A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes von Onyura, Betty, Ng, Stella L., Baker, Lindsay R., Lieff, Susan, Millar, Barbara-Ann, Mori, Brenda

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Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review von Ng, Stella L, Kinsella, Elizabeth A, Friesen, Farah, Hodges, Brian

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Towards a culture and pedagogy of reflection von Moniz, Tracy, Ng, Stella L.

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The Divergence and Convergence of Critical Reflection and Critical Reflexivity: Implications for Health Professions Education von Ng, Stella L, Wright, Sarah R, Kuper, Ayelet

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Internal medicine trainee perspectives on back‐up call systems and relationships to burnout von Sheikh, Natasha, Ng, Stella L., Flett, Heather, Shah, Rupal

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Blurring the boundaries: using institutional ethnography to inquire into health professions education and practice von Ng, Stella L., Bisaillon, Laura, Webster, Fiona

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Emancipatory knowledge and epistemic reflexivity: The knowledge and practice for change? von Ng, Stella L., Rowland, Paula, Kinsella, Elizabeth Anne

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Patients as teachers and arts-based reflection in surgical clerkship: A preliminary exploration von Kangasjarvi, Emilia, Ng, Stella L., Friesen, Farah, Simpson, Jory S.

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Critically reflective practice and its sources: A qualitative exploration von Ng, Stella L., Mylopoulos, Maria, Kangasjarvi, Emilia, Boyd, Victoria A., Teles, Sabrina, Orsino, Angela, Lingard, Lorelei, Phelan, Shanon

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What knowledge is needed? Teaching undergraduate medical students to "go upstream" and advocate on social determinants of health von Hayman, Kate, Wen, Mei, Khan, Farooq, Mann, Tracey, Pinto, Andrew D, Ng, Stella L

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‘There shouldn't be anything wrong with not knowing’: epistemologies in simulation von Ng, Stella L, Kangasjarvi, Emilia, Lorello, Gianni R, Nemoy, Lori, Brydges, Ryan

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“We can't just have a casual conversation”: An institutional ethnography-informed study of work in labour and birth von Brydges, Ryan, Nemoy, Lori, Campbell, Doug M., Meffe, Filomena, Moscovitch, Linda, Fella, Sabina, Chandrasekaran, Nirmala, Bishop, Catherine, Khodadoust, Nazanin, Ng, Stella L.

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Combining adaptive expertise and (critically) reflective practice to support the development of knowledge, skill, and society von Ng, Stella L, Forsey, Jacquelin, Boyd, Victoria A, Friesen, Farah, Langlois, Sylvia, Ladonna, Kori, Mylopoulos, Maria, Steenhof, Naomi

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Examining the Impact of Dialogic Learning on Critically Reflective Practice von Boyd, Victoria A., Woods, Nikki N., Kumagai, Arno K., Kawamura, Anne A., Orsino, Angela, Ng, Stella L.

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Corrigendum to ““We can't just have a casual conversation”: An institutional ethnography-informed study of work in labour and birth” [Soc. Sci. Med. 279 (2021) 113975] von Brydges, Ryan, Nemoy, Lori, Campbell, Doug M., Meffe, Filomena, Moscovitch, Linda, Fella, Sabina, Chandrasekaran, Nirmala, Bishop, Catherine, Khodadoust, Nazanin, Ng, Stella L.

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Approaching Impact Meaningfully in Medical Education Research von Friesen, Farah, Baker, Lindsay R, Ziegler, Carolyn, Dionne, Amy, Ng, Stella L

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When I say… praxis von Ng, Stella L, Wright, Sarah R

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Re-envisioning paradigms of education: towards awareness, alignment, and pluralism von Baker, Lindsay R., Phelan, Shanon, Woods, Nicole N., Boyd, Victoria A., Rowland, Paula, Ng, Stella L.

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Toward ‘seeing’ critically: a Bayesian analysis of the impacts of a critical pedagogy von Ng, Stella L., Crukley, Jeff, Brydges, Ryan, Boyd, Victoria, Gavarkovs, Adam, Kangasjarvi, Emilia, Wright, Sarah, Kulasegaram, Kulamakan, Friesen, Farah, Woods, Nicole N.

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Exploring the Networking of Academic Health Science Leaders: How and Why Do They Do It? von Lieff, Susan J., Baker, Lindsay, Poost-Foroosh, Laya, Castellani, Brian, Hafferty, Frederic W., Ng, Stella L.

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