Saleem Razack

Dados Biográficos

ID3886977
NOMESaleem Razack
PRENOMESSaleem
SOBRENOMERazack
ASSINATURARAZACK S
AFILIAÇÕESS. Razack is professor of pediatrics and member, Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada
ORCID0000-0002-4834-4289
VERIFICADOSim
TOTAL DE OBRAS9
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR9
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2021
ANO MAIS RECENTE DE PUBLICAÇÃO2025
ÍNDICE H0

  • Core Competencies for Students Entering Medical School

    Cheryl Holmes, Cheryl L Holmes et al.ARTICLEAcademic Medicine2025

    A socially accountable physician workforce must include disabled learners and providers. However, current Canadian Technical Standards (TS) for medical school admissions create barriers to their inclusion. These standards overlook advances in assistive technology, universal design, evolving inclusion practices, and legal protections. Replacing the TS required consensus, but traditional methods of achieving consensus on disability inclusion risk r…

  • The violence of curriculum

    Open AccessSaleem Razack, Lisa Richardson et al.ARTICLEMedical Education2025

  • In EPAs we trust, is quality and safety a must? A cross-specialty analysis of entrustable professional activity guides

    Open AccessAllison Brown, Julie La et al.ARTICLEMedical Teacher2025

    PURPOSE: The inclusion of quality improvement (QI) and patient safety (PS) into CanMEDS reflects an expectation that graduating physicians are competent in these areas upon training completion. To ensure that Canadian postgraduate specialty training achieves this, the translation of QI/PS competencies into training standards as part of the implementation of competency-based medical education requires special attention. METHODS: We conducted a cro…

  • Critically re‐examining professional norms

    Open AccessRobert Sternszus, Linda Snell et al.ARTICLEMedical Education2024

    'Are physicians who they ought to be?' This commentary advocates for a critical re‐examination of what is at the core of being a physician via a process of inclusive co‐construction

  • Stakeholder Perspectives on Retention Strategies for Rehabilitation Professionals

    Open AccessSusanne Mak, Matthew Hunt et al.ARTICLEQualitative Health Research2024Referências: 29

    There is a scarcity of health human resources worldwide. In occupational therapy (OT), physical therapy (PT), and speech-language pathology (S-LP), attrition and retention issues amplify this situation and contribute to the precarity of health systems. Therefore, we aimed to investigate retention strategies for rehabilitation professionals in Quebec. We present an analysis from individual interviews with rehabilitation professionals and focus gro…

  • Codesigning Policy-Based Solutions to Discrimination and Harassment in Academic Medicine

    Open AccessJaveed Sukhera, Helly Goez et al.ARTICLEAcademic Medicine2023

    Academic medicine institutions have historically employed policies as a means to tackle various types of discrimination and harassment within educational and professional settings, thereby affirming their dedication to promoting diversity, equity, and inclusion. However, the implementation and effectiveness of policies are constrained by limitations, including a lack of awareness and barriers to reporting. Due to concerns about accountability and…

  • Embedding anti-racism in Schools of Public Health

    Open AccessAnanya Banerjee, Amy Tan et al.ARTICLECanadian Journal of Public Health2023Referências: 27

  • When I say … privilege

    Open AccessJennifer Cleland, Saleem RazackARTICLEMedical Education2021

    In the latest instalment of “When I Say...” Cleland and Razack argue it is time for medical education to acknowledge its complicit participation in socially constructed privilege and systemic inequalities and commit to change

  • ‘Meritocracy’ and ‘fairness’ in medical student selection

    Open AccessSaleem RazackARTICLEMedical Education2021

    Razack compares the discourse of widening access in the UK and Australia, raising incisive questions about the nature of meritocracy and constructs of fairness in student selection