Shiphra Ginsburg
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Canadian physician-scientist
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Why Is Shiphra Ginsburg Influential?
(Suggest an Edit or Addition)According to Wikipedia, Shiphra Rachel Ginsburg is a Canadian physician-scientist. In 2019, Ginsburg was appointed a Tier 1 Canada Research Chair in Medical Education Research at the University of Toronto. Early life and education Ginsburg completed her Bachelor of Arts degree at Queen's University at Kingston and her Medicinæ Doctorem et Chirurgiæ Magistrum at McGill University. Following this, she enrolled at the Ontario Institute for Studies in Education for her Master of Education degree before leaving North America for her PhD at Maastricht University.
Shiphra Ginsburg's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- A contemporary approach to validity arguments: a practical guide to Kane's framework (2015) (344)
- Context, Conflict, and Resolution: A New Conceptual Framework for Evaluating Professionalism (2000) (292)
- Assessment of professionalism: Recommendations from the Ottawa 2010 Conference (2011) (279)
- Bronchodilator delivery in acute airflow obstruction. A meta-analysis. (1997) (205)
- Toward Authentic Clinical Evaluation: Pitfalls in the Pursuit of Competency (2010) (203)
- Risk of stroke in women exposed to low-dose oral contraceptives: a critical evaluation of the evidence. (2004) (183)
- Assessment, feedback and the alchemy of learning (2018) (180)
- The Professionalism Mini-Evaluation Exercise: A Preliminary Investigation (2006) (180)
- The Anatomy of the Professional Lapse: Bridging the Gap between Traditional Frameworks and Students' Perceptions (2002) (144)
- Basing the Evaluation of Professionalism on Observable Behaviors: A Cautionary Tale (2004) (141)
- “Rising to the Level of Your Incompetence”: What Physicians’ Self-Assessment of Their Performance Reveals About the Imposter Syndrome in Medicine (2017) (137)
- The rotational approach to medical education: time to confront our assumptions? (2011) (136)
- Medical students’ views on peer assessment of professionalism (2005) (132)
- Lost in Transition: The Experience and Impact of Frequent Changes in the Inpatient Learning Environment (2011) (121)
- Towards a program of assessment for health professionals: from training into practice (2016) (120)
- When Assessment Data Are Words: Validity Evidence for Qualitative Educational Assessments (2016) (108)
- Reading between the lines: faculty interpretations of narrative evaluation comments (2015) (107)
- Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships (2019) (92)
- Medical students, money, and career selection: students' perception of financial factors and remuneration in family medicine. (2009) (88)
- Professing Professionalism: Are We Our Own Worst Enemy? Faculty Members' Experiences of Teaching and Evaluating Professionalism in Medical Education at One School (2010) (82)
- Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports (2016) (77)
- The disavowed curriculum (2003) (74)
- The disavowed curriculum: understanding student's reasoning in professionally challenging situations. (2003) (73)
- Do In-Training Evaluation Reports Deserve Their Bad Reputations? A Study of the Reliability and Predictive Ability of ITER Scores and Narrative Comments (2013) (72)
- The Hidden Value of Narrative Comments for Assessment: A Quantitative Reliability Analysis of Qualitative Data (2017) (71)
- From behaviours to attributions: further concerns regarding the evaluation of professionalism (2009) (64)
- To be and not to be: the paradox of the emerging professional stance (2003) (62)
- Anticipated debt and financial stress in medical students (2008) (61)
- Competencies “Plus”: The Nature of Written Comments on Internal Medicine Residents' Evaluation Forms (2011) (59)
- Competency‐based medical education: the discourse of infallibility (2018) (55)
- A cross‐cultural study of students’ approaches to professional dilemmas: sticks or ripples (2012) (55)
- Understanding Medical Professionalism (2014) (54)
- Selecting and Simplifying: Rater Performance and Behavior When Considering Multiple Competencies (2016) (52)
- Using “Standardized Narratives” to Explore New Ways to Represent Faculty Opinions of Resident Performance (2012) (52)
- Cracking the code: residents’ interpretations of written assessment comments (2017) (51)
- Understanding the Use and Perceived Impact of a Medical Podcast: Qualitative Study (2018) (48)
- The utility of vignettes to stimulate reflection on professionalism: theory and practice (2013) (48)
- ‘Is that normal?’ Pre‐clerkship students’ approaches to professional dilemmas (2011) (44)
- Feedback Redefined: Principles and Practice (2019) (43)
- Using In-Training Evaluation Report (ITER) Qualitative Comments to Assess Medical Students and Residents: A Systematic Review (2017) (40)
- Physician attitudes about non-medical switching to biosimilars: results from an online physician survey in the United States (2019) (40)
- Before the white coat: perceptions of professional lapses in the pre‐clerkship (2005) (40)
- Organizational Factors Contributing to Incivility at an Academic Medical Center and Systems-Based Solutions: A Qualitative Study (2018) (33)
- Know When to Rock the Boat: How Faculty Rationalize Students’ Behaviors (2008) (33)
- Bronchodilator Delivery in Acute Airflow Obstruction (2017) (32)
- “It Depends”: Results of a Qualitative Study Investigating How Practicing Internists Approach Professional Dilemmas (2012) (31)
- Patient attitudes about non-medical switching to biosimilars: results from an online patient survey in the United States (2019) (30)
- Exploring Residents' Perceptions of Expertise and Expert Development (2011) (30)
- Resident Perceptions of Assessment and Feedback in Competency-Based Medical Education: A Focus Group Study of One Internal Medicine Residency Program (2020) (30)
- Publication of results of abstracts presented at medical education conferences. (2013) (28)
- Assessment of professionalism: From where have we come – to where are we going? An update from the Ottawa Consensus Group on the assessment of professionalism (2019) (26)
- Tensions in Assessment: The Realities of Entrustment in Internal Medicine (2019) (26)
- Doing What Might Be “Wrong”: Understanding Internists’ Responses to Professional Challenges (2014) (21)
- 13 Assessment in Postgraduate Medical Education : Trends and Issues in Assessment in the Workplace (2011) (20)
- Taken Out of Context: Hazards in the Interpretation of Written Assessment Comments (2019) (20)
- The Professionalism Movement: Behaviors Are the Key to Progress (2004) (19)
- Teaching Professionalism in Postgraduate Medical Education: A Systematic Review (2020) (19)
- Reasoning When It Counts: Students’ Rationales for Action on a Professionalism Exam (2007) (18)
- The Role of Attribution to Clerk Factors and Contextual Factors in Supervisors' Perceptions of Clerks' Behaviors (2004) (17)
- Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations (2019) (17)
- Meaningful feedback through a sociocultural lens (2019) (17)
- The relative influence of available resources during the residency match: a national survey of canadian medical students. (2011) (17)
- Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings. (2021) (17)
- Using wearables and self-management apps in patients with COPD: a qualitative study (2019) (16)
- Feedback from health professionals in postgraduate medical education: Influence of interprofessional relationship, identity and power (2020) (16)
- Assumptions About Competency-Based Medical Education and the State of the Underlying Evidence: A Critical Narrative Review. (2020) (16)
- Respecting the expertise of clinician assessors: construct alignment is one good answer (2011) (16)
- Entrustment Ratings in Internal Medicine Training: Capturing Meaningful Supervision Decisions or Just Another Rating? (2019) (16)
- Professionalism and Maintenance of Certification: Using Vignettes Describing Interpersonal Dilemmas to Stimulate Reflection and Learning (2014) (15)
- Disclosure of Medical Error. (2016) (14)
- Going against the grain: An exploration of agency in medical learning (2021) (13)
- The Hidden Curriculum of Compassionate Care: Can Assessment Drive Compassion? (2019) (13)
- Shifting and Sharing: Academic Physicians’ Strategies for Navigating Underperformance and Failure (2018) (12)
- Speaking up against unsafe unprofessional behaviours: the difficulty in knowing when and how (2017) (11)
- “The Benefits Make Up for Whatever Is Lost”: Altruism and Accountability in a New Call System (2012) (10)
- Knowledge of and Attitudes on Artificial Intelligence in Healthcare: A Provincial Survey Study of Medical Students (2021) (10)
- Medical Student Mistreatment. (2016) (10)
- Promoting inclusivity in health professions education publishing (2022) (10)
- Duty hours as viewed through a professionalism lens (2014) (10)
- The Lore of Admissions Policies: Contrasting Formal and Informal Understandings of the Residency Selection Process (2004) (10)
- Don’t be reviewer 2! Reflections on writing effective peer review comments (2021) (9)
- Putting performance in context: the perceived influence of environmental factors on work-based performance (2015) (9)
- Idiosyncrasy in Assessment Comments: Do Faculty Have Distinct Writing Styles When Completing In-Training Evaluation Reports? (2020) (9)
- Introducing JAMA Professionalism. (2016) (9)
- Navigating Tensions of Efficiency and Caring in Clerkship: A Qualitative Study (2018) (6)
- Incentives for recruiting trainee participants in medical education research (2017) (6)
- Tensions in describing competency-based medical education: a study of Canadian key opinion leaders (2021) (5)
- A Phenomenological Study of Italian Students’ Responses to Professional Dilemmas: A Cross-Cultural Comparison (2018) (5)
- An agenda for increasing grant funding of emergency medicine education research. (2012) (5)
- Professional Responsibilities and Personal Impacts: Residents’ Experiences as Participants in Education Research (2019) (4)
- Is It Time to Retire? (2017) (4)
- The Impact of Gender on Clinical Evaluation of Trainees in the Intensive Care Unit (2019) (3)
- The Senior Medical Resident’s New Role in Assessment in Internal Medicine (2021) (3)
- Oral Abstracts (2017) (3)
- Is There a Conflict of Interest? (2017) (3)
- A Fine Balance: How Authors Strategize Around Journal Submission (2018) (2)
- Dressing the Part: Gender Differences in Residents’ Experiences of Feedback in Internal Medicine (2021) (2)
- Learner Handover: Who Is It Really For? (2020) (2)
- Patients' perspectives on medical students' professionalism: Blind spots and opportunities (2022) (2)
- Hidden in plain sight: the untapped potential of written assessment comments (2016) (2)
- Gender Effects in Assessment of Clinical Teaching: Does Concordance Matter? (2020) (2)
- “Get the DNR”: residents’ perceptions of goals of care conversations before and after an e-learning module (2021) (2)
- Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports (2015) (1)
- Professional Boundaries. (2016) (1)
- Necessary But Insufficient and Possibly Counterproductive: The Complex Problem of Teaching Evaluations. (2022) (1)
- Qualitative Evaluation of a Novel Educational Tool to Communicate Individualized Hip Fracture Prognostic Information to Patients and Surrogates: My Hip Fracture (My-HF) (2021) (1)
- Duty hours as viewed through a professionalism lens (2014) (1)
- Contextualizing Work-Based Assessments of Faculty and Residents: Is There a Relationship Between the Clinical Practice Environment and Assessments of Learners and Teachers? (2019) (1)
- Supervising the senior medical resident: Entrusting the role, supporting the tasks (2022) (0)
- Hidden in plain sight (2016) (0)
- How Clinical Supervisors Conceptualize Procedural Entrustment: An Interview-Based Study of Entrustment Decision Making in Endoscopic Training (2021) (0)
- Methodology paper for the General Medicine Inpatient Initiative Medical Education Database (GEMINI MedED): a retrospective cohort study of internal medicine resident case-mix, clinical care and patient outcomes (2022) (0)
- Attitudes and Behaviours of Physicians Towards Use of Industry-Provided Inhaled Medication Samples (2020) (0)
- The utility of vignettes to stimulate reflection on professionalism: theory and practice (2012) (0)
- Beyond the ratings: gender effects in written comments from clinical teaching assessments (2022) (0)
- Putting performance in context: the perceived influence of environmental factors on work-based performance (2015) (0)
- Assessing the learning needs of physical medicine and rehabilitation residents to develop a geriatric medicine and rehabilitation curriculum (2020) (0)
- The Ontological Choreography of Continuing Professional Development: A Mixed-Methods Study of Continuing Professional Development Leaders and Program Directors (2021) (0)
- ‘Next steps are…’: An exploration of coaching and feedback language in EPA assessment comments (2022) (0)
- Mo1989 CONCEPTUALIZING ENTRUSTMENT IN ENDOSCOPIC TRAINING (2020) (0)
- Discordance Between Competency-Based Assessment Using a Global Versus Reductionist Approach for Medical Students Exploring How # WomenInMedicine Use Twitter to Identify and Address Workplace Discrimination (2020) (0)
- Towards a program of assessment for health professionals: from training into practice (2015) (0)
- ‘For the most part it works’: Exploring how authors navigate peer review feedback (2022) (0)
- Life On Call: Perspectives of Junior and Senior Internal Medicine Residents. (2020) (0)
- Reading Between the Lines: Understanding How Faculty Interpret Language Cues to Reliably Rank Trainees Using Narrative Comments (2014) (0)
- A138 CONCEPTUALIZING ENTRUSTMENT IN ENDOSCOPIC TRAINING (2020) (0)
- "Patients Are the People Who Teach Me the Most": Exploring the Development of Communication Skills During Internal Medicine Residency. (2023) (0)
- Assessment of Professionalism (2022) (0)
- Join the professionals (2005) (0)
- Impact of Gender on Clinical Evaluation of Trainees in the Intensive Care Unit (2021) (0)
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