Publications

FMER Publications in 2022
(In alphabetical order)
*FMER affiliated student

Abbasgholizadeh–Rahimi S, Cwintal M, Huang Y, Ghadiri P, Grad RM, Poenaru D, Gore G, Zomahoun HTV, Légaré F, and Pluye P. (2022). Application of Artificial Intelligence in Shared Decision Making: A Scoping Review. JMIR Medical Informatics 10(8):e36199. https://doi.org/10.2196/36199

El Sherif R*, Pluye P, Schuster T, Grad RM. (2022). Outcomes of Proxy Information Seeking by Users of an Online Parenting Information Website: A Quantitative Observational Study. JMIR Pediatrics and Parenting 5(1):e32406. https://doi.org/10.2196/32406

Grad R, Sandhu A*, Ferrante M, D’Souza V, Puterman-Salzman L, Abbasgholizadeh-Rahimi S, Stevens G, and Elwyn G. Using incorpoRATE to examine clinician willingness to engage in shared decision making: A study of Family Medicine residents. Patient Education and Counseling. 2022;105 (12):3529-3533. https://doi.org/10.1016/j.pec.2022.08.012

Long S*, Rodríguez C, St-Onge C, Tellier PP, Torabi N, and Young M. (2022). Factors Affecting Perceived Credibility of Assessment in Medical Education: A Scoping Review. Advances in Health Sciences Education 27: 229-262. https://doi.org/10.1007/s10459-021-10071-w

Ortiz-Paredes D*, Rodríguez C, Nugus P, Carver T, Tørsten R. (2022). Embedding Identity or How to Make Sense to Multiple Medical Professional Identities to Meet Overlapping Demands at Work. Teaching and Learning in Medicine 34 (4): 405-417 (First published online on July 3, 2021). https://doi.org/10.1080/10401334.2021.1930545

Rodríguez C, Rahimzadeh V, Bartlett G, and Carver T. (2022). Insights for Teaching During a Pandemic: Lessons from a Pre-COVID-19 International Synchronous Hybrid Learning Experience. Family Medicine 54 (6): 471-476. https://doi.org/10.22454/FamMed.2022.319716

Ruchon C, Grad RM, Ebell M, Slawson D, Pluye P, Filion K, Rousseau M, Braschi E, Sridhar S, Grover-Wenk A, Cheung J, and Shaughnessy, A. (2022). Evidence reversals in primary health care research: A study of randomized controlled trials. Family Practice 39(4):565-69. https://doi.org/10.1093/fampra/cmab104

FMER Publications in 2021
(In alphabetical order)
*FMER affiliated student

Abbasgholizadeh-Rahimi S, Rodríguez C, Croteau J, Sadeghpour A, Navali AM, and Légaré F. (2021). Continuing Professional Education of Iranian Healthcare Professionals in Shared Decision-Making: Lessons Learned. BMC Health Services Research 21: 225. https://doi.org/10.1186/s12913-021-06233-6

Arora AK*, Rodriguez C, Carver T, Hacker Teper M, Rojas-Rozo L, and Schuster T. (2021). Evaluating Usability in Blended Learning Programs within Health Professions Education: A Scoping Review. Medical Science Education 31: 1213-1246. https://doi.org/10.1007/s40670-021-01295-x

Grad R, Leger D, Kaczorowski J, Schuster T, Adler S, Aman M, et al. (2021). Does Spaced Education Improve Clinical Knowledge among Family Medicine Residents? A Cluster Randomized Controlled Trial. Advances in Health Sciences Education 26 (3): 771-783. https://doi.org/10.1007/s10459-020-10020-z

FMER Publications in 2020
(In alphabetical order)
*FMER affiliated student

Grad R, Tang DL. (2020). Towards Collective Intelligence in a National Community of Physicians. Education for Information 36 (1): 93-100.  https://doi.org/10.3233/EFI-190338

Granikov V*, Grad R, El Sherif R*, Shulha M, Chaput G, Doray G, Lagarde F, Rochette A, Tang DL, and Pluye P. (2020). The Information Assessment Method: Over 15 Years of Research Evaluating the Value of Health Information. Education for Information 36 (1): 7-18. https://doi.org/10.3233/EFI-190348

Kluchnyk M, Grad R, Pluye P, and Thomas A. (2020). Using Spaced Education to Deliver Information to Medical Residents: A Mixed Methods Pilot Study. Education for Information 36 (1): 29-50. https://doi.org/10.3233/EFI-190339

Luconi F, Rochette A, Grad R, Hallé MC, Chin D, Habib B, and Thomas A. (2020). A Multifaceted Continuing Professional Development Intervention to Move Stroke Rehabilitation into Professional Practice: A Feasibility Study. Topics in Stroke Rehabilitation 27 (6): 401-441. https://doi.org/10.1080/10749357.2019.1711339

Pluye P, El Sherif R*, González-Reyes A, Turcotte E, Schuster T, Bartlett G, Grad RM, et al. (2020). Outcomes of Equity-Oriented Online Parenting Information: A Participatory Mixed Methods Study Comparing Low SES with Other Mothers. Journal of Medical Internet Research 22 (11): e22440. https://doi.org/10.2196/22440

Pluye P, Granikov V, & Tang DL. (2020). Facilitators and Barriers Associated with the Implementation of an Innovative Cross-Disciplinary Monitoring of the Scientific Literature: The Collaborative eReader on Mixed Methods (CeRo-MM) – A Research Protocol. Education for Information: Interdisciplinary Journal of Information Studies, 36(1):81-92. http://dx.doi.org/10.3233/EFI-190336

FMER Publications in 2019
(In alphabetical order)
*FMER affiliated student

Rodríguez C, Bélanger E, Nugus P, Willoughby K, Boillat M, Dove M, Steinert Y, and Lalla L. (2019). Community Preceptors’ Motivations and Views about Their Relationships with Medical Students during a Longitudinal Family Medicine Experience: A Qualitative Case Study. Teaching and Learning in Medicine 31 (2): 119-128. https://doi.org/10.1080/10401334.2018.1489817

Ramos, D., Grad, R., Saroyan, A., & Nugus, P. (2019). Seeking coherence between ‘mobile learning’applications and the everyday lives of medical residents. Perspectives on medical education, 8, 152-159. https://doi.org/10.1007/s40037-019-0519-0

Gil, M., El Sherif, R.*, Pluye, M., Fung, B. C., Grad, R., & Pluye, P. (2019). Towards a knowledge-based recommender system for linking electronic patient records with continuing medical education information at the point of care. IEEE Access, 7, 15955-15966. https://doi.org/10.1109/ACCESS.2019.2894421

Pluye, P., El Sherif, R.*, Granikov, V.*, Hong, Q. N., Vedel, I., Galvao, M. C. B., … & Grad, R. (2019). Health outcomes of online consumer health information: A systematic mixed studies review with framework synthesis. Journal of the Association for Information Science and Technology, 70(7), 643-659. https://doi.org/10.1002/asi.24178

FMER Publications in 2018
(In alphabetical order)
*FMER affiliated student

Willoughby K, Rodríguez C, Boillat M, Dove M, Nugus P, Steinert Y, & Lalla L. (2018). Comparing Students’ and Preceptors’ Perceptions of the Effects of a New Canadian Longitudinal Pre-Clerkship Family Medicine Experience. PRiMER Peer-reviewed Reports in Medical Education Research 2:7. https://doi.org/10.22454/primer.2018.554037

Pluye, P., Loignon, C., Lagarde, F., Doray, G., El Sherif, R.*, Granikov, V.*, … , Grad, R., & Bouthillier, F. (2018). Assessing and improving the use of online information about child development, education, health, and well-being in low-education, low-income parents: protocol for a mixed-methods multiphase study. JMIR Research Protocols, 7(11), e9996. https://doi.org/10.2196/resprot.9996

Lussier, M. T., Diallo, F. B., Pluye, P., Grad, R., Lessard, A., Rhéaume, C., & Labrecque, M. (2018). Drug samples in family medicine teaching units: a cross-sectional descriptive study: Part 3: availability and use of drug samples in Quebec. Canadian Family Physician, 64(12), e546-e552. PMCID: PMC6371885

Rhéaume, C., Labrecque, M., Moisan, N., Rioux, J., Tardieux, É., Diallo, F. B., … Grad, R., & Pluye, P. (2018). Drug samples in family medicine teaching units: a cross-sectional descriptive study: Part 1: drug sample management policies and the relationship between the pharmaceutical industry and residents in Quebec. Canadian Family Physician, 64(12), e531-e539. PMCID: PMC6371883

Gonzalez-Reyes, A., Pluye, P., Power, B., Emberley, P., & Grad, R. (2018). Top 5 primary care topics for pharmacists in 2016. Canadian Pharmacists Journal/Revue des Pharmaciens du Canada, 151(3), 176-178. https://doi.org/10.1177/1715163518766493

Galvao, M. C. B., Carmona, F., Grand, R., Pluye, P., & Ricarte, I. L. M. (2018). Disseminating health evidence summaries to increase evidence use in health care. Revista de saude publica, 52. https://doi.org/10.11606/S1518-8787.2018052000418

FMER Publications in 2017
(In alphabetical order)
*FMER affiliated student

Bartlett G, and Rodríguez C. Primary Care Research: The Realm of Paradigmatic Plurality. (2017). McGill Journal of Medicine 15: 10-12. https://doi.org/10.26443/mjm.v15i1.76

Grad R, Pluye P, Wong E, Brailowsky C, Moscovici JL, Kaczorowski J, Rodríguez C, Luconi F, Rousseau M, Karanofsky M, Delleman B, Kegel S, Mercuri M, Kluchnyk, and Schabort I. (2017). Do Weekly Alerts from a Mobile Application Influence Reading during Residency? Peer-reviewed Reports in Medical Education Research PRiMER 1. https://doi.org/10.22454/primer.2017.243866

FMER Publications in 2016
(In alphabetical order)
*FMER affiliated student

Willoughby K, Rodríguez C, Boillat M, Dove M, Nugus P, Steinert Y, and Lalla L. (2016). Assessing Students’ Perceptions of the Effects of a New Canadian Longitudinal Pre-Clerkship Family Medicine Experience. Education for Primary Care. https://doi.org/10.1080/14739879.2016.1172033

Lewis D, Pluye P, Rodríguez C, and Grad R. (2016). Mining Reflective Continuing Medical Education Data for Family Physicians Learning Needs [Letter to the Editor]. The Journal of Innovation in Health Informatics 23 (1): 439-440. https://doi.org/10.14236/jhi.v23i1.834

FMER Publications in 2015
(In alphabetical order)
*FMER affiliated student

Rodríguez C, Bartlett G, Boillat M, Dove M, Grad R, Lalla L, Pluye P, Tellier PP, and Bergman H. (2015). Manifesto for Family Medicine Educational Research. Canadian Family Physician 61 (9): 745-747. PMCID: PMC4569102

Rodríguez C, López-Roig S, Pawlikowska T, Schweyer FX, Bélanger E, Pastor-Mira MA, Hugé S, Spencer S, Lévasseur G, Whitehead I, and Tellier PP. (2015). The Influence of Academic Discourses on Medical Students’ Identification with the Discipline of Family Medicine. Academic Medicine 90 (5): 660-670. https://doi.org/10.1097/acm.0000000000000572

FMER Publications in 2014
(In alphabetical order)
*FMER affiliated student

Rodríguez C, Pawlikowska T, Schweyer FX, López-Roig S, Bélanger E, Burns J, Fiquet L, Pastor-Mira MS, Tellier PP, Spencer S, Hugé S, and Pereiró-Berenguer I. (2014). Family Physicians’ Professional Identity Formation: A Study Protocol to Explore Impression Management Processes in Institutional Academic Contexts. BMC Medical Education 14: 184 https://doi.org/10.1186/1472-6920-14-184