Shiphra Ginsburg

Professor

University of Toronto Faculty of Medicine

Canada

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Professor Shiphra Ginsburg is a faculty member at the University of Toronto Temerty Faculty of Medicine in Canada. Her research focuses on utilizing artificial intelligence in qualitative data analysis, professionalism in medical education, and the dynamics between residents and supervisors. Recent publications include explorations of feedback-seeking behavior in educational settings and the impact of social discourse on the medical profession.

Articles (19)

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2025

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2022

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2022

Collaborators (19)

Karen Schultz

Professor

Queen's University

CANADA

Shiphra Ginsburg

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Articles (19)

Artificial Intelligence to Support Qualitative Data Analysis: Promises, Approaches, Pitfalls

Introducing the intruder paradox: “It's not the imposter syndrome, it's you don't want me in the field”

Struggling productively with professionalism: Swinging the pendulum between behaviors and identity

(Mis)Alignment in resident and advisor co‐regulated learning in competency‐based training

“I Think Many of Them Want to Appear to Have a Growth Mindset”: Exploring Supervisors’ Perceptions of Feedback-Seeking Behavior

“Praise in Public; Criticize in Private”: Unwritable Assessment Comments and the Performance Information That Resists Being Written

Qualitative Exploration of the #MeTooMedicine Online Discourse: “Holding Beacons of Light to Shine in the Corners They Are Hoping to Keep Dark”

Finding Medicine’s Moneyball: How Lessons From Major League Baseball Can Advance Assessment in Precision Education

Zoomification of medical education: can the rapid online educational responses to COVID-19 prepare us for another educational disruption? A scoping review

What does &ldquo;Timely&rdquo; Mean to Residents? Challenging Feedback Assumptions in Postgraduate Education

Anticipation or avoidance: internal medicine resident experiences performing invasive bedside procedures

Necessary but Insufficient and Possibly Counterproductive: The Complex Problem of Teaching Evaluations

“Patients Are the People Who Teach Me the Most”: Exploring the Development of Communication Skills During Internal Medicine Residency

‘For the most part it works’: Exploring how authors navigate peer review feedback

In Reply to Bohler et al

Supervising the senior medical resident: Entrusting the role, supporting the tasks

Patients' perspectives on medical students' professionalism: Blind spots and opportunities

Beyond the ratings: gender effects in written comments from clinical teaching assessments

Dressing the Part: Gender Differences in Residents’ Experiences of Feedback in Internal Medicine

Collaborators (19)

Karen Schultz

Christy Simpson

Anees Bahji

Ponn Mahayosnand

Ayelet Kuper

Jeffrey Cheung

Constance LeBlanc

Elif Bilgic

Jack Yuan

Jennifer Crotty

David Taylor

Dmitry Tumin

Paula Rowland

Vijithan Sugumar

Sean B Maurice

Alexander Singer

Sharla King

Vivian R Ramsden

Andrea Gingerich

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What does “Timely” Mean to Residents? Challenging Feedback Assumptions in Postgraduate Education