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Social Sciences and Humanities

D-Index
47
Citations
8760
World Ranking
3410
National Ranking
198

Overview

Joan Sargeant is affiliated with Dalhousie University in Canada and conducts research primarily in the field of Medicine. Their work spans several subfields including Public Health, Environmental and Occupational Health, Family Practice, Physiology, Education, and Emergency Medical Services.

The scientist's research focuses on multiple topics related to medical education and clinical practice. These main topics include:

  • Innovations in Medical Education
  • Clinical Reasoning and Diagnostic Skills
  • Simulation-Based Education in Healthcare
  • Patient Safety and Medication Errors
  • Hospital Admissions and Outcomes
  • Medical Education and Admissions
  • Student Assessment and Feedback

Joan Sargeant has published research articles in a variety of medical education and healthcare journals. Frequent publication venues include:

  • Academic Medicine
  • Simulation in Healthcare The Journal of the Society for Simulation in Healthcare
  • Journal of Graduate Medical Education
  • Canadian Medical Education Journal
  • Perspectives on Medical Education

Some representative recent papers authored or coauthored by Joan Sargeant include:

  • Debriefing Methods for Simulation in Healthcare, 2024, Simulation in Healthcare The Journal of the Society for Simulation in Healthcare
  • In-the-Moment Feedback and Coaching: Improving R2C2 for a New Context, 2020, Journal of Graduate Medical Education
  • Multisource feedback: an overview of its use and application as a formative assessment, 2022, Canadian Medical Education Journal
  • Application of the R2C2 Model to In-the-Moment Feedback and Coaching, 2023, Academic Medicine
  • Could the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring Learner-Preceptor Feedback Conversations, 2025, Perspectives on Medical Education

The scientist collaborates frequently with several researchers who have contributed notably to their work. Frequent coauthors include:

  • Jocelyn Lockyer
  • Heather Armson
  • Karen D. Könings
  • Rachelle Lee-Krueger
  • Subha Ramani

Best Publications

  • Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes

    Kevin W. Eva;Heather Armson;Eric Holmboe;Jocelyn Lockyer

  • Qualitative Research Part II: Participants, Analysis, and Quality Assurance

    Joan Sargeant

  • The processes and dimensions of informed self-assessment: a conceptual model.

    Joan Sargeant;Heather Armson;Ben Chesluk;Timothy Dornan

  • Reflection: a link between receiving and using assessment feedback

    Joan M. Sargeant;Karen V. Mann;Cees P. van der Vleuten;Job F. Metsemakers

  • Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2).

    Joan Sargeant;Jocelyn Lockyer;Karen Mann;Eric Holmboe

  • Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use

    Joan Sargeant;Karen Mann;Douglas Sinclair;Cees Van der Vleuten

  • Effective interprofessional teams: "contact is not enough" to build a team.

    Joan Sargeant;Elaine Loney;Gerard Murphy

  • Exploring family physicians' reactions to multisource feedback: perceptions of credibility and usefulness

    Joan Sargeant;Karen Mann;Suzanne Ferrier

  • Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict.

    Karen Mann;Cees van der Vleuten;Kevin Eva;Heather Armson

  • Theories to aid understanding and implementation of interprofessional education.

    Joan Sargeant

  • "Directed" self-assessment: practice and feedback within a social context.

    Joan Sargeant;Karen Mann;Cees van der Vleuten;Job Metsemakers

  • Qualities of Qualitative Research: Part I

    Gail M. Sullivan;Joan Sargeant

  • Challenges in multisource feedback: intended and unintended outcomes.

    Joan Sargeant;Karen Mann;Douglas Sinclair;Cees van der Vleuten

  • Features of assessment learners use to make informed self‐assessments of clinical performance

    Joan Sargeant;Kevin W Eva;Heather Armson;Ben Chesluk

  • Core competencies for shared decision making training programs: insights from an international, interdisciplinary working group.

    Nora Moumjid-Ferdjaoui;Renée Drolet;Dawn Stacey

  • Facilitating interpersonal interaction and learning online: linking theory and practice.

    Joan Sargeant;Vernon Curran;Michael Allen;Sandra Jarvis-Selinger

  • The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use?

    Joan Sargeant;Jocelyn M Lockyer;Karen Mann;Heather Armson

  • Encouraging residents to seek feedback.

    Dianne Delva;Joan Sargeant;Stephen Miller;Joanna Holland

  • Implementing a communication skills programme in medical school: needs assessment and programme change

    Toni Suzuki Laidlaw;Heather MacLeod;David M Kaufman;Donald B Langille

  • Videoconferencing for practice-based small-group continuing medical education: feasibility, acceptability, effectiveness, and cost.

    Michael Allen;Joan Sargeant;Karen Mann;Michael Fleming

Frequent Co-Authors

Karen Mann
Karen Mann Dalhousie University
Jocelyn Lockyer
Jocelyn Lockyer University of Calgary
Scott Reeves
Scott Reeves St George's, University of London
Cees P. M. van der Vleuten
Cees P. M. van der Vleuten Maastricht University
Eric S. Holmboe
Eric S. Holmboe California University of Pennsylvania
Martin Härter
Martin Härter Universität Hamburg
Tim Dornan
Tim Dornan Queen's University Belfast
Erik W. Driessen
Erik W. Driessen Maastricht University
Amiram Gafni
Amiram Gafni McMaster University
Vivien Swanson
Vivien Swanson University of Stirling

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