Selected Publications
Chang, I., Yang, L., Elma, A., Ritz, S., & Grierson, L. (in press). A brief report of aspiring medical student perceptions and behaviours concerning research experiences for selection into Canadian medical schools. Canadian Medical Education Journal. Accepted May 5, 2023.
Vanstone, M., Cavanagh, A., Molinaro, M., Connelly, C., Bell, A., Mountjoy, M., Whyte, R., & Grierson, L. (2023). How medical learners and educators decide what counts as mistreatment: A qualitative study. Medical Education. https://doi.org/10.1111/medu.1506
Tolsgaard, M. G., & Grierson, L. (2023). The AI and I: A collaboration on competence. Annals of Surgery Open, 4(1):p e271. https://doi.org/10.1097/AS9.0000000000000271
Howard, M., Fikree, S., Allice, I., Farag, A., Siu, HY-H., Baker, A., Pereira, J., Hosseini, S., Grierson, L., & Vanstone, M. (2023) Family physicians with certificates of added competence in palliative care contribute to comprehensive care in their communities: a qualitative descriptive study. Palliative Medicine Reports, 4:1, 28–35. https://doi.org/10.1089/pmr.2022.0057
Jensen, R. D., Brydges, R., & Grierson, L. (2022). Re-examining the integration of routine and adaptive expertise: there is no such thing as routine from a motor control perspective. Advances in Health Sciences Education, 1-9. https://doi.org/10.1007/s10459-022-10163-1
Correia, RH., Grierson, L., Allice, I., Siu, H., Baker, A., Panday, J., & Vanstone, M. (2022). The impact of ‘care of the elderly’ certificates of added competence on family physician practice: results from a pan-Canadian multiple case study. BMC Geriatrics. 22:840. https://doi.org/10.1186/s12877-022-03523-4
Grierson, L., Allice, I., Tong, X. C., Siu, H. Y. H., Mountjoy, M., Howard, M., Guscott, J., Farag, A., Baker, A., & Vanstone, M. (2022). Motivations for pursuing enhanced skill credentials in family medicine: A study of the Certificates of Added Competence in Canada. Family Medicine, 54(6):431-437. https://doi.org/10.22454/FamMed.2022.213612
Bayer, I., Elma, A., Nasser, M., & Grierson, L. (2022). Empathy for the health professional in online asynchronous graduate education: An initial design thinking approach to program improvement. Discover Education, 1(1), 8. https://doi.org/10.1007/s44217-022-00009-8
Brown, A., & Grierson, L. (2022). Two sides of the same coin: Quality improvement and program evaluation in health professions education. Journal of Evaluation in Clinical Practice, 28(1), 3–9. https://doi.org/10.1111/jep.13598
Tong, X. C., Hanel, E., Mahmud, M., Allice, I., Vanstone, M., & Grierson, L. (2022). The CFPC certificate of added competence (CAC) in emergency medicine: Reflections from current research on the CAC program. Canadian Journal of Emergency Medicine, s43678-022-00302–00303. https://doi.org/10.1007/s43678-022-00302-3
Elma, A., Nasser, M., Yang, L., Chang, I., Bakker, D., & Grierson, L. (2022). Medical education interventions influencing physician distribution into underserved communities: A scoping review. Human Resources for Health, 20(1), 31. https://doi.org/10.1186/s12960-022-00726-z
Brydges, R., Fiume, A., & Grierson, L. (2022). Mastery versus invention learning: Impacts on future learning of simulated procedural skills. Advances in Health Sciences Education, 27(2), 441–456. https://doi.org/10.1007/s10459-022-10094-x
Barber, C., Burgess, R., Mountjoy, M., Whyte, R., Vanstone, M., & Grierson, L. (2022). Associations between admissions factors and the need for remediation. Advances in Health Sciences Education, 27(2), 475–489. https://doi.org/10.1007/s10459-022-10097-8
Hamza, D. M., & Grierson, L. (2022). Monitoring the integrity and usability of policy evaluation tools within an evolving sociocultural context: A demonstration of reflexivity using the CFPC Family Medicine Longitudinal Survey. Journal of Evaluation in Clinical Practice, 28(3), 468–474. https://doi.org/10.1111/jep.13646
Pieris, D., Jafine, H., Neilson, S., Amster, E., Zazulak, J., Lam, C., & Grierson, L. (2022). Understanding moral empathy: A verbatim‐theatre supported phenomenological exploration of the empathy imperative. Medical Education, 56(2), 186–194. https://doi.org/10.1111/medu.14676
Vanstone, M., & Grierson, L. (2022). Thinking about social power and hierarchy in medical education. Medical Education, 56(1), 91–97. https://doi.org/10.1111/medu.14659
Grierson, L., Allice, I., Baker, A., Farag, A., Guscott, J., Howard, M., Mountjoy, M., Siu, H. Y.-H., Tong, X. C., & Vanstone, M. (2021). Impacts of the Certificates of Added Competence credentialling program: A qualitative case study of enhanced-skill family medicine practice across Canada. CMAJ Open, 9(4), E966–E972. https://doi.org/10.9778/cmajo.20200278
Roberts, J. W., & Grierson, L. E. M. (2021). Contribution of retinal motion to the impulse control of target-directed aiming. The American Journal of Psychology, 134(3), 285–297. https://doi.org/10.5406/amerjpsyc.134.3.0285
Kalu, M. E., Ojembe, B. U., Akinrolie, O., Okoh, A. C., Adandom, I. I., Nwankwo, H. C., Ajulo, M. S., Omeje, C. A., Okeke, C. O., Uduonu, E. M., Ezulike, J. C., Anieto, E. M., Emofe, D., Nwachukwu, E. C., Ibekaku, M. C., Obi, P. C., & Emerging Researchers and Professionals in Ageing-African Network. (2021). Setting priorities for ageing research in Africa: A systematic mapping review of 512 studies from sub-Saharan Africa. Journal of Global Health, 11, 15002. https://doi.org/10.7189/11.15002
Bracken, K., Levinson, A. J., Mahmud, M., Allice, I., Vanstone, M., & Grierson, L. (2021). Spiralling pre-clerkship concepts into the clinical phase: Augmenting knowledge transfer using innovative technology-enhanced curriculum activities. Medical Science Educator, 31(5), 1607–1620. https://doi.org/10.1007/s40670-021-01348-1
Grierson, L., & Vanstone, M. (2021). The allocation of medical school spaces in Canada by province and territory: The need for evidence-based health workforce policy. Healthcare Policy = Politiques De Sante, 16(3), 106–118. https://doi.org/10.12927/hcpol.2021.26429
Ezeukwu, O. A., Aguguo, D. C., Okoh, A. C., Okoro, G. N., Anene, C. D., Ekeledo, D. C., & Ekechukwu, E. N. D. (2020). Perceived readiness to practice among pre-clinical and clinical undergraduates of physiotherapy department in University of Nigeria, Enugu-campus. African Journal of Health Sciences and Technology, 2(2), 127–141.
Okoh, A. E., Akinrolie, O., Bell-Gam, H. I., Adandom, I., Ibekaku, M. C., & Kalu, M. E. (2020). Nigerian healthcare workers’ perception of transdisciplinary approach to older adults’ care: A qualitative case study. International Journal of Care Coordination, 23(2–3), 92–106. https://doi.org/10.1177/2053434520954362
Vanstone, M., & Grierson, L. (2020). Social power facilitates and constrains motivation in the clinical learning environment. Medical Education, 54(3), 181–183. https://doi.org/10.1111/medu.14046