| 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 | 331 | 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 | 295 | 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 | 274 | 1997 |
| 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 | 251 | 2015 |
| 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 | 216 | 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 | 191 | 2010 |
| 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 | 153 | 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 | 151 | 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 | 150 | 2005 |
| The rotational approach to medical education: time to confront our assumptions? E Holmboe, S Ginsburg, E Bernabeo Medical education 45 (1), 69-80, 2011 | 138 | 2011 |
| The disavowed curriculum S Ginsburg, G Regehr, L Lingard Journal of General Internal Medicine 18 (12), 1015-1022, 2003 | 129 | 2003 |
| 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 | 118 | 2011 |
| 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 | 105 | 2016 |
| 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 | 102 | 2009 |
| 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 | 98 | 2016 |
| 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 | 95 | 2010 |
| “Rising to the level of your incompetence”: what physicians’ self-assessment of their performance reveals about the imposter syndrome in medicine KA LaDonna, S Ginsburg, C Watling Academic Medicine 93 (5), 763-768, 2018 | 85 | 2018 |
| 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 | 84 | 2015 |
| Assessment, feedback and the alchemy of learning CJ Watling, S Ginsburg Medical education 53 (1), 76-85, 2019 | 73 | 2019 |
| 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 |
