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Social Sciences and Humanities

D-Index
44
Citations
8009
World Ranking
4153
National Ranking
1979

Research.com Recognitions

  • 2009 - Fellow of the American Educational Research Association

Overview

Georges Bordage is affiliated with the University of Illinois at Chicago in the United States. Their research spans multiple fields within medicine and health professions, focusing on areas such as medical education, clinical reasoning, and surgical training. Bordage has contributed to scholarly discussions on innovations in medical education, diversity and career development in medicine, surgical simulation, and diagnostic skills.

Recent publications by Bordage include the following papers:

  • O-RI-M: Reporting to Include Data Interpretation, 2021, Academic Medicine
  • The American College of Surgeons Entering Resident Readiness Assessment (ACS ERRA), 2021, Annals of Surgery
  • The American College of Surgeons Entering Resident Readiness Assessment (ACS ERRA): Validity Evidence From a Three-Year National Study, 2023, PubMed

The research venues in which Bordage has frequently published are:

  • Annals of Surgery
  • Academic Medicine
  • PubMed

Among frequent co-authors, Bordage has collaborated with Ajit K. Sachdeva, Kathy Liscum, Adnan Alseidi, Melissa M. Gesbeck, and Patrice Gabler Blair, all of whom have co-authored at least two publications with Bordage.

The main fields of study for Bordage's work are Medicine and Health Professions, with specific attention to subfields including Public Health, Environmental and Occupational Health, General Health Professions, Gender Studies, Surgery, and Family Practice.

Bordage's research topics cover a range of issues within the medical and educational domains, including:

  • Innovations in Medical Education
  • Diversity and Career in Medicine
  • Surgical Simulation and Training
  • Clinical Reasoning and Diagnostic Skills
  • Radiology Practices and Education
  • Hermeneutics and Narrative Identity
  • Aging, Elder Care, and Social Issues

In recognition of their contributions, Bordage was named Fellow of the American Educational Research Association in 2009.

Best Publications

  • Description, justification and clarification: a framework for classifying the purposes of research in medical education.

    David Allan Cook;Georges Bordage;Henk G. Schmidt

  • Conceptual frameworks to illuminate and magnify.

    Georges Bordage

  • Elaborated knowledge: a key to successful diagnostic thinking.

    Georges Bordage

  • Semantic structures and diagnostic thinking of experts and novices.

    Georges Bordage;Madeleine Lemieux

  • Reasons reviewers reject and accept manuscripts: the strengths and weaknesses in medical education reports.

    Georges Bordage

  • Quality of reporting of experimental studies in medical education: a systematic review.

    David Allan Cook;Thomas J. Beckman;Georges Bordage

  • Improving continuing medical education for surgical techniques: applying the lessons learned in the first decade of minimal access surgery.

    David A. Rogers;Arthur S. Elstein;Georges Bordage

  • The structure of medical knowledge in the memories of medical students and general practitioners: categories and prototypes.

    G. Bordage;R. Zacks

  • Why did I miss the diagnosis? Some cognitive explanations and educational implications.

    G Bordage

  • Towards a program of assessment for health professionals: from training into practice.

    Kevin W. Eva;Georges Bordage;Craig Campbell;Robert Galbraith

  • An outcomes research perspective on medical education: the predominance of trainee assessment and satisfaction

    Jay B Prystowsky;Georges Bordage

  • Quantitative assessment of diagnostic ability

    G. Bordage;J. Grant;P. Marsden

  • Le raisonnement clinique : données issues de la recherche et implications pour l'enseignement

    Mathieu Nendaz;Bernard Charlin;Vicki Leblanc;Georges Bordage

  • Using SNAPPS to Facilitate the Expression of Clinical Reasoning and Uncertainties: A Randomized Comparison Group Trial

    Terry Wolpaw;Klara K. Papp;Georges Bordage

  • How specific is case specificity

    Geoffrey Norman;Georges Bordage;Gordon Page;David Keane

  • The importance of early problem representation during case presentations.

    Rowland W. Chang;Georges Bordage;Karen J. Connell

  • Competency-Based Education: Milestones or Millstones1?

    Geoff Norman;John Norcini;Georges Bordage

  • Promoting diagnostic problem representation.

    Mathieu R Nendaz;Georges Bordage

  • Prototypes and semantic qualifiers: from past to present

    Georges Bordage

  • A hypothesis‐driven physical examination learning and assessment procedure for medical students: initial validity evidence

    Rachel Yudkowsky;Junji Otaki;Tali Lowenstein;Janet Riddle

Frequent Co-Authors

David A. Cook
David A. Cook Mayo Clinic
Steven M. Downing
Steven M. Downing University of Illinois at Chicago
Alan Schwartz
Alan Schwartz University of Illinois at Chicago
William C. McGaghie
William C. McGaghie Northwestern University
Bernard Charlin
Bernard Charlin University of Montreal
Lorelei Lingard
Lorelei Lingard University of Western Ontario
Tim Dornan
Tim Dornan Queen's University Belfast
Glenn Regehr
Glenn Regehr University of British Columbia
Henk G. Schmidt
Henk G. Schmidt Erasmus University Rotterdam

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