Shelley Ross

Professor

University of Alberta

Canada

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Professor Shelley Ross is a faculty member at the University of Alberta, Canada. Her research focuses on educational continuity and assessment within family medicine, the integration of social cognitive career theory in medical education, and the impact of generative artificial intelligence on adaptive expertise. Recent publications include explorations of competency-based medical education and the development of context-specific assessment tools for community-based educators.

Articles (14)

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2025

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2025

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2025

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2024

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2023

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2023

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2023

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2022

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2022

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2022

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2022

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2021

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2021

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2021

Collaborators (10)

Samantha Stasiuk

Assistant Professor

Dalhousie University Faculty of Medicine

CANADA

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Anna Oswald

CANADA

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Jill Konkin

CANADA

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Rosslynn T. Zulla

University of Calgary

CANADA

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Karen E. Hauer

University of California San Francisco School of Medicine

UNITED STATES

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Arvin Damodaran

Associate Professor

UNSW Sydney

AUSTRALIA

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Sanja Kostov

Associate Professor

University of Alberta

CANADA

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Stanley Hamstra

Professor

University of Toronto

CANADA

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Ann Lee

Associate Professor

University of Alberta

CANADA

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Zeenat Ladak

University of Toronto

CANADA

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Shelley Ross

Research Interests

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Contact this professor

About

Articles (14)

Continuity interrupted: exploring discontinuity of education and mitigation strategies in family medicine

Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning

Examining the effect of a Mini Med School using social cognitive career theory

Becoming adaptive experts in an era of rapid advances in generative artificial intelligence

Response to: Letter to the Editor about ‘Making sense of competency-based medical education’

Designing a User-Friendly Context-Specific Assessment Tool for Community-Based Teachers

Rubric invites discussions of social determinants of health

Making sense of adaptive expertise for frontline clinical educators: a scoping review of definitions and strategies

Using Learning Analytics to Examine Differences in Assessment Forms From Continuous Versus Episodic Supervisors of Family Medicine Residents

Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review

Development of and Preliminary Validity Evidence for the EFeCT Feedback Scoring Tool

Relationships, continuity and time in health professions education

Clarifying essential terminology in entrustment

Growth mindset in competency-based medical education

Collaborators (10)

Samantha Stasiuk

Anna Oswald

Jill Konkin

Rosslynn T. Zulla

Karen E. Hauer

Arvin Damodaran

Sanja Kostov

Stanley Hamstra

Ann Lee

Zeenat Ladak

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