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Elaine Loney
Researcher at Dalhousie University
Publications - 8
Citations - 1217
Elaine Loney is an academic researcher from Dalhousie University. The author has contributed to research in topics: Grounded theory & Focus group. The author has an hindex of 8, co-authored 8 publications receiving 1077 citations. Previous affiliations of Elaine Loney include University of Calgary.
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Journal ArticleDOI
Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes
Kevin W. Eva,Heather Armson,Eric Holmboe,Jocelyn Lockyer,Elaine Loney,Karen Mann,Joan Sargeant +6 more
TL;DR: The interplay observed between fear, confidence, and reasoning processes reinforces the notion that there is no simple recipe for the delivery of effective feedback.
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The processes and dimensions of informed self-assessment: a conceptual model.
Joan Sargeant,Heather Armson,Ben Chesluk,Tim Dornan,Kevin W. Eva,Eric Holmboe,Jocelyn Lockyer,Elaine Loney,Karen Mann,Cees P. M. van der Vleuten +9 more
TL;DR: Findings suggest the need for attention to the varied influencing conditions and inherent tensions to progress in understanding self-assessment, how it is informed, and its role in self-directed learning and professional self-regulation.
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Effective interprofessional teams: "contact is not enough" to build a team.
TL;DR: Perceptions of effective primary health care teams are explored to determine the related learning needs ofPrimary health care professionals and the related knowledge and skills that professionals require as effective team members are identified.
Journal ArticleDOI
Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict.
Karen Mann,Cees P. M. van der Vleuten,Kevin W. Eva,Heather Armson,Ben Chesluk,Tim Dornan,Eric S. Holmboe,Jocelyn Lockyer,Elaine Loney,Joan Sargeant +9 more
TL;DR: Tensions are both intraindividual and interindividual and they are culturally situated, reflecting both professional and institutional influences, and are inherent in informed self-assessment.
Journal ArticleDOI
Features of assessment learners use to make informed self‐assessments of clinical performance
Joan Sargeant,Kevin W. Eva,Heather Armson,Ben Chesluk,Tim Dornan,Eric S. Holmboe,Jocelyn Lockyer,Elaine Loney,Karen Mann,Cees P. M. van der Vleuten +9 more
TL;DR: This article conducted an international qualitative study using focus groups and drawing on principles of grounded theory to understand the specific ways in which learners used learning and assessment activities to inform self-assessment of their clinical performance.