Lorelei Lingard
Lorelei Lingard
Professor of Medicine, Western University
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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
Critically appraising qualitative research
A Kuper, L Lingard, W Levinson
Bmj 337, 2008
Grounded theory, mixed methods, and action research
L Lingard, M Albert, W Levinson
Bmj 337, 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
Making sense of grounded theory in medical education
TJT Kennedy, LA Lingard
Medical education 40 (2), 101-108, 2006
Grounded theory in medical education research: AMEE Guide No. 70
CJ Watling, L Lingard
Medical teacher 34 (10), 850-861, 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
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
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
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
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
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
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
Progressive independence in clinical training: a tradition worth defending?
TJT Kennedy, G Regehr, GR Baker, LA Lingard
Academic Medicine 80 (10), S106-S111, 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
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
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
The rhetoric and ideology of genre: Strategies for stability and change
RM Coe, L Lingard, T Teslenko
Hampton Press (NJ), 2002
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
Preserving professional credibility: grounded theory study of medical trainees’ requests for clinical support
TJT Kennedy, G Regehr, GR Baker, L Lingard
Bmj 338, 2009
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