Shiphra Ginsburg
Shiphra Ginsburg
Verified email at utoronto.ca
TitleCited byYear
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
3162000
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
2592011
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
2511997
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
2022006
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
1782010
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
1672015
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
1502002
Basing the evaluation of professionalism on observable behaviors: a cautionary tale
S Ginsburg, G Regehr, L Lingard
Academic Medicine 79 (10), S1-S4, 2004
1452004
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
1402005
The disavowed curriculum
S Ginsburg, G Regehr, L Lingard
Journal of General Internal Medicine 18 (12), 1015-1022, 2003
1222003
The rotational approach to medical education: time to confront our assumptions?
E Holmboe, S Ginsburg, E Bernabeo
Medical education 45 (1), 69-80, 2011
1212011
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
1012011
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
892010
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
892009
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
822016
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
752015
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
712016
From behaviours to attributions: further concerns regarding the evaluation of professionalism
S Ginsburg, G Regehr, M Mylopoulos
Medical education 43 (5), 414-425, 2009
712009
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
672003
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
612012
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Articles 1–20