Études sur le modèle de l’EMNO
L’École de médecine du Nord de l’Ontario a fait l’objet de nombreuses études visant à évaluer l’efficacité de sa stratégie pour améliorer la santé de la population et des communautés du Nord de l’Ontario. En plus du Rapport sur les accomplissements de 2018, d’autres renseignements sur l’EMNO et ses stratégies se trouvent dans les publications savantes ci-dessous.
Publications savantes récentes (en anglais seulement)
Woolley, T, Hogenbirk, J. C. & Strasser, R. Retaining graduates of non-metropolitan medical schools for practice in the local area: the importance of locally based postgraduate training pathways in Australia and Canada. Rural and Remote Health Journal online.
Hays R. B. , Strasser, R. & Sen Gupta T. K. (2019): Twelve tips for establishing a new medical school, Medical Teacher. DOI: 10.1080/0142159X.2019.1571570
Nixon G, Lawrenson R. Failing to thrive: academic rural health in New Zealand. J Prim Health Care 2019; 11 4–5.
Burton J. Experiencing a rural medical school. J Prim Health Care 2019; 11 6–11.
Strasser, R. Rural health around the world: challenges and solutions. Family Practice Vol. 20, No. 4
Mian, O., Hogenbirk JC, Warry, W., Strasser, RP. How underserviced rural communities approach physician recruitment: changes following the opening of a socially accountable medical school in Northern Ontario. Can J Rural Med 2017; 22(4).
Strasser, R. Delivering on social accountability: Canada’s Northern Ontario School of Medicine. The Asia Pacific Scholar, Vol. 1, No. 1. June 2016.
Strasser, R. Recruiting and retaining a rural medical workforce: the value of active community participation.Editorial in the Medical Journal of Australia. 2017.
Strasser, R. Learning in context: education for remote rural health care. Rural and Remote Health 16: 4033. (Online) 2016.
Strasser, R., Couper, I., Wynn-Jones, J., Rourke, J., Chater, A. B., Reid, S. (2016) Education for rural practice in rural practice, Education for Primary Care, 27:1, 10-14.
Wenghofer E., Hogenbirk JC, Timony PE. Impact of the rural pipeline in medical education: practice locations of recently graduated family physicians in Ontario. Human Resources for Health 2017; 15:16.
Hogenbirk JC, Timony PE, French MG, Strasser R, Pong RW, Cervin C, Graves L. Milestones on the social accountability journey: Family medicine practice locations of Northern Ontario School of Medicine graduates. Canadian Family Physician 2016; 62 (3): 138-145.
Strasser R. Students learning medicine in general practice in Canada and Australia. Royal Australian College of General Practitioners 2016; 22-25.
Strasser R. Social accountability and the supply of physicians for remote rural Canada. Canadian Medical Association Journal 2015; 87(11): 791-792.
Hogenbirk JC, French MG, Timony PE, Strasser RP, Hunt D, Pong RW. Outcomes of the Northern Ontario School of Medicine’s distributed medical education programmes: protocol for a longitudinal comparative multicohort study. BMJ Open 2015; e008246.
Winn CS, Chisholm BA, Hummelbrunner JA, Tryssenaar J, Kandler LS. Impact of the Northern Studies Stream and Rehabilitation Studies programs on recruitment and retention to rural and remote practice: 2002-2010. Rural and Remote Health 2015.
Ellaway RH, O’Gorman L, Strasser R, Marsh DC, Graves L, Fink P, Cervin C. A critical hybrid realist-outcomes systematic review of relationships between medical education programmes and communities: BEME Guide No. 35. Medical Teacher 2015; 1-17.
Hogenbirk JC, Robinson DR, Hill ME et al. The Northern Ontario School of Medicine’s economic contribution to communities participating in distributed medical education. Can J Rural Med 2015; 20:25-32.
Strasser R, Worley P, Cristobal F, Marsh DC, Berry S, Strasser S, Ellaway R. Putting communities in the driver’s seat: The realities of community-engaged medical education. Academic Medicine 2015.
Strasser R, Hirsh D. Longitudinal integrated clerkships: transforming medical education worldwide? Med Educ. 2011;45(5):436-437.
Strasser R, Hogenbirk JC, Minore B et al. Transforming health professional education through social accountability: Canada’s Northern Ontario School of Medicine. Med Teach 2013;35:490-6.
Strasser R, Lanphear JH, McCready WG et al. Canada’s new medical school: The Northern Ontario School of Medicine » Social accountability through distributed community-engaged learning. Acad Med2009;84:1459-64.
Strasser R, Neusy, AJ. Context counts: Training health workers in and for rural and remote areas. Bulletin of the World Health Organization 2010; 88: 777-782.