Matthew Sibbald

Biographic Data

ID	152528
NAME	Matthew Sibbald
GIVEN NAMES	Matthew
FAMILY NAME	Sibbald
SIGNATURE	SIBBALD M
AFFILIATIONS	McMaster University
ORCID	0000-0002-0022-2370
VERIFIED	Yes
TOTAL WORKS	21
TOTAL CITATIONS	1
AUTHOR COUNT	21
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2017
LATEST PUBLICATION YEAR	2025
H-INDEX	1

Professionalism lapses in health professions training
Open AccessMatthew Sibbald, Urmi Sheth et al.ARTICLEMedical Education2025
Transformational learning and professional identity formation in postgraduate competency‐based medical education
Open AccessJustin Chow, Lulwa Al‐Duaij et al.ARTICLEMedical Education2025
Understanding cultural dynamics shaping clinical reasoning skills
Open AccessDilmini Karunaratne, Matthew Sibbald et al.ARTICLEMedical Education2025
Our study examined the influence of national cultural predispositions on training medical professionals and doctor–patient dynamics using a dialogical approach, guided by Hofstede's framework. This framework provided valuable insights into how cultural tendencies shape the learning and application of clinical reasoning skills in different cultural contexts. We found that dimensions such as power distance and individualism versus collectivism sign…
Trainee selection of tasks in postgraduate medical education
Open AccessSarah Blissett, Emma Mensour et al.ARTICLEMedical Education2024
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
How workplace‐based assessments guide learning in postgraduate education
Open AccessLeslie Martin, Sarah Blissett et al.ARTICLEMedical Education2023
Challenges facing standardised patients representing equity‐deserving groups
Open AccessMatthew Sibbald, Matt Sibbald et al.ARTICLEMedical Education2023
We the system
Open AccessArden Azim, Matthew Sibbald et al.ARTICLEMedical Education2023
The authors encourage consideration of how medical education can enable "agency literate learners", those who are prepared to negotiate opportunities to improve the health system through clinical care, research, and learning
Developing the Virtual Resus Room
Sarah Foohey, Alim Nagji et al.ARTICLEAcademic Medicine2022
PROBLEM: Physical distancing restrictions during the COVID-19 pandemic led to the transition from in-person to online teaching for many medical educators. This report describes the Virtual Resus Room (VRR)-a free, novel, open-access resource for running collaborative online simulations. APPROACH: The lead author created the VRR in May 2020 to give learners the opportunity to rehearse their crisis resource management skills by working as a team to…
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…
The Role of Standardized Patient Programs in Promoting Equity, Diversity, and Inclusion
Derya Uzelli Yilmaz, Arden Azim et al.ARTICLEAcademic Medicine2022
PURPOSE: Integrating equity, diversity, and inclusion (EDI) in curricula for training health professionals is a frequent institutional goal. The use of standardized (or simulated) patient programs (SPPs) to support EDI in health sciences training is not well described. Here the authors present a theoretical model based on a synthesis of the literature for using SPPs in EDI training, along with a narrative review of the available literature. METHO…
Building a theoretical model for virtual interprofessional education
Open AccessArden Azim, Etri Kocaqi et al.ARTICLEMedical Education2022
Struggling with the logic of EPA frameworks
Open AccessMatthew Sibbald, Glenn RegehrARTICLEMedical Education2022
The authors provide a taxonomy of EPA frameworks, identifying 3 dominant lines of logic, and highlighting a fourth category of EPAs that do not lend themselves easily to entrustment ratings
Feedback from health professionals in postgraduate medical education
Open AccessAmy Miles, Shiphra Ginsburg et al.ARTICLEMedical Education2021
Translating outcome frameworks to assessment programmes
Open AccessWalter TAVARES, Paula Rowland et al.ARTICLEMedical Education2020
Worked examples for teaching electrocardiogram interpretation
Open AccessTerence Huy Thach, Sarah Blissett et al.ARTICLEMedical Education2020
Barking up the same tree? Lessons from workplace‐based assessment and digital badges
Open AccessLeslie Martin, Matthew SibbaldARTICLEMedical Education2020
Using Noyes et al.'s review of digital badges, Martin, Sibbald explore current realities that influence their potential by comparing badging with programmatic workplace‐based assessment in competency based medical education
The impact of entrustment assessments on feedback and learning
Open AccessLeslie Martin, Matthew Sibbald et al.ARTICLEMedical Education2020
Aha! Taking on the myth that simulation‐derived surprise enhances learning
Open AccessSandra Monteiro, Matthew SibbaldARTICLEMedical Education2020
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 …