Dr. Meghan McConnell completed her PhD in cognitive psychology at McMaster University, followed by two postdoctoral fellowships, the first at the Medical Council of Canada with an emphasis on psychometrics in high stakes examinations, and the second at the University of British Columbia with an emphasis on medical education. In 2013, she became an Assistant Professor in the Department of Clinical Epidemiology and Biostatistics at McMaster University. As of September 2016, she became an Assistant Professor at the University of Ottawa in the Department of Innovations in Medical Education, with a cross-appointment to the Department of Anesthesiology and Pain Medicine.
Dr. McConnell’s research interests fall into three broad domains: 1) emotion research, where she examines the role of emotions and moods in the training, assessment, and performance of healthcare professionals, 2) pedagogical research, where she investigates cognitive factors that modulate learning and knowledge transfer, and 3) assessment and evaluation research, where she examines the psychometrics of various types of assessments and evaluations of competency.
Dre Meghan McConnell a obtenu son doctorat en psychologie cognitive de l’Université McMaster, et a ensuite fait deux postdoctorats, le premier au Conseil médical du Canada avec une concentration sur la psychométrie dans le cadre d’examens où les enjeux sont importants, et le deuxième à l’Université de la Colombie-Britannique avec concentration sur la formation en médecine. En 2013, elle devient professeur adjointe au Département d’épidémiologie clinique et de biostatistique à l’Université McMaster. Depuis septembre 2016, elle est professeure adjointe au Département d’innovation en éducation médicale à l’Université d’Ottawa, avec une affectation au Département d’anesthésiologie et médecine de la douleur.
Les intérêts de recherche de Dre McConnell touchent à trois domaines particuliers : 1) la recherche sur les émotions, où elle étudie le rôle que jouent les émotions et l’humeur sur la formation, l’évaluation et le rendement des professionnels de la santé, 2) la recherche pédagogique, où elle étudie les facteurs cognitifs modulant l’apprentissage et le transfert des connaissances, et 3) la recherche sur l’évaluation, où elle étudie la psychométrie de divers types d’évaluations générales et à l’évaluation des compétences.
McConnell, M.M., Gu, A., Arshad, A., Mokhtari, A., Azzam, K. An innovative approach to identifying educational needs for intrinsic CanMEDS roles in continuing professional development. Medical Education Online 2018, 23:1-8
Lorenzo, M., Lee, C.B., McConnell, M.M., Khamisa, K. Self-assessment difference between genders in a low-stakes objective structured clinical examination (OSCE). BMC Research Notes. 2018 (11): 1-4.
Lee, C.B., Madrazo, L., Khan, U., Thangarasa, T., McConnell, M.M., Khamisa, K. A student initiated peer-assisted objective structured clinical examination (OSCE) as a sustainable cost-effective learning experience for undergraduate medical students. Medical Education Online, 2018, 23(1).
Chahine, S., Kulasegaram, K., Wright, S., Monteiro, S., Grierson, L.E.M., Barber, C., Sebok-Syer, S.S., McConnell, M.M., Yen, W., De Champlain, A., Touchie, C. A call to monitor educational change in the health care system using Big Data. Accepted in Academic Medicine, February 2018. ACADMED-S-17-02278.
McConnell, M.M., Hou, C., Panju, M., Panju, A., Azzam, K. Using testing to promote learning in continuing medical education. Canadian Medical Education Journal, Accepted January, 2018. CMEJ-42236.
Chan, T.M., Baw, B., McConnell, M.M., Kulasegaram, K. Making the McMOST out of milestones and objectives: Re-imagining psychometrics for the era of competency-based based medical education using the McMaster Milestones and Objectives Stratification Technique. Academic Emergency Medicine Education & Training. 1(1):48-54, 2017.
McConnell, M.M., Sherbino, J., Chan, T. Mind the gap: The prospects of missing data. Journal of Graduate Medical Education. 8(5): 708-712, 2016.
Terregino, C.A., McConnell, M.M., & Reiter, H.I. The effect of differential weighting of academics, experiences, and competencies measured by multiple mini interview (MMI) on race and ethnicity of cohorts accepted to one medical school. Academic Medicine. 90(12):1651-1657, 2015
Waserman, J.E., Hategan, A., Saperson, K., McConnell, M.M., Harms, S. Scholarship in residency: Invoking change in the era of competency-based medical education. Journal of Graduate Medical Education. 7(2):493-494, 2015
McConnell, M.M., Azzam, K., Xenodemetropoulos, T., Panju, A. Effectiveness of test-enhanced learning in continuing health sciences education: A randomized controlled trial. Journal of Continuing Education in the Health Professions. 35(2):119-122, 2015
McConnell, M.M., St-Onge, C., Young, M.E. The benefits of testing for learning on later performance. Advances in Health Science Education. 20(2): 305-320, 2014
