Jonathan Sherbino

Biographic Data

ID	152527
NAME	Jonathan Sherbino
GIVEN NAMES	Jonathan
FAMILY NAME	Sherbino
SIGNATURE	SHERBINO J
AFFILIATIONS	Royal College of Physicians and Surgeons of Canada
ORCID	0000-0003-0344-8057
VERIFIED	Yes
TOTAL WORKS	19
TOTAL CITATIONS	1
WORKS AS AUTHOR	19
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	2010
LATEST PUBLICATION YEAR	2026
H-INDEX	1

Mixed up
Open AccessJonathan Sherbino, Mark Lee et al.ARTICLEAdvances in Health Sciences…2026
Everybody hurts
Open AccessLara Varpio, Linda Snell et al.ARTICLEMedical Education2026
The peer review process supports authors by providing feedback on manuscripts from external, expert readers. However, not all reviews are supportive. Some reviews are just painful. But just how painful are they? In this study, we set out to validate a matrix describing the levels of pain authors experience in response to the sting of peer reviewer comments. The study was carried out in two phases. In Phase 1, we developed a matrix combining two s…
When I say … intuition
Open AccessThierry Pelaccia, Jonathan Sherbino et al.ARTICLEMedical Education2025
In this “When I Say...”, Pelaccia et al. deconstruct three common representations of intuition and its role in diagnostic reasoning in medicine
Is There a Problem With Evidence in Health Professions Education
Open AccessRachel Ellaway, Bridget C OʼBrien et al.ARTICLEAcademic Medicine2024
What constitutes evidence, what value evidence has, and how the needs of knowledge producers and those who consume this knowledge might be better aligned are questions that continue to challenge the health sciences. In health professions education (HPE), debates on these questions have ebbed and flowed with little sense of resolution or progress. In this article, the authors explore whether there is a problem with evidence in HPE using thought ex…
Demonstrating causality, bestowing honours, and contributing to the arms race
Open AccessLara Varpio, Jonathan SherbinoARTICLEMedical Education2024
As the field of health professions education (HPE) continues to evolve, it is necessary to occasionally pause and reflect on the potential effects and outcomes of our research practices. While future‐casting does not guarantee that impending negative consequences will be evaded, the exercise can help us avoid pitfalls. In this paper, we reflect on two terms that have taken hold as powerful idols in HPE research that stand above questioning and ap…
The influence of viewing time on visual diagnostic accuracy
Open AccessSandra Monteiro, Jonathan Sherbino et al.ARTICLEMedical Education2024
Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam
Open AccessMatthew Sibbald, Debra Pugh et al.ARTICLEMedical Education2023
Leads+ Developmental Model
Open AccessSandra Ramelli, Sarrah Lal et al.ARTICLEMedical Education2023
Intrinsic or Invisible? An Audit of CanMeds Roles in Entrustable Professional Activities
Andrew B LoGiudice, Matthew Sibbald et al.ARTICLEAcademic Medicine2022
PURPOSE: Postgraduate medical education in Canada has quickly transformed to a competency-based model featuring new entrustable professional activities (EPAs) and associated milestones. It remains unclear, however, how these milestones are distributed between the central medical expert role and 6 intrinsic roles of the larger CanMEDS competency framework. A document review was thus conducted to measure how many EPA milestones are classified under…
Supported Independence
Jonathan S Ilgen, Anique B H De Bruin et al.ARTICLEAcademic Medicine2021
PURPOSE: Safe and effective supervised practice requires a negotiated partnership between trainees and their supervisors. Substantial work has explored how supervisors make judgments about trainees' readiness to safely engage in critical professional activities, yet less is known about how trainees leverage the support of supervisors when they perceive themselves to be at the limits of their abilities. The purpose of this study is to explore how …
Skeptical self‐regulation
Open AccessJonathan S Ilgen, Glenn Regehr et al.ARTICLEMedical Education2021
Independent and Interwoven
Jeffrey Riddell, Lynne Robins et al.ARTICLEAcademic Medicine2020
PURPOSE: Educational podcasts are an increasingly popular platform for teaching and learning in health professions education. Yet it remains unclear why residents are drawn to podcasts for educational purposes, how they integrate podcasts into their broader learning experiences, and what challenges they face when using podcasts to learn. METHOD: The authors used a constructivist grounded theory approach to explore residents' motivations and liste…
A Signal Through the Noise
Scott Odorizzi, Warren J Cheung et al.ARTICLEAcademic Medicine2020
PURPOSE: To characterize how professionalism concerns influence individual reviewers' decisions about resident progression using simulated competence committee (CC) reviews. METHOD: In April 2017, the authors conducted a survey of 25 Royal College of Physicians and Surgeons of Canada emergency medicine residency program directors and senior faculty who were likely to function as members of a CC (or equivalent) at their institution. Participants t…
It’s a Marathon, Not a Sprint
Andrew K Hall, Jessica Rich et al.ARTICLEAcademic Medicine2020
PURPOSE: Despite the broad endorsement of competency-based medical education (CBME), myriad difficulties have arisen in program implementation. The authors sought to evaluate the fidelity of implementation and identify early outcomes of CBME implementation using Rapid Evaluation to facilitate transformative change. METHOD: Case-study methodology was used to explore the lived experience of implementing CBME in the emergency medicine postgraduate p…
A Core Components Framework for Evaluating Implementation of Competency-Based Medical Education Programs
Elaine Van Melle, Jason R Frank et al.ARTICLEAcademic Medicine2019
PURPOSE: The rapid adoption of competency-based medical education (CBME) provides an unprecedented opportunity to study implementation. Examining "fidelity of implementation"-that is, whether CBME is being implemented as intended-is hampered, however, by the lack of a common framework. This article details the development of such a framework. METHOD: A two-step method was used. First, a perspective indicating how CBME is intended to bring about c…
Examining the Influence of Context and Professional Culture on Clinical Reasoning Through Rhetorical-Narrative Analysis
Open AccessAmanda Peters, A M Peters et al.ARTICLEQualitative Health Research2017Cited by: 1References: 42
According to the dual process model of reasoning, physicians make diagnostic decisions using two mental systems: System 1, which is rapid, unconscious, and intuitive, and System 2, which is slow, rational, and analytical. Currently, little is known about physicians' use of System 1 or intuitive reasoning in practice. In a qualitative study of clinical reasoning, physicians were asked to tell stories about times when they used intuitive reasoning …
Competency-based medical education
Jason R Frank, Linda Snell et al.ARTICLEMedical Teacher2010
Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership - the International CBME Collaborators - to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of revi…
The role of assessment in competency-based medical education
Eric S Holmboe, Jonathan Sherbino et al.ARTICLEMedical Teacher2010
Competency-based medical education (CBME), by definition, necessitates a robust and multifaceted assessment system. Assessment and the judgments or evaluations that arise from it are important at the level of the trainee, the program, and the public. When designing an assessment system for CBME, medical education leaders must attend to the context of the multiple settings where clinical training occurs. CBME further requires assessment processes …
A national clinician–educator program
Open AccessJonathan Sherbino, Linda Snell et al.ARTICLEMedical Education Online2010
Our described experience of a social reorganization - a community of practice - suggests that the organizational and educational benefits of a national clinician-educator program are not theoretical, but real

Competency-based medical education
Jason R Frank, Linda Snell et al.ARTICLEMedical Teacher2010
Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership - the International CBME Collaborators - to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of revi…
The role of assessment in competency-based medical education
Eric S Holmboe, Jonathan Sherbino et al.ARTICLEMedical Teacher2010
Competency-based medical education (CBME), by definition, necessitates a robust and multifaceted assessment system. Assessment and the judgments or evaluations that arise from it are important at the level of the trainee, the program, and the public. When designing an assessment system for CBME, medical education leaders must attend to the context of the multiple settings where clinical training occurs. CBME further requires assessment processes …
A national clinician–educator program
Open AccessJonathan Sherbino, Linda Snell et al.ARTICLEMedical Education Online2010
Our described experience of a social reorganization - a community of practice - suggests that the organizational and educational benefits of a national clinician-educator program are not theoretical, but real
Examining the Influence of Context and Professional Culture on Clinical Reasoning Through Rhetorical-Narrative Analysis
Open AccessAmanda Peters, A M Peters et al.ARTICLEQualitative Health Research2017Cited by: 1References: 42
According to the dual process model of reasoning, physicians make diagnostic decisions using two mental systems: System 1, which is rapid, unconscious, and intuitive, and System 2, which is slow, rational, and analytical. Currently, little is known about physicians' use of System 1 or intuitive reasoning in practice. In a qualitative study of clinical reasoning, physicians were asked to tell stories about times when they used intuitive reasoning …
A Core Components Framework for Evaluating Implementation of Competency-Based Medical Education Programs
Elaine Van Melle, Jason R Frank et al.ARTICLEAcademic Medicine2019
PURPOSE: The rapid adoption of competency-based medical education (CBME) provides an unprecedented opportunity to study implementation. Examining "fidelity of implementation"-that is, whether CBME is being implemented as intended-is hampered, however, by the lack of a common framework. This article details the development of such a framework. METHOD: A two-step method was used. First, a perspective indicating how CBME is intended to bring about c…
Independent and Interwoven
Jeffrey Riddell, Lynne Robins et al.ARTICLEAcademic Medicine2020
PURPOSE: Educational podcasts are an increasingly popular platform for teaching and learning in health professions education. Yet it remains unclear why residents are drawn to podcasts for educational purposes, how they integrate podcasts into their broader learning experiences, and what challenges they face when using podcasts to learn. METHOD: The authors used a constructivist grounded theory approach to explore residents' motivations and liste…
A Signal Through the Noise
Scott Odorizzi, Warren J Cheung et al.ARTICLEAcademic Medicine2020
PURPOSE: To characterize how professionalism concerns influence individual reviewers' decisions about resident progression using simulated competence committee (CC) reviews. METHOD: In April 2017, the authors conducted a survey of 25 Royal College of Physicians and Surgeons of Canada emergency medicine residency program directors and senior faculty who were likely to function as members of a CC (or equivalent) at their institution. Participants t…
It’s a Marathon, Not a Sprint
Andrew K Hall, Jessica Rich et al.ARTICLEAcademic Medicine2020
PURPOSE: Despite the broad endorsement of competency-based medical education (CBME), myriad difficulties have arisen in program implementation. The authors sought to evaluate the fidelity of implementation and identify early outcomes of CBME implementation using Rapid Evaluation to facilitate transformative change. METHOD: Case-study methodology was used to explore the lived experience of implementing CBME in the emergency medicine postgraduate p…
Supported Independence
Jonathan S Ilgen, Anique B H De Bruin et al.ARTICLEAcademic Medicine2021
PURPOSE: Safe and effective supervised practice requires a negotiated partnership between trainees and their supervisors. Substantial work has explored how supervisors make judgments about trainees' readiness to safely engage in critical professional activities, yet less is known about how trainees leverage the support of supervisors when they perceive themselves to be at the limits of their abilities. The purpose of this study is to explore how …
Skeptical self‐regulation
Open AccessJonathan S Ilgen, Glenn Regehr et al.ARTICLEMedical Education2021
Intrinsic or Invisible? An Audit of CanMeds Roles in Entrustable Professional Activities
Andrew B LoGiudice, Matthew Sibbald et al.ARTICLEAcademic Medicine2022
PURPOSE: Postgraduate medical education in Canada has quickly transformed to a competency-based model featuring new entrustable professional activities (EPAs) and associated milestones. It remains unclear, however, how these milestones are distributed between the central medical expert role and 6 intrinsic roles of the larger CanMEDS competency framework. A document review was thus conducted to measure how many EPA milestones are classified under…
Does allowing access to electronic differential diagnosis support threaten the reliability of a licensing exam
Open AccessMatthew Sibbald, Debra Pugh et al.ARTICLEMedical Education2023
Leads+ Developmental Model
Open AccessSandra Ramelli, Sarrah Lal et al.ARTICLEMedical Education2023
Is There a Problem With Evidence in Health Professions Education
Open AccessRachel Ellaway, Bridget C OʼBrien et al.ARTICLEAcademic Medicine2024
What constitutes evidence, what value evidence has, and how the needs of knowledge producers and those who consume this knowledge might be better aligned are questions that continue to challenge the health sciences. In health professions education (HPE), debates on these questions have ebbed and flowed with little sense of resolution or progress. In this article, the authors explore whether there is a problem with evidence in HPE using thought ex…
Demonstrating causality, bestowing honours, and contributing to the arms race
Open AccessLara Varpio, Jonathan SherbinoARTICLEMedical Education2024
As the field of health professions education (HPE) continues to evolve, it is necessary to occasionally pause and reflect on the potential effects and outcomes of our research practices. While future‐casting does not guarantee that impending negative consequences will be evaded, the exercise can help us avoid pitfalls. In this paper, we reflect on two terms that have taken hold as powerful idols in HPE research that stand above questioning and ap…
The influence of viewing time on visual diagnostic accuracy
Open AccessSandra Monteiro, Jonathan Sherbino et al.ARTICLEMedical Education2024
When I say … intuition
Open AccessThierry Pelaccia, Jonathan Sherbino et al.ARTICLEMedical Education2025
In this “When I Say...”, Pelaccia et al. deconstruct three common representations of intuition and its role in diagnostic reasoning in medicine
Mixed up
Open AccessJonathan Sherbino, Mark Lee et al.ARTICLEAdvances in Health Sciences…2026
Everybody hurts
Open AccessLara Varpio, Linda Snell et al.ARTICLEMedical Education2026
The peer review process supports authors by providing feedback on manuscripts from external, expert readers. However, not all reviews are supportive. Some reviews are just painful. But just how painful are they? In this study, we set out to validate a matrix describing the levels of pain authors experience in response to the sting of peer reviewer comments. The study was carried out in two phases. In Phase 1, we developed a matrix combining two s…