Refereed Publications

Under Review

Kahlke, R., Pratt, D.D., Bluman, B., Overhill, K. & Eva, K.W. (Submitted). The complexities of continuing professional development in context: Physician engagement in clinical coaching. Journal of Continuing Education in the Health Professions.


Smith, E. E., Kahlke, R., & Judd, T. (2020). Not just digital natives: Integrating technologies in professional education contexts. Australasian Journal of Educational Technology, 36(3), 1–14. doi:10.14742/ajet.5689 [Open Access]

Kahlke, R. & Varpio, L. (2019). Positioning the work of Health Professions Education Scholarship Units: How Canadian directors harness institutional logics within institutional orders. Academic Medicine, 94(12), 1988-1994. doi:1097/ACM.0000000000002817

Kahlke, R., McConnell, M., Wisener, K. & Eva, K. (2019). The disconnect between knowing and doing in health professions education and practice. Advances in Health Sciences Education, 25(1), 227-240. doi:10.1007/s10459-019-09886-5

Kahlke, R., Bates, J. & Nimmon, L. (2019). When I say … Sociocultural learning theory. Medical Education. doi:10.1111/medu.13626

Kahlke, R. & Eva. K. (2018). Constructing critical thinking in health professional education. Perspectives on Medical Education. doi:10.1007/s40037-018-0415-z
Open access:

Kahlke, R. & Taylor, A. (2018). The development of community service-learning in Canada: One size does not fit all. Engaged Scholar Journal, 4(1), 1-18. Available at

Taylor, A. & Kahlke, R. (2017). Institutional logics and community service learning in higher education. Canadian Journal of Higher Education, 47(1), 137-152.
Open access:

Kahlke, R. (2015). Critical theory in educational administration: An overview of the field. In Burgess, D & Newton P, The theoretical foundations of educational administration (67-80). New York: Routledge.

Kahlke, R. (2014). Generic qualitative approaches: Pitfalls and benefits of methodological mixology. International Journal of Qualitative Methods, 13, 37-52. doi:10.1177/160940691401300119
Open access:

Paslawski, T., Kahlke, R., Hatch, T., Hall, M., McFarlane, L., Norton, B., Taylor, E., & King, S. (2014). Action, reflection, and evolution: a pilot implementation of interprofessional education across three rehabilitation disciplines. Journal of Research in Interprofessional Practice and Education, 4(2). doi:10.22230/jripe.2014v4n2a134
Open access:

Kahlke, R. & White, J. (2013). Critical thinking in health sciences education: Considering “three waves.” Creative Education, 4(12A), 21-29. doi:10.4236/ce.2013.412A1004
Open access:

King, S., Greidanus, E., Carbonaro, M., Drummond, J., Boechler, P. & Kahlke, R. (2010). Synchronous problem-based E-learning (ePBL) in interprofessional health science education. Journal of Interactive Online Learning, 9(2), 133-150.
Open access:


Kahlke, R. (2017). The qualitative quality conversation [Invited peer commentary on “Shedding the cobra effect: Problematizing thematic emergence, triangulation, saturation and member checking,” by L. Varpio, R. Ajjawi, L. Monrouxe, B. O’Brien & C. Rees]. Medical Education, 51(1), 5-7. doi:10.1111/medu.13224
Open access:

Kahlke, R. (2018). Generic qualitative approaches: An update. [Invited commentary on “Generic qualitative approaches: Pitfalls and benefits of methodological mixology,” by R. Kahlke. International Journal of Qualitative Methods, 17, 1-3. doi:10.1177/1609406918788193
Open access:

Conference Proceedings

Smith, E. E., Kahlke, R, Judd, T. (2018). From digital natives to digital literacy: Anchoring digital practices through learning design. In Campbell, J. Willems, C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O’Donnell, S. Palmer, L. Riddell, I. Story, H. Suri & J. Tai (Eds.), Proceedings Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) 2018 (pp. 510-515). Geelong, AU: Open Oceans: Learning without borders. Available at

King, S., Greidanus, E., Carbonaro, M., Drummond, J. & Kahlke, R. (2008). Creating virtual learning communities in an interprofessional health sciences context: The importance of synchronous interactions. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2811-2817). Chesapeake, VA: Association for the Advancement of Computing in Education.

Book Reviews

Kahlke, R. (2017). A review of Popular Culture as Pedagogy: Research in the Field of Adult Education. Canadian Journal for the Study of Adult Education, 29(2), 87-88.

For more information, visit my google scholar profile.