Health Research Methods, Evidence, and Impact

Sandra Monteiro

BSc (Toronto), MSc (McMaster), PhD (McMaster)

Assistant Professor, Department of Health Research Methods, Evidence, and Impact

905 525-9140 x 22614
905 572-7099

Department of Health Research Methods, Evidence, and Impact
Program for Educational Research and Development
1280 Main Street West
Hamilton, ON  L8S 4M4

Academic Interests

Dr. Monteiro obtained her PhD in Psychology, Neuroscience and Behaviour at McMaster University specializing in the cognitive processes behind memory and attention and how they influence learning. Within this context, she has investigated the mechanisms and processes related to categorization in simple and complex tasks such as diagnostic reasoning. Dr. Monteiro is particularly interested in developing a strong theoretical understanding of best teaching and learning practices in medicine with the goal of following through with successful knowledge translation techniques. .

Research topics: Test enhanced learning, context dependent learning, transfer, integration, memory and learning.

Selected Publications

  1. LeBlanc, V.R., McConnell, M. M. and Monteiro, S.D. 2014. Predictable Chaos: A Review of the Effects of Emotions on Attention, Memory and Decision Making. Advances in Health Sciences Education. DOI 10.1007/s10459-014-9516-6.
  2. Norman, G., Sherbino. J., Dore, K., Wood, T., Young, M., Gaissmeier, W., Monteiro, S., and Krueger, S. (2014). The Etiology of Diagnostic Errors: A Controlled Trial of System 1 vs. System 2 Reasoning. Academic Medicine, 89(2): 277-284.
  3. Shedden, J., Milliken, B., Watter, S. and Monteiro, S. (2013) Event-related Potentials as Brain Correlates of Item Specific Proportion Congruent Priming Effects. Consciousness and Cognition, 22(4): 1442-1455.
  4. Norman, G., Monteiro, S. and Sherbino, J. (2013). Is Clinical Cognition Binary or Continuous? Comment on "Medical Education and Cognitive Continuum Theory (CCT): An Alternative Perspective on Medical Problem Solving and Clinical Reasoning. Academic Medicine, 88(8):1058-1060.

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