomedical knowledge
M Chamberland, S Mamede, C St‐Onge, MA Rivard, J Setrakian, ...
Medical education 47 (11), 1109-1116, 2013
Validity: one word with a plurality of meanings
C St-Onge, M Young, KW Eva, B Hodges
Advances in Health Sciences Education 22 (4), 853-867, 2017
Role of researchers in the ethical conduct of research: A discourse analysis from different stakeholder perspectives
A Cumyn, K Ouellet, AM Côté, C Francoeur, C St-Onge
Ethics & Behavior 29 (8), 621-636, 2019
To observe or not to observe peers when learning physical examination skills; that is the question
B Martineau, S Mamede, C St-Onge, RMJP Rikers, HG Schmidt
BMC medical education 13 (1), 1-6, 2013
From see one do one, to see a good one do a better one: learning physical examination skills through peer observation
C St-Onge, B Martineau, A Harvey, L Bergeron, S Mamede, R Rikers
Teaching and learning in medicine 25 (3), 195-200, 2013
Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature
E Boileau, C St-Onge, MC Audétat
Advances in medical education and practice 8, 89, 2017
Toward a common understanding: supporting and promoting education scholarship for medical school faculty
E Van Melle, J Lockyer, V Curran, S Lieff, C St Onge, M Goldszmidt
Medical education 48 (12), 1190-1200, 2014
Does medical students’ diagnostic performance improve by observing examples of self-explanation provided by peers or experts?
M Chamberland, S Mamede, C St-Onge, J Setrakian, HG Schmidt
Advances in Health Sciences Education 20 (4), 981-993, 2015
Accuracy of person-fit statistics: A Monte Carlo study of the influence of aberrance rates
C St-Onge, P Valois, B Abdous, S Germain
Applied Psychological Measurement 35 (6), 419-432, 2011
Expectations, observations, and the cognitive processes that bind them: expert assessment of examinee performance
C St-Onge, M Chamberland, A Lévesque, L Varpio
Advances in Health Sciences Education 21 (3), 627-642, 2016
Validity as a social imperative for assessment in health professions education: a concept analysis
M Marceau, F Gallagher, M Young, C St‐Onge
Medical education 52 (6), 641-653, 2018
A Monte Carlo study of the effect of item characteristic curve estimation on the accuracy of three person-fit statistics
C St-Onge, P Valois, B Abdous, S Germain
Applied Psychological Measurement 33 (4), 307-324, 2009
Re-using questions in classroom-based assessment: An exploratory study at the undergraduate medical education level
SX Joncas, C St-Onge, S Bourque, P Farand
Perspectives on medical education 7 (6), 373-378, 2018
Twelve tips to avoid ethical pitfalls when recruiting students as subjects in medical education research
E Boileau, J Patenaude, C St-Onge
Medical teacher 40 (1), 20-25, 2018
Ensuring the quality of multiple-choice exams administered to small cohorts: A cautionary tale
M Young, BA Cummings, C St-Onge
Perspectives on medical education 6 (1), 21-28, 2017
Toward a Common Understanding
E Van Melle, V Curran, M Goldszmidt, S Lieff, J Lockyer, C St-Onge
Advancing Education Scholarship for Clinical Faculty in Canadian Medical …, 2012
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