J
Jeffrey Wiseman
Researcher at McGill University
Publications - 37
Citations - 1034
Jeffrey Wiseman is an academic researcher from McGill University. The author has contributed to research in topics: Problem-based learning & Collaborative learning. The author has an hindex of 16, co-authored 34 publications receiving 856 citations. Previous affiliations of Jeffrey Wiseman include University of Toronto.
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Why medical students should learn how to teach
TL;DR: It is suggested that exposure to teaching principles, skills, and techniques should be done in a sequential manner during the education of a physician, starting in medical school and continuing through postgraduate education and into practice.
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Internal Medicine Point-of-Care Ultrasound Curriculum: Consensus Recommendations from the Canadian Internal Medicine Ultrasound (CIMUS) Group
Irene W. Y. Ma,Shane Arishenkoff,Jeffrey Wiseman,Janeve Desy,Jonathan Ailon,Leslie Martin,Mirek Otremba,Samantha Halman,Patrick Willemot,Marcus Blouw +9 more
TL;DR: This document details the consensus-based recommendations by the Canadian Internal Medicine Ultrasound group, comprising 39 members, representing 14 institutions across Canada, that will provide a framework for training programs at a national level.
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Multiple mini-interviews versus traditional interviews: stakeholder acceptability comparison.
TL;DR: This paper examines major stakeholder opinions towards the MMI compared with traditional interviews, including perceptions about the feasibility and utility of the M MI.
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Scaffolding problem-based learning with CSCL tools
TL;DR: A case study of classroom usage of the DP role play is presented that examines teacher scaffolding of PBL under two conditions: using a traditional whiteboard (TW) and using an interactive whiteboards (IW), which changed the way that the teacher scaffolded the learning.
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The role of regulation in medical student learning in small groups
Susanne P. Lajoie,Lila Lee,Eric G. Poitras,Mandana Bassiri,Maedeh Kazemitabar,Ilian Cruz-Panesso,Cindy E. Hmelo-Silver,Jeffrey Wiseman,Lap Ki Chan,Jingyan Lu +9 more
TL;DR: The nature of the discourse between medical students and facilitators is examined to illustrate the conditions in which metacognitive, co-regulation and social emotional activities occur to enhance learning about how to communicate bad news to patients.