Linda S Snell

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UAMS

Also affiliated: Leiden University (2004); Heritage Foundation (2008); Dalhousie University (2004); European Union (2015); University of British Columbia (2019); University of Ottawa (2021); University of Alberta (2008); University of Toronto (2008–2015); Hamilton General Hospital (2014); Montreal General Hospital (2009–2024); Dean College (1997–1999); Royal Ottawa Mental Health Centre (2010–2011); McGill University Health Centre (2008–2026); The Ohio State University Wexner Medical Center (2010); University Medical Center Utrecht (2004); Maastricht University (2019); Royal Victoria Hospital (1989–2005); Heritage Medical Research Clinic (2008); McGill Genome Centre (2017); Pfizer (Canada) (2008); Center for Rheumatology (2008); Gifu University (2017); University of Manitoba (1996–2006); McGill University (1988–2024); The Ohio State University (2010); University at Buffalo, State University of New York (1992); Accreditation Council for Graduate Medical Education (2015); University of Colorado Denver (2015); Royal College of Physicians and Surgeons of Canada (2010–2024)

45 h-index 142 pubs 12,132 cited

Research Areas

Biomedical Subjects

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OverviewAI-generated summary

Linda S. Snell's research focuses on medical education, particularly competency-based education and professional identity formation in medical students and residents. She has published extensively on these topics, with works exploring the theoretical underpinnings and practical applications of competency-based medical education. Her publications also address the interplay between individual ability and the healthcare environment in achieving medical competence, and the importance of teaching skills for medical students.

Snell's scholarly output includes 142 publications with over 12,000 citations and an h-index of 45. Her recent work delves into schematic representations of professional identity formation and socialization processes within medical training, as well as decision-making frameworks related to entrustment in clinical training. She has also contributed to charters advocating for the advancement of competency-based medical education among clinician-educators.

Metrics

h-index: 45
Publications: 142
Citations: 12,132

Selected Publications

The CBHPE Outcomes Theory of Change: An International Consensus Statement on the Mechanisms and Outcomes of Competency-Based Education in the Health Professions (2026)

Perspectives on Medical Education DOI OpenAlex

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