Validity of the Diabetic Wound Assessment Learning Tool.

Purpose: The development of the Diabetic Wound Assessment Learning Tool (DiWALT) has previously been described. However, an examination of its application to a larger, more heterogeneous group of participants is lacking. In order to allow for a more robust assessment of the psychometric properties of the DiWALT, we applied it to a broader group of participants.

The evolution of academic advisor and resident dyadic coaching relationships: a two-year longitudinal qualitative study.

Implementing competency based medical education (CBME) has generated enormous amounts of assessment data. To help residents synthesize and use these data, some programs have appointed academic advisors (AA) to 'coach over time'. This study explored how resident and faculty AA dyads perceived their relationship developing and evolving, and the extent to which it aligned with 'coaching over time'.

Distinct journeys and unique stories: how individuals from multiple professions cultivate careers in healthcare leadership.

Introduction: Strong hospital leadership is critical to navigating the challenges of the Canadian healthcare system. Currently, physicians and nurses tend to be selected to fulfil hospital executive roles. To date, we found only limited research exploring who else or should be in these roles, or how more diverse groups of professionals navigate the journey into these roles.

Using virtual reality simulation to address racism in a healthcare setting.

Racism continues to plague Western societies' institutions, including the healthcare system. Despite the evidence of racism's negative impacts on healthcare providers, administrators, patients, and families, healthcare workers report hesitancy in taking action to address racism in the workplace. Simulation, with its experiential pedagogy and foundation in psychological safety, may be an educational tool to support practical training.

(Mis)Alignment in resident and advisor co-regulated learning in competency-based training.

Background/objective: In implementing competence-based medical education (CBME), some Canadian residency programmes recruit clinicians to function as Academic Advisors (AAs). AAs are expected to help monitor residents' progress, coach them longitudinally, and serve as sources of co-regulated learning (Co-RL) to support their developing self-regulated learning (SRL) abilities. Implementing the AA role is optional, meaning each residency programme must decide whether and how to implement it, which could generate uncertainty and heterogeneity in how effectively AAs will "monitor and advise" residents.