Sandra Jarvis-Selinger

For a full set of publications, please click here.

COVID as a catalyst: medical student perspectives on professional identity formation during the COVID-19 pandemic

Williams-Yuen J, Shunmugam M, Smith H, Jarvis-Selinger S, Hubinette M. COVID as a catalyst: medical student perspectives on professional identity formation during the COVID-19 pandemic. Canadian Medical Education Journal/Revue canadienne de l’éducation médicale. 2022;13(3):13-21.

Posted in Learner Perspectives on Health Professions Education, Professional Identity | Tagged with , ,

A systems-based practice curriculum in orthopaedics successes and challenges moving forward

Hacken B, Jarvis-Selinger SS, Armstrong AD, Black S, Pratt D, Black KP. A systems-based practice curriculum in orthopaedics: successes and challenges moving forward. JBJS. 2019 Jan 2;101(1):e2.

Posted in Social Responsiveness | Tagged with ,

The matrix: moving from principles to pragmatics in medical school curriculum renewal

Jarvis-Selinger S, Hubinette M. The matrix: moving from principles to pragmatics in medical school curriculum renewal. Academic Medicine. 2018 Oct 1;93(10):1464-1471.

Posted in Curriculum Issues | Tagged with ,

Sustaining health education research programs in aboriginal communities

Wisener K, Shapka J, Jarvis-Selinger S. Sustaining health education research programs in Aboriginal communities. Global health promotion. 2017 Sep;24(3):49-58.

Posted in Reflections on Scholarship | Tagged with ,

Planning to avoid troubResidents’ views of the role of classroom-based learning in graduate medical education through the lens of academic half daysle in the operating room: experts’ formulation of the preoperative plan

Chen LY, McDonald JA, Pratt DD, Wisener KM, Jarvis-Selinger S. Residents’ views of the role of classroom-based learning in graduate medical education through the lens of academic half days. Academic Medicine. 2015 Apr 1;90(4):532-538.

Posted in Classroom Based Learning | Tagged with , ,

I feel disconnected: learning technologies in resident education

Armstrong AD, Jarvis-Selinger S. I feel disconnected: learning technologies in resident education. Instructional Course Lectures. 2013 Jan 1;62:577-586.

Posted in Technology Enabled Learning | Tagged with

Resident education in the systems-based practice competency

Roberts SM, Jarvis-Selinger S, Pratt DD, Lucking RJ, Black KP. Resident education in the systems-based practice competency. Instructional Course Lectures. 2013 Jan 1;62:571-577.

Posted in Social Responsiveness | Tagged with ,

Technology-enabled academic detailing: Computer-mediated education between pharmacists and physicians for evidence-based prescribing

Ho K, Nguyen A, Jarvis-Selinger S, Lauscher HN, Cressman C, Zibrik L. Technology-enabled academic detailing: computer-mediated education between pharmacists and physicians for evidence-based prescribing. International Journal of Medical Informatics. 2013 Sep 1;82(9):762-771.

Posted in Interprofessional Care and Training, Professional as Learner (CPD), Technology Enabled Learning | Tagged with ,

Implementation and evaluation of a novel research education rotation for royal college of physicians and surgeons emergency medicine residents

Abu-Laban RB, Jarvis-Selinger S, Newton L, Chung B. Implementation and evaluation of a novel research education rotation for Royal College of Physicians and Surgeons emergency medicine residents. Canadian Journal of Emergency Medicine. 2013 Jul;15(4):233-236.

Posted in Classroom Based Learning | Tagged with ,

Competency Is Not Enough: Integrating Identity Formation Into the Medical Education Discourse

Jarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity formation into the medical education discourse. Academic medicine. 2012 Sep 1;87(9):1185-1190.

Posted in Professional Identity, Professional Values, Choices and Identity | Tagged with , ,