Tyrone Donnon

Dr. Tyrone Donnon completed his Ph.D. in 2002 at the University of Calgary with a research focus on students’ approaches to learning and differentiation of meaning.  Since 1996, he has been involved in the successful design, development, implementation, and evaluation of face-to-face and online (distributed e-learning in asynchronous & synchronous formats) with Certificate, Diploma and multiple Graduate programs in both the Faculties of Education and Continuing Education at the University of Calgary.

In 2014 he accepted an Assistant Professor appointment in the Faculty of Medicine and worked with the Undergraduate and Postgraduate Medical Education programs in establishment of curriculum objectives, faculty development, ongoing assessment protocols, and student support systems across preclinical courses, clerkships rotations, and residency programs using LCME and ACGME/RCPSC competency frameworks.  As Associate/Acting Director of the Medical Education Research Unit, he assisted with the establishment of a successful MSc/PhD Medical Education Graduate program, an MPH program at the Bugando Medical Centre in Tanzania, and provide faculty development to an Asian Medical School Partnership with Loas, Nepal, and the Philippines.  He was involved with the design and delivery of two of the four core course requirements in the Medical Education specialization program (Instructional/Teaching Methods, and Measurement in Medical Education) and provided a variety of option courses: Meta-Analysis/Systematic Reviews, Multivariate/Generalizability Analysis, and Simulation in Medical Education.

As a primary supervisor, Dr. Donnon has graduated 4 PhD and 12 MSc students and been on the supervisory committees of 12 PhD and 7 MSc completed graduate students from a variety of departments and faculties. Honors and awards include the 2010 Canadian Medical Education Association Meredith Mark’s Educator Award and 2008 Certificate of Merit Award, and 2008 Great Teachers at the University and the 2007 Golden Apple award.

His research includes medical education, learning theory and quantitative research methods as it pertains to teaching and measurement in post-secondary education.  He has a range of experience in curriculum development, instructional methods, psychometrics, questionnaire development, and program assessment/evaluation. Current research interests and activities focus on the predictive validity of medical school admission criteria, assessment in preclinical/clinical medical education, use of simulation to measure clinical & performance competencies, interprofessional patient-centered education, direct observation of clinical skills checklists/rating scales, use of multisource feedback (360 degree evaluation), and development of psychometric measures of students’ noncognitive attributes and resiliency factors.

He has published 60+ scientific and technical articles and reports and was a co-founding Associate/Managing Editor of the Canadian Medical Education Journal.

Select journal articles past 5 years:

  • Kassam A, Donnon T, Rigby I. Validity and reliability of an in-training evaluation report to measure the CanMEDS Roles in emergency medicine residents. Canadian Journal of Emergency Medicine. 2016;16(2):144-150.
  • Garcia-Rodriguez JA, Donnon T. Using Comprehensive Video-Module Instruction as an Alternative Approach for Teaching IUD Insertion. Family Medicine. 2016;48(1):12-17.
  • Warren AL, Donnon TL, Wagg CR, Priest H. Educational interventions to improve cytology visual diagnostic reasoning measured by eye-tracking. Journal of Veterinary Medical Education. 2015;42(1):69-78.
  • Blackmore C, Austin J, Lopushinsky SR, Donnon T. The effects of post graduate medical education “boot camps” on clinical skills, knowledge and confidence: a meta-analysis. Journal of Graduate Medical Education. 2014,6(4):643-652.
  • Sigalet E, Cheng A, Donnon T, Koot D, Chatfield J, Robinson T, Catena H, Grant V.  A simulation-based intervention teaching seizure management: a randomized controlled pilot study. Paediatrics & Child Health. 2014;19(7):373-378.
  • Al Ansari A, Donnon T, Al Khalifa K, Darwish A, Violato C. The construct and criterion validity of the multi-source feedback process to assess physician performance: a meta-analysis. Advances in Medical Education and Practice. 2014;5:39-51.
  • Ponton-Carss A, Donnon T, Kortbeek JB. Two for one: surgical skills and CanMEDS roles – a combined course for surgical residents. Journal of Surgical Education, 2014;71(3):419-425.
  • Donnon T, Al Ansari A, Al Alawi S, Violato C. The reliability, validity and feasibility of multi-source feedback for assessing health care professionals: a systematic review. Academic Medicine. 2014;88(3):511-516.
  • LeBlanc J, Donnon T, Hutchinson C, Duffy P. Development of an orthopaedic surgery trauma patient handover checklist. Canadian Journal of Surgery. 2014;57(1):8-14.
  • LeBlanc J, Hutchinson C, Hu Y, Donnon T. Feasibility and fidelity of practising surgical fixation on a virtual ulna bone. Canadian Journal of Surgery. 2013;56(4):91-97.
  • Al Khalfia KBA, Alansari A, Violato C, Donnon T. Multisource feedback to assess surgical practice: a systematic review. Journal of Surgical Education. 2013;70(4):475-486.
  • Sigalet E, Donnon T, Cheng A, Cooke S, Robinson T, Bissett W, Grant V. Development of a teamwork performance scale to assessment undergraduate health professionals. Academic Medicine. 2013;88(7):989-996.
  • Donnon T, McIlwrick J, Woloschuk W. Investigating the reliability and validity of self and peer assessment to measure medical students’ professional competencies. Creative Education. 2013;4(6A):23-28.
  • Al Kadi A, Donnon T. Using simulation to improve the cognitive and psychomotor skills of novice students in laparoscopic surgery: a meta-analysis. Medical Teacher. 2013;35:S47-S55.
  • Warren AL, Donnon T. Teaching and learning biomedical sciences in a veterinary curriculum: a review. Journal of Veterinary Medical Education. 2013 April 01, doi:10.3138/jvme.0812-070R.
  • LeBlanc J, Hutchinson C, Hu Y, Donnon T. A Comparison of Orthopedic Resident Performance on Surgical Fixation of an Ulna Fracture Using Virtual Reality and Synthetic Models. Journal of Bone and Joint Surgery. 2013;95(9): e601-606. doi: 10.2106/JBJS.K.01284.
  • Al Ansari A, Kauser Ali S, Donnon T. The construct and criterion validity of the mini-CEX: A meta-analysis of the published research. Academic Medicine. 2013;88(3):413-420.
  • Donnon T. Experimental or RCT research designs: a crisis of nomenclature in medical education. Canadian Medical Education Journal. 2012;3(2):e82-85.
  • Sigalet E, Donnon T, Grant V. Undergraduate Students’ Perceptions of and Attitudes towards a Simulation-Based Interprofessional Curriculum: The KidSIM ATTITUDES Questionnaire. Simulation in Healthcare. 2012;7(6):353-358.
  • Al Kadi A, Donnon T, Oddone Paolucci E, Mitchell P, Debru E, Church N. The effect of simulation in improving students’ performance in laparoscopic surgery: a meta-analysis. Surgical Endoscopy. 2012 May 31, doi:10.1007/s00464-012-2327-z.
  • Çitaku F, Violato C, Beran T, Donnon T, Hecker K, Cawthrope D. Leadership Competencies for Medical Education and Healthcare Professions: population based study. British Medical Journal Open.
  • Ortiz-Neira CL, Oddone Paolucci E, Donnon T. A meta-analysis of common risk factors associated with the diagnosis of developmental dysplasia of the hip in newborns. European Journal of Radiology. 2012;81:e344-e351.