Biographie
Biography
Valerie Dory, PhD
- Évaluation
- Évaluation sur le lieu de travail
- Raisonnement clinique
- Assessment
- Workplace-based assessment
- Clinical reasoning
Valérie Dory, MD, PhD, MMedEd
VALÉRIE DORY, MD, PhD, MMedEd, is an educationalist in the department of General Practice at the Faculty of Medecine of the University of Liège (Belgium). She trained as a family physician in Belgium and became interested in medical education after her residency. She conducted her PhD on the topic of resident self-assessment at Université catholique de Louvain and obtained a Fonds de la Recherche Scientifique-FNRS postdoctoral grant to pursue her research on the assessment of clinical reasoning full-time. She worked at McGill University for four years (2014-2018) as the Assessment Specialist in Undergraduate Medical Education and as a Core Faculty at the Centre for Medical Education.
Valérie Dory, M.D., Ph.D., MMedEd, est pédagogue au département de Médecine générale à la faculté de Médecine de l’Université de Liège, en Belgique. Elle a suivi une formation en médecine familiale en Belgique et s’est intéressée à la formation médicale après sa résidence. Sa thèse de doctorat portait sur l’autoévaluation des médecins résidents à l’Université catholique de Louvain. Dre Dory a obtenu une subvention postdoctorale du Fonds de la Recherche Scientifique-FNRS pour mener des études à temps plein sur l’évaluation du raisonnement clinique. De 2014 à 2018, elle a travaillé à l’Université McGill à titre de spécialiste de l’évaluation en Études médicales de premier cycle, et elle est membre du corps professoral du Centre d’éducation médicale.
Publications
Does Educational Handover Influence Subsequent Assessment? Dory V, Danoff D, Plotnick LH, Cummings BA, Gomez-Garibello C, Pal NE, Gumuchian ST, Young M. Academic Medicine. 2021;96(1):118–25. doi: 10.1097/ACM.0000000000003528.
Learner handover: Perspectives and recommendations from the front-line. Gumuchian ST, Pal NE, Young M, Danoff D, Plotnick LH, Cummings BA, Gomez-Garibello C, Dory V. Perspectives on Medical Education. 2020;9(5):294-301. doi: 10.1007/s40037-020-00601-4.
Mapping Clinical Reasoning Literature across the Health Professions: A Scoping Review. Young ME, Thomas A, Lubarsky S, Gordon D, Gruppen LD, Rencic J, Ballard T, Holmboe E, Da Silva A, Ratcliffe T, Schuwirth L, Dory V, Durning SJ.BMC Medical Education. 2020;20:107. doi:10.1186/s12909-020-02012-9
Nudging clinical supervisors to provide better in-training assessment reports. Dory V, Cummings BA, Mondou M, Young M. Perspectives on Medical Education.2020;9(1):66-70. doi:10.1007/s40037-019-00554-3.
Teachers' mindsets in medical education: A pilot survey of clinical supervisors. Pal NE, Young M, Danoff D, Plotnick LH, Cummings BA, Gomez-Garibello C, Dory V. Medical Teacher. 2020:42(3) :291-298. doi: 10.1080/0142159X.2019.1679359
A Scoping Review of Physicians' Clinical Reasoning in Emergency Departments. Pelaccia T, Plotnick LH, Audétat MC, Nendaz M, Lubarsky S, Torabi N, Thomas A, Young M, Dory V. Annals of Emergency Medicine. 2020;75(2):206-217. doi: 10.1016/j.annemergmed.2019.06.023.
The challenges of detecting progress in generic competencies in the clinical setting. Dory V, Gomez-Garibello C, Cruess R, Cruess S, Cummings BA, Young M. Medical Education. 2018;52(12):1259-1270. doi: 10.1111/medu.13749.
Ensuring the quality of multiple choice tests: an algorithm to facilitate decision making for difficult questions. Dory V, Allan K, Birnbaum L, Lubarsky S, Pickering J, Young M. Academic Medicine. 2019;94(5):740. doi: 10.1097/ACM.0000000000002627.
AM Last Page: How different theories of clinical reasoning influence teaching and assessment. Young M, Dory V, Lubarsky S, Thomas A. Academic Medicine. 2018;93(9):1415. doi:10.1097/ACM.0000000000002303.
Examining the effects of gaming and guessing on script concordance test scores. Lubarsky S, Dory V, Meterissian S, Lambert C, Gagnon R. Perspectives on Medical Education. 2018:7(3):174-181
Synthèse et conceptualisation des processus du jugement évaluatif de l’enseignant clinicien. Gauthier G, St-Onge C, Dory V. Pédagogie Médicale. 2016; 17(4): 261–267
In Brief: Validity of Case Summaries in Written Examinations of Clinical Reasoning. Dory V, Gagnon R, Charlin B, Vanpee D, Leconte S, Duyver C, Young M, Loye N. Teaching and Learning in Medicine. 2016:28(4):375-384.