| Communication failures in the operating room: an observational classification of recurrent types and effects L Lingard, S Espin, S Whyte, G Regehr, GR Baker, R Reznick, J Bohnen, ... BMJ Quality & Safety 13 (5), 330-334, 2004 | 1806 | 2004 |
| Critically appraising qualitative research A Kuper, L Lingard, W Levinson Bmj 337, 2008 | 1257 | 2008 |
| Grounded theory, mixed methods, and action research L Lingard, M Albert, W Levinson Bmj 337, 2008 | 1039 | 2008 |
| Evaluation of a preoperative checklist and team briefing among surgeons, nurses, and anesthesiologists to reduce failures in communication L Lingard, G Regehr, B Orser, R Reznick, GR Baker, D Doran, S Espin, ... Archives of surgery 143 (1), 12-17, 2008 | 778 | 2008 |
| Making sense of grounded theory in medical education TJT Kennedy, LA Lingard Medical education 40 (2), 101-108, 2006 | 627 | 2006 |
| Grounded theory in medical education research: AMEE Guide No. 70 CJ Watling, L Lingard Medical teacher 34 (10), 850-861, 2012 | 611 | 2012 |
| Team communications in the operating room: talk patterns, sites of tension, and implications for novices L Lingard, R Reznick, S Espin, G Regehr, I DeVito Academic medicine 77 (3), 232-237, 2002 | 567 | 2002 |
| An open letter to The BMJ editors on qualitative research T Greenhalgh, E Annandale, R Ashcroft, J Barlow, N Black, A Bleakley, ... Bmj 352, 2016 | 410 | 2016 |
| Context, conflict, and resolution: a new conceptual framework for evaluating professionalism S Ginsburg, G Regehr, R Hatala, N McNaughton, A Frohna, B Hodges, ... Academic Medicine 75 (10), S6-S11, 2000 | 392 | 2000 |
| Forming professional identities on the health care team: discursive constructions of the ‘other’in the operating room L Lingard, R Reznick, I DeVito, S Espin Medical education 36 (8), 728-734, 2002 | 371 | 2002 |
| Getting teams to talk: development and pilot implementation of a checklist to promote interprofessional communication in the OR L Lingard, S Espin, B Rubin, S Whyte, M Colmenares, GR Baker, D Doran, ... BMJ Quality & Safety 14 (5), 340-346, 2005 | 361 | 2005 |
| A certain art of uncertainty: case presentation and the development of professional identity L Lingard, K Garwood, CF Schryer, MM Spafford Social science & medicine 56 (3), 603-616, 2003 | 334 | 2003 |
| The rules of the game: interprofessional collaboration on the intensive care unit team L Lingard, S Espin, C Evans, L Hawryluck Critical care 8, 1-6, 2004 | 312 | 2004 |
| Why open-ended survey questions are unlikely to support rigorous qualitative insights KA LaDonna, T Taylor, L Lingard Academic Medicine 93 (3), 347-349, 2018 | 277 | 2018 |
| Progressive independence in clinical training: a tradition worth defending? TJT Kennedy, G Regehr, GR Baker, LA Lingard Academic Medicine 80 (10), S106-S111, 2005 | 274 | 2005 |
| Learning from clinical work: the roles of learning cues and credibility judgements C Watling, E Driessen, CPM van der Vleuten, L Lingard Medical education 46 (2), 192-200, 2012 | 267 | 2012 |
| Point-of-care assessment of medical trainee competence for independent clinical work TJT Kennedy, G Regehr, GR Baker, L Lingard Academic Medicine 83 (10), S89-S92, 2008 | 238 | 2008 |
| The rhetoric and ideology of genre: Strategies for stability and change RM Coe, L Lingard, T Teslenko Hampton Press (NJ), 2002 | 237 | 2002 |
| Preserving professional credibility: grounded theory study of medical trainees’ requests for clinical support TJT Kennedy, G Regehr, GR Baker, L Lingard Bmj 338, 2009 | 235 | 2009 |
| Learning oral presentation skills: a rhetorical analysis with pedagogical and professional implications RJ Haber, LA Lingard Journal of general internal medicine 16, 308-314, 2001 | 235 | 2001 |
