Grounded theory in medical education research: AMEE Guide No. 70 CJ Watling, L Lingard Medical teacher 34 (10), 850-861, 2012 | 589 | 2012 |
Assessment, feedback and the alchemy of learning CJ Watling, S Ginsburg Medical education 53 (1), 76-85, 2019 | 358 | 2019 |
Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education J Lefroy, C Watling, PW Teunissen, P Brand Perspectives on medical education 4, 284-299, 2015 | 351 | 2015 |
“Rising to the level of your incompetence”: what physicians’ self-assessment of their performance reveals about the imposter syndrome in medicine KA LaDonna, S Ginsburg, C Watling Academic Medicine 93 (5), 763-768, 2018 | 273 | 2018 |
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 | 264 | 2012 |
A framework for integrating implicit bias recognition into health professions education J Sukhera, C Watling Academic Medicine 93 (1), 35-40, 2018 | 241 | 2018 |
Beyond individualism: professional culture and its influence on feedback C Watling, E Driessen, CPM van der Vleuten, M Vanstone, L Lingard Medical education 47 (6), 585-594, 2013 | 186 | 2013 |
Learning culture and feedback: an international study of medical athletes and musicians C Watling, E Driessen, CPM van der Vleuten, L Lingard Medical education 48 (7), 713-723, 2014 | 170 | 2014 |
Qualitative research essentials for medical education SM Cristancho, M Goldszmidt, L Lingard, C Watling Singapore medical journal 59 (12), 622, 2018 | 169 | 2018 |
Implicit bias in health professions: from recognition to transformation J Sukhera, CJ Watling, CM Gonzalez Academic Medicine 95 (5), 717-723, 2020 | 165 | 2020 |
Toward meaningful evaluation of medical trainees: the influence of participants’ perceptions of the process CJ Watling, L Lingard Advances in health sciences education 17, 183-194, 2012 | 158 | 2012 |
Staging a performance: learners’ perceptions about direct observation during residency KA LaDonna, R Hatala, L Lingard, S Voyer, C Watling Medical education 51 (5), 498-510, 2017 | 133 | 2017 |
(Re) Grounding grounded theory: a close reading of theory in four schools T Apramian, S Cristancho, C Watling, L Lingard Qualitative research 17 (4), 359-376, 2017 | 131 | 2017 |
‘Sometimes the work just needs to be done’: socio‐cultural influences on direct observation in medical training C Watling, KA LaDonna, L Lingard, S Voyer, R Hatala Medical education 50 (10), 1054-1064, 2016 | 116 | 2016 |
Understanding responses to feedback: the potential and limitations of regulatory focus theory C Watling, E Driessen, CPM van der Vleuten, M Vanstone, L Lingard Medical education 46 (6), 593-603, 2012 | 112 | 2012 |
Corticosteroid-induced magnetic resonance imaging changes in patients with recurrent malignant glioma. CJ Watling, DH Lee, DR Macdonald, JG Cairncross Journal of Clinical Oncology 12 (9), 1886-1889, 1994 | 111 | 1994 |
Qualitative and quantitative feedback in the context of competency-based education A Tekian, CJ Watling, TE Roberts, Y Steinert, J Norcini Medical teacher 39 (12), 1245-1249, 2017 | 103 | 2017 |
Unfulfilled promise, untapped potential: feedback at the crossroads CJ Watling Medical teacher 36 (8), 692-697, 2014 | 102 | 2014 |
Rules of engagement: residents’ perceptions of the in-training evaluation process CJ Watling, CF Kenyon, EM Zibrowski, V Schulz, MA Goldszmidt, I Singh, ... Academic Medicine 83 (10), S97-S100, 2008 | 102 | 2008 |
Embracing standardisation and contextualisation in medical education J Bates, B Schrewe, RH Ellaway, PW Teunissen, C Watling Medical education 53 (1), 15-24, 2019 | 93 | 2019 |