Kahlke, R. (Commentary in press). Generic Qualitative approaches: An update. International Journal of Qualitative Methods.
Kahlke, R., Bates, J. & Nimmon, L. (2018). 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: https://link.springer.com/article/10.1007%2Fs40037-018-0415-z
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 http://esj.usask.ca/index.php/esj/article/view/305/95
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: http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/187377
Kahlke, R. (2017). The qualitative quality conversation [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: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.13224
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: http://journals.sagepub.com/doi/full/10.1177/160940691401300119
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: http://www.jripe.org/index.php/journal/article/view/134
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: http://www.scirp.org/journal/PaperInformation.aspx?paperID=41510
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: http://www.ncolr.org/issues/jiol/v9/n2/synchronous-problem-based-e-learning-epbl-in-interprofessional-health-science-education
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 et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education 2008 (pp. 2811-2817). Chesapeake, VA: AACE.