An up to date listing of Dr. Young's publications is available here.
Sheldon S, Fan C, Under I, Young M. 2023. Learning strategy impacts medical diagnostic reasoning in early learners. Cognitive Research: Principles and Implications. 8(1):1-13.
Schachter K, Tritt A, Young M, Hier J, et al. 2023. The race that never slows: Otolaryngology-Head and Neck Surgery residency applicant parameters over time. Canadian Medical Education Journal.
Rangel JC, Young M, Varpio L. 2023. 3 Clarifying research paradigms and design. Starting Research in Clinical Education. 21.
Alghazawi N, Young M, Mascarella MA, et al. 2023. Delineating Blurred Lines: The Experience of Defining Core Competencies in Canadian Surgical Residency Programs. Journal of Graduate Medical Education. 15(4):432-435.
Saberzadeh-Ardestani B, Sima AR, Khosravi B, Young M, Mortaz Hejri S. 2023. The impact of prior performance information on subsequent assessment: is there evidence of retaliation in an anonymous multisource assessment system? Advances in Health Sciences Education. 1-20.
Dory V, Wagner M, Cruess R, Cruess R, Young M. 2023. The impact of prior performance information on subsequent assessment: is there evidence of retaliation in an anonymous multisource assessment system? Advances in Health Sciences Education. 1-20.
Dory V, Wagner M, Cruess R, Cruess S, Young M. 2023. If we assess, will they learn? Students’ perspectives on the complexities of assessment-for-learning. Canadian Medical Education Journal.
Young M, Szulewski A, Anderson R, Gomez-Garibello C, et al. 2023. Clinical reasoning in CanMEDS 2025. Canadian Medical Education Journal 14(1):58.
Shankar S, Young RA, Young ME. 2023. Action‐project method: An approach to describing and studying goal‐oriented joint actions. Medical Education. 57(2):131-141.
Young ME, Balmer DF, Teal CR, Borges NJ. 2022. Coordinating Flight Paths to Facilitate Interorganizational Cooperation, Interdependence, and Autonomy: Considerations for Organizations Supporting Medical Education Research. Academic Medicine. 97(11S):S8-S10.
Shankar S, St-Onge C, Young ME. 2022. When I say…response process validity evidence. Medical Education. 56(9):878-880.
Gordon D, Rencic JJ, Lang VJ, Thomas A, Young M, During SJ. 2022. Advancing the assessment of clinical reasoning across the health professions: Definitional and methodologic recommendations. Perspectives on Medical Education. 11(2):108-114.
Long S, Rodriguez C, St-Onge C, Tellier PP, Torabi N, Young M. 2022. Factors affecting perceived credibility of assessment in medical education: A scoping review. Advances in Health Sciences Education. 1-34.
Gabrysz-Forget F, Zahabi S, Young M, Nepomnayshy D, Nguyen LHP. 2021. “It's a Big Part of Being Good Surgeons”: Surgical Trainees’ Perceptions of Error Recovery in the Operating Room. Journal of Surgical Education. 78(6):2020-2029.
St-Onge C, Young M, Renaud JS, Cummings BA, Drescher O, Varpio L. 2021. Sound Practices: An Exploratory Study of Building and Monitoring Multiple-Choice Exams at Canadian Undergraduate Medical Education Programs. Academic Medicine. 96(2):271-277.
Osmanlliu E, Bank I, Khalil E, Nugus P, Ruddy M, Young M. 2021. Decontamination effectiveness and the necessity of innovation in a large-scale disaster simulation. American Journal of Disaster Medicine. 16(1):67-73.
Dory V, Danoff D, Plotnick LH, Cummings BA, Gomez-Garibello C, Pal NE, Gumuchian ST, Young M. 2020. Does educational handover influence subsequent assessment? Academic Medicine. 96(1):118-125.
Young ME, Thomas A, Lubarsky S, Gordon D, Gruppen LD, et al. 2020. Mapping clinical reasoning literature across the health professions: a scoping review. BMC Medical Education. 20:1-11.
MacLeod A, Ellaway RH, Paradis E, Park YS, Young M, Varpio L. Being Edgy in Health Professions Education: Concluding the Philosophy of Science Series. Academic Medicine. 2020 Jul 1;95(7):995-8.
Varpio L, Paradis E, Uijtdehaage S, Young M. The distinctions between theory, theoretical framework, and conceptual framework. Academic Medicine. 2020 Jul 1;95(7):989-94.
Young ME, Ryan A. Postpositivism in health professions education scholarship. Academic Medicine. 2020 May 1;95(5):695-9.
Young M. The utility of failure: a taxonomy for research and scholarship. Perspectives on Medical Education. 2019 Dec;8(6):365-71.
Young ME, Dory V, Lubarsky S, Thomas A. How different theories of clinical reasoning influence teaching and assessment. Academic Medicine. 2018;93(9):1415.
Varpio L, Frank J, Sherbino J, Snell L, Young ME. Research environments: can the cloud supplement bricks and mortar? Medical Education. 2018;52(9):891-893.
Young ME, St-Onge C, Xiao J, *Vachon Lachiver E, Torabi N. Characterizing the literature on validity and assessment in medical education: a Bibliometric study. Perspectives on Medical Education. 2018;7(3):182-191.
Young ME. Crystallizations of constructs: lessons learned from a literature review. Perspectives on Medical Education. 2018;1(Suppl)1:21-23.
Marceau M, Gallagher F, Young ME, St-Onge C. Validity as a social imperative for assessment in health professions education: a concept analysis. Medical Education. 2018;52(6):641-653.
Young ME, Thomas A, Lubarsky S, Ballard T, Gordon D, Gruppen L, Holmboe E, Ratcliffe T, Rencic J, Schuwirth L, Durning S. Drawing Boundaries: The difficulty in defining clinical reasoning. Academic Medicine. 2018;93(7):990-995.
Gomez-Garibello C, Young ME. Emotions and assessment: Considerations for rater-based judgments of entrustment. Cross-Cutting Edge. Medical Education. 201852(3): 254-262.
St-Onge C, Young ME, Eva K, Hodges B. Validity: One word with a plurality of meanings. Advances in Health Sciences Education. 2017;22:853-867.
Thomas A, Young ME, Lubarsky S, Mazer B, Razack S. Reliability and validity of the multiple mini interview (MMI) for admissions to an occupational therapy professional program. British Journal of Occupational Therapy. 2017;80(9):558-567.
Young ME, Thomas A, Varpio L, Hanson M, Razack S, Slade S, *Dayem K, McKnight D. (2017). Facilitating admissions of diverse students: A 6-point, evidence-informed framework for pipeline and program development. Perspectives on Medical Education, 6:82–90.