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.
Young ME, Brunet PM. It’s about time: The influence of sociability, but not shyness on the categorization of facial expression of emotion. Journal of Individual Differences. 2011; 32(2):65-73.
Young ME, Brooks LR, Norman GR. The influence of familiar non-diagnostic information on the diagnostic decisions of novices. Med Educ. 2011; 45(4):407-414.
Todhunter S, Cruess SR, Cruess RL, Young ME, Steinert YE. Developing and piloting a form for student assessment of faculty professionalism. Advances in Health Sciences Education. 2011; 16(2):223-38.
Young ME, Mizzau M, Mai K, Sirisegaram A, Wilson. Food for thought: What you eat depends on your sex and eating companions. Appetite. 2009; 53(2):268-71.
Patricio MF, Juliao M, Fareleira F, Young ME, Norman G, Carneiro AV. A comprehensive checklist for reporting the use of OSCEs. Med Teach. 2009; 31(2):112-24.
Young ME, Norman GR, Humphreys KR. Medicine in the popular press: the influence of the media on perceptions of disease. Public Library of Science – ONE. 2008; 3(10): e3552.
Young ME, Norman GR, Humphreys KR. The role of medical language in changing public perceptions of illness. Public Library of Science – ONE. 2008; 3(12), e3875.
Young ME, Brooks LR, Norman GR. Found in translation: the impact of familiar symptom descriptions on diagnosis in novices. Med Educ. 2007; 41(12):1146-51.
Norman GR, Young ME, Brooks LR. Non-analytical models of clinical reasoning: The role of experience. Med Educ. 2007; 41(12):1440-45.
Hanson M, Niec A, Pietranotonio AM, Johnson S, Young ME, High B, MacMillan H, Eva KW. Effects associated with adolescent standardized patient simulation of depression and suicidal ideation. Acad Med. 2007; 82(10): S62-64.