Institute of Health Sciences Education - McGill University

BICC Contact Information

BICC leader: Yvonne Steinert
BICC member: Aliki Thomas

McGill University Website
McGill University Faculty of Medicine
Institute of Health Sciences Education - McGill University

BICC Background

The McGill BICC is situated within the Centre for Medical Education at McGill University. Our BICC strongly believes in the importance of research informing educational practice and policy. As one of the five original BICCs, we have been actively involved in supporting the BEME mission since its inception. We have also conducted and reviewed a number of systematic reviews in health professions education and supported other individuals and centres as they become involved in BEME initiatives. More recently, and through the programmatic research of one of the BICC co-leaders, we are conducting innovative research in KT and implementation science. Moreover, through an AMEE funded research project, and using a KT theoretical approach, we are exploring the determinants of evidence-informed Health Professions Education (HPE).  Our BICC is also a leader in several areas of HPE scholarship as listed below.

Main areas of interest/expertise

• Professionalism and professional identity formation
• Faculty development
• Assessment and evaluation
• Admissions and selection processes
• Mentorship and role modelling
• Clinical reasoning
• Knowledge translation and implementation science

Contributions made to BEME

• We have written 3 systematic BEME reviews on faculty development designed to improve teaching effectiveness (2006; 2016) and leadership development (2012).
• We review approximately 2 systematic BEME reviews/year, by ~ 3-5 members of our BICC.
• We have initiated a BEME Canada group, which meets on an annual basis and is currently studying the uptake of BEME reviews.
• We are currently involved in 3 BEME reviews, 2 on clinical reasoning and 1 on remediation interventions for medical learners in difficulty.
• We have conducted workshops on KT and Implementation Science in HPE in a number of national and international venues.
• We have worked with, and supported, individuals and centres interested in participating in BEME initiatives.
• Yvonne Steinert is a member of the BEME Board and Aliki Thomas is an alternate Board member.
• Aliki Thomas is co-leading EviRed and the “Transition into Practice” Committee.

Update and Information Reports

1. Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J, Gelula, M., & Prideaux, D. (2006) A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher, 28(6), 497-526. doi: 10.1080/01421590600902976
2. Hammick, M., Dornan, T., & Steinert, Y.  (2010) Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13. Medical Teacher, 32, 3-15. doi: 10.3109/01421590903414245
3. Steinert, Y., Naismith. L., & Mann K. (2012) Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19. Medical Teacher, 34(6), 483-503. doi: 10.3109/0142159X.2012.6809
4. Barrett, A., Galvin, R., Steinert, Y., Scherpbier, A., O'Shaughnessy, A., Horgan, M., & Horsley, T. (2015) A BEME (Best Evidence in Medical Education) systematic review of the use of workplace-based assessment in identifying and remediating poor performance among postgraduate medical trainees. Systematic Reviews, 8 (4), 65. doi: 10.1186/s13643-015-0056-9
5. Steinert, Y., Mann, K., Anderson, B., Barnett, B.M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T., Ward, H., & Dolmans, D.  (2016) A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical Teacher, 38 (8), 769-786.  doi.10.1080/0142159X.2016.1181851
6. Thomas, A., & Bussières, A. (2016). (Invited paper for series entitled: Last Page). Towards a greater understanding of implementation science in health professions education. Academic Medicine, 91(12), e19. doi: 10.1097/ACM.0000000000001441
7. Thomas, A., & Bussières, A. (2016). (Invited paper for series entitled: Last Page). Knowledge translation and implementation science in health professions education: Time for clarity? Academic Medicine, 91(12), e20. doi: 10.1097/ACM.0000000000001396
8. Steinert, Y., & Thomas, A. (2016). When I say… Literature reviews. Medical Education, 50(4), 398-399. doi: 10.1111/medu.12998
9. Barrett, A., Galvin, R., Steinert, Y., Scherpbier, A., O'Shaughnessy, A., Horgan, M., & Horsley, T. (2016) A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43. Medical Teacher, 38(12), 1188-1198. doi:10.1080/0142159X.2016.121541
10. Thomas, A., Lubarsky, S., Durning, S., & Young, M. (available online ahead of print). Knowledge syntheses in medical education: Demystifying scoping reviews. Academic Medicine. doi: 10.1097/ACM.0000000000001452