| Grounded theory in medical education research: AMEE Guide No. 70 CJ Watling, L Lingard Medical teacher 34 (10), 850-861, 2012 | 565 | 2012 |
| Assessment, feedback and the alchemy of learning CJ Watling, S Ginsburg Medical education 53 (1), 76-85, 2019 | 342 | 2019 |
| Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education J Lefroy, C Watling, PW Teunissen, P Brand Perspectives on medical education 4, 284-299, 2015 | 339 | 2015 |
| Learning from clinical work: the roles of learning cues and credibility judgements C Watling, E Driessen, CPM van der Vleuten, L Lingard Medical education 46 (2), 192-200, 2012 | 257 | 2012 |
| “Rising to the level of your incompetence”: what physicians’ self-assessment of their performance reveals about the imposter syndrome in medicine KA LaDonna, S Ginsburg, C Watling Academic Medicine 93 (5), 763-768, 2018 | 255 | 2018 |
| A framework for integrating implicit bias recognition into health professions education J Sukhera, C Watling Academic Medicine 93 (1), 35-40, 2018 | 225 | 2018 |
| Beyond individualism: professional culture and its influence on feedback C Watling, E Driessen, CPM van der Vleuten, M Vanstone, L Lingard Medical education 47 (6), 585-594, 2013 | 182 | 2013 |
| Learning culture and feedback: an international study of medical athletes and musicians C Watling, E Driessen, CPM van der Vleuten, L Lingard Medical education 48 (7), 713-723, 2014 | 169 | 2014 |
| Qualitative research essentials for medical education SM Cristancho, M Goldszmidt, L Lingard, C Watling Singapore medical journal 59 (12), 622, 2018 | 157 | 2018 |
| Toward meaningful evaluation of medical trainees: the influence of participants’ perceptions of the process CJ Watling, L Lingard Advances in health sciences education 17, 183-194, 2012 | 152 | 2012 |
| Implicit bias in health professions: from recognition to transformation J Sukhera, CJ Watling, CM Gonzalez Academic Medicine 95 (5), 717-723, 2020 | 148 | 2020 |
| (Re) Grounding grounded theory: a close reading of theory in four schools T Apramian, S Cristancho, C Watling, L Lingard Qualitative research 17 (4), 359-376, 2017 | 126 | 2017 |
| Staging a performance: learners’ perceptions about direct observation during residency KA LaDonna, R Hatala, L Lingard, S Voyer, C Watling Medical education 51 (5), 498-510, 2017 | 126 | 2017 |
| Corticosteroid-induced magnetic resonance imaging changes in patients with recurrent malignant glioma. CJ Watling, DH Lee, DR Macdonald, JG Cairncross Journal of Clinical Oncology 12 (9), 1886-1889, 1994 | 113 | 1994 |
| ‘Sometimes the work just needs to be done’: socio‐cultural influences on direct observation in medical training C Watling, KA LaDonna, L Lingard, S Voyer, R Hatala Medical education 50 (10), 1054-1064, 2016 | 111 | 2016 |
| Understanding responses to feedback: the potential and limitations of regulatory focus theory C Watling, E Driessen, CPM van der Vleuten, M Vanstone, L Lingard Medical education 46 (6), 593-603, 2012 | 106 | 2012 |
| Rules of engagement: residents’ perceptions of the in-training evaluation process CJ Watling, CF Kenyon, EM Zibrowski, V Schulz, MA Goldszmidt, I Singh, ... Academic Medicine 83 (10), S97-S100, 2008 | 102 | 2008 |
| Qualitative and quantitative feedback in the context of competency-based education A Tekian, CJ Watling, TE Roberts, Y Steinert, J Norcini Medical teacher 39 (12), 1245-1249, 2017 | 99 | 2017 |
| Unfulfilled promise, untapped potential: feedback at the crossroads CJ Watling Medical teacher 36 (8), 692-697, 2014 | 97 | 2014 |
| Methadone in the management of intractable neuropathic noncancer pain DE Moulin, D Palma, C Watling, V Schulz Canadian journal of neurological sciences 32 (3), 340-343, 2005 | 90 | 2005 |
