Kelly L Dore
Kelly L Dore
Director, MSc Health Professions Education, Education Researcher Program for Education Research and Development, McMaster University
Verified email at mcmaster.ca
TitleCited byYear
The minimal relationship between simulation fidelity and transfer of learning
G Norman, K Dore, L Grierson
Medical education 46 (7), 636-647, 2012
3572012
The etiology of diagnostic errors: a controlled trial of system 1 versus system 2 reasoning
G Norman, J Sherbino, K Dore, T Wood, M Young, W Gaissmaier, ...
Academic Medicine 89 (2), 277-284, 2014
942014
The relationship between response time and diagnostic accuracy
J Sherbino, KL Dore, TJ Wood, ME Young, W Gaissmaier, S Kreuger, ...
Academic Medicine 87 (6), 785-791, 2012
822012
The reliability and acceptability of the multiple mini-interview as a selection instrument for postgraduate admissions
KL Dore, S Kreuger, M Ladhani, D Rolfson, D Kurtz, K Kulasegaram, ...
Academic Medicine 85 (10), S60-S63, 2010
802010
The effectiveness of cognitive forcing strategies to decrease diagnostic error: an exploratory study
J Sherbino, KL Dore, E Siu, GR Norman
Teaching and learning in medicine 23 (1), 78-84, 2011
602011
Calling for a broader conceptualization of diversity: Surface and deep diversity in four Canadian medical schools
ME Young, S Razack, MD Hanson, S Slade, L Varpio, KL Dore, ...
Academic Medicine 87 (11), 1501-1510, 2012
532012
The power of the plural: effect of conceptual analogies on successful transfer
G Norman, K Dore, J Krebs, AJ Neville
Academic Medicine 82 (10), S16-S18, 2007
452007
Medical school admissions: enhancing the reliability and validity of an autobiographical screening tool
KL Dore, M Hanson, HI Reiter, M Blanchard, K Deeth, KW Eva
Academic Medicine 81 (10), S70-S73, 2006
422006
Beyond good and evil: exploring medical trainee use of social media
DR George, MJ Green
Teaching and learning in medicine 24 (2), 155-157, 2012
372012
Extending the interview to all medical school candidates—Computer-Based Multiple Sample Evaluation of Noncognitive Skills (CMSENS)
KL Dore, HI Reiter, KW Eva, S Krueger, E Scriven, E Siu, S Hilsden, ...
Academic Medicine 84 (10), S9-S12, 2009
362009
Disrupting diagnostic reasoning: do interruptions, instructions, and experience affect the diagnostic accuracy and response time of residents and emergency physicians?
SD Monteiro, JD Sherbino, JS Ilgen, KL Dore, TJ Wood, ME Young, ...
Academic Medicine 90 (4), 511-517, 2015
262015
The mediating effect of context variation in mixed practice for transfer of basic science
K Kulasegaram, C Min, E Howey, A Neville, N Woods, K Dore, G Norman
Advances in Health Sciences Education 20 (4), 953-968, 2015
242015
Medical school admissions: revisiting the veracity and independence of completion of an autobiographical screening tool
MD Hanson, KL Dore, HI Reiter, KW Eva
Academic Medicine 82 (10), S8-S11, 2007
232007
CASPer, an online pre-interview screen for personal/professional characteristics: prediction of national licensure scores
KL Dore, HI Reiter, S Kreuger, GR Norman
Advances in Health Sciences Education 22 (2), 327-336, 2017
172017
Contexts, concepts and cognition: principles for the transfer of basic science knowledge
KM Kulasegaram, Z Chaudhary, N Woods, K Dore, A Neville, G Norman
Medical education 51 (2), 184-195, 2017
172017
Improving medical students’ written communication skills: design and evaluation of an educational curriculum
L Melvin, K Connolly, L Pitre, KL Dore, P Wasi
Postgraduate medical journal 91 (1076), 303-308, 2015
122015
A team observed structured clinical encounter (TOSCE) for pre-licensure learners in maternity care: A short report on the development of an assessment tool for collaboration
B Murray-Davis, P Solomon, A Malott, D Marshall, V Mueller, E Shaw, ...
Journal of Research in Interprofessional Practice and Education 3 (1), 2013
112013
Influence of familiar features on diagnosis: Instantiated features in an applied setting.
KL Dore, LR Brooks, B Weaver, GR Norman
Journal of Experimental Psychology: Applied 18 (1), 109, 2012
112012
Limiting the playing field: does restricting the number of possible diagnoses reduce errors due to diagnosis‐specific feature identification?
VR LeBlanc, K Dore, GR Norman, LR Brooks
Medical education 38 (1), 17-24, 2004
92004
Widening perspectives: reframing the way we research selection
KL Dore, C Roberts, S Wright
Advances in Health Sciences Education 22 (2), 565-572, 2017
82017
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