|Impostor syndrome among physicians and physicians in training: a scoping review|
M Gottlieb, A Chung, N Battaglioli, SS Sebok‐Syer, A Kalantari
Medical education 54 (2), 116-124, 2020
|Cross-national trends in perceived school pressure by gender and age from 1994 to 2010|
DA Klinger, JG Freeman, L Bilz, K Liiv, D Ramelow, SS Sebok, O Samdal, ...
The European Journal of Public Health 25 (suppl_2), 51-56, 2015
|Learning analytics in medical education assessment: the past, the present, and the future|
T Chan, S Sebok‐Syer, B Thoma, A Wise, J Sherbino, M Pusic
AEM Education and Training 2 (2), 178-187, 2018
|Considering the interdependence of clinical performance: implications for assessment and entrustment|
SS Sebok‐Syer, S Chahine, CJ Watling, M Goldszmidt, S Cristancho, ...
Medical Education 52 (9), 970-980, 2018
|Psychometric properties of the multiple mini-interview used for medical admissions: findings from generalizability and Rasch analyses|
SS Sebok, K Luu, DA Klinger
Advances in Health Sciences Education 19, 71-84, 2014
|A call to investigate the relationship between education and health outcomes using big data|
S Chahine, KM Kulasegaram, S Wright, S Monteiro, LEM Grierson, ...
Academic Medicine 93 (6), 829-832, 2018
|Individual gestalt is unreliable for the evaluation of quality in medical education blogs: a METRIQ study|
B Thoma, SS Sebok-Syer, K Krishnan, M Siemens, NS Trueger, ...
Annals of emergency medicine 70 (3), 394-401, 2017
|Defining and adopting clinical performance measures in graduate medical education: where are we now and where are we going?|
A Smirnova, SS Sebok-Syer, S Chahine, AL Kalet, R Tamblyn, ...
Academic Medicine 94 (5), 671-677, 2019
|Development and testing of an objective structured clinical exam (OSCE) to assess socio-cultural dimensions of patient safety competency|
LR Ginsburg, D Tregunno, PG Norton, S Smee, I de Vries, SS Sebok, ...
BMJ Quality & Safety 24 (3), 188-194, 2015
|Mixed messages or miscommunication? Investigating the relationship between assessors’ workplace-based assessment scores and written comments|
SS Sebok-Syer, DA Klinger, J Sherbino, TM Chan
Academic Medicine 92 (12), 1774-1779, 2017
|Competency-based simulation assessment of resuscitation skills in emergency medicine postgraduate trainees–a Canadian multi-centred study|
JD Dagnone, AK Hall, S Sebok-Syer, D Klinger, K Woolfrey, C Davison, ...
Canadian medical education journal 7 (1), e57, 2016
|Examiners and content and site: Oh My! A national organization’s investigation of score variation in large-scale performance assessments|
SS Sebok, M Roy, DA Klinger, AF De Champlain
Advances in Health Sciences Education 20, 581-594, 2015
|Using electronic health record data to assess residents’ clinical performance in the workplace: the good, the bad, and the unthinkable|
SS Sebok-Syer, M Goldszmidt, CJ Watling, S Chahine, SL Venance, ...
Academic Medicine 94 (6), 853-860, 2019
|The role of data science and machine learning in Health Professions Education: practical applications, theoretical contributions, and epistemic beliefs|
MG Tolsgaard, CK Boscardin, YS Park, MM Cuddy, SS Sebok-Syer
Advances in Health Sciences Education 25, 1057-1086, 2020
|The birth of a return to work policy for new resident parents in emergency medicine|
AJ Gordon, SS Sebok‐Syer, AM Dohn, R Smith‐Coggins, N Ewen Wang, ...
Academic Emergency Medicine 26 (3), 317-326, 2019
|Seeing things differently or seeing different things? Exploring raters’ associations of noncognitive attributes|
SS Sebok, MD Syer
Academic Medicine 90 (11), S50-S55, 2015
|Elucidating system‐level interdependence in electronic health record data: What are the ramifications for trainee assessment?|
SS Sebok‐Syer, R Pack, L Shepherd, A McConnell, AM Dukelow, ...
Medical Education 54 (8), 738-747, 2020
|Hawks, Doves and Rasch decisions: Understanding the influence of different cycles of an OSCE on students’ scores using Many Facet Rasch Modeling|
P Yeates, SS Sebok-Syer
Medical Teacher 39 (1), 92-99, 2017
|Seeing but not believing: Insights into the intractability of failure to fail|
A Gingerich, SS Sebok‐Syer, R Larstone, CJ Watling, L Lingard
Medical Education 54 (12), 1148-1158, 2020
|The Quality of Assessment of Learning (Qual) score: validity evidence for a scoring system aimed at rating short, workplace-based comments on trainee performance|
TM Chan, SS Sebok-Syer, C Sampson, S Monteiro
Teaching and Learning in Medicine 32 (3), 319-329, 2020