| Context, conflict, and resolution: a new conceptual framework for evaluating professionalism S Ginsburg, G Regehr, R Hatala, N McNaughton, A Frohna, B Hodges, ... Academic Medicine 75 (10), S6-S11, 2000 | 316 | 2000 |
| Assessment of professionalism: recommendations from the Ottawa 2010 Conference BD Hodges, S Ginsburg, R Cruess, S Cruess, R Delport, F Hafferty, MJ Ho, ... Medical teacher 33 (5), 354-363, 2011 | 259 | 2011 |
| Bronchodilator delivery in acute airflow obstruction: a meta-analysis MO Turner, A Patel, S Ginsburg, JM FitzGerald Archives of internal medicine 157 (15), 1736-1744, 1997 | 251 | 1997 |
| The professionalism mini-evaluation exercise: a preliminary investigation R Cruess, JH McIlroy, S Cruess, S Ginsburg, Y Steinert Academic Medicine 81 (10), S74-S78, 2006 | 202 | 2006 |
| Toward authentic clinical evaluation: pitfalls in the pursuit of competency S Ginsburg, J McIlroy, O Oulanova, K Eva, G Regehr Academic Medicine 85 (5), 780-786, 2010 | 178 | 2010 |
| A contemporary approach to validity arguments: a practical guide to K ane's framework DA Cook, R Brydges, S Ginsburg, R Hatala Medical education 49 (6), 560-575, 2015 | 167 | 2015 |
| The anatomy of the professional lapse: bridging the gap between traditional frameworks and students' perceptions S Ginsburg, G Regehr, D Stern, L Lingard Academic Medicine 77 (6), 516-522, 2002 | 150 | 2002 |
| Basing the evaluation of professionalism on observable behaviors: a cautionary tale S Ginsburg, G Regehr, L Lingard Academic Medicine 79 (10), S1-S4, 2004 | 145 | 2004 |
| Medical students’ views on peer assessment of professionalism L Arnold, CK Shue, B Kritt, S Ginsburg, DT Stern Journal of general internal medicine 20 (9), 819-824, 2005 | 140 | 2005 |
| The disavowed curriculum S Ginsburg, G Regehr, L Lingard Journal of General Internal Medicine 18 (12), 1015-1022, 2003 | 122 | 2003 |
| The rotational approach to medical education: time to confront our assumptions? E Holmboe, S Ginsburg, E Bernabeo Medical education 45 (1), 69-80, 2011 | 121 | 2011 |
| Lost in transition: the experience and impact of frequent changes in the inpatient learning environment EC Bernabeo, MC Holtman, S Ginsburg, JR Rosenbaum, ES Holmboe Academic Medicine 86 (5), 591-598, 2011 | 101 | 2011 |
| Professing professionalism: are we our own worst enemy? Faculty members' experiences of teaching and evaluating professionalism in medical education at one school P Bryden, S Ginsburg, B Kurabi, N Ahmed Academic medicine 85 (6), 1025-1034, 2010 | 89 | 2010 |
| Medical students, money, and career selection: students' perception of financial factors and remuneration in family medicine DJ Morra, G Regehr, S Ginsburg Family medicine 41 (2), 105, 2009 | 89 | 2009 |
| Towards a program of assessment for health professionals: from training into practice KW Eva, G Bordage, C Campbell, R Galbraith, S Ginsburg, E Holmboe, ... Advances in Health Sciences Education 21 (4), 897-913, 2016 | 82 | 2016 |
| Reading between the lines: faculty interpretations of narrative evaluation comments S Ginsburg, G Regehr, L Lingard, KW Eva Medical education 49 (3), 296-306, 2015 | 75 | 2015 |
| When assessment data are words: validity evidence for qualitative educational assessments DA Cook, A Kuper, R Hatala, S Ginsburg Academic Medicine 91 (10), 1359-1369, 2016 | 71 | 2016 |
| From behaviours to attributions: further concerns regarding the evaluation of professionalism S Ginsburg, G Regehr, M Mylopoulos Medical education 43 (5), 414-425, 2009 | 71 | 2009 |
| To be and not to be: the paradox of the emerging professional stance S Ginsburg, G Regehr, L Lingard Medical education 37 (4), 350-357, 2003 | 67 | 2003 |
| Using “standardized narratives” to explore new ways to represent faculty opinions of resident performance G Regehr, S Ginsburg, J Herold, R Hatala, K Eva, O Oulanova Academic Medicine 87 (4), 419-427, 2012 | 61 | 2012 |
