Sondra Zabar

Biographic Data

ID7719625
NAMESondra Zabar
GIVEN NAMESSondra
FAMILY NAMEZabar
SIGNATUREZABAR S
AFFILIATIONSNYU Grossman School of Medicine
ORCID0000-0002-9223-1898
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS0
AUTHOR COUNT11
EDITOR COUNT0
FIRST PUBLICATION YEAR2005
LATEST PUBLICATION YEAR2024
H-INDEX0

  • Diversity and Inclusion Through Collaboration

    Open AccessChristian Torres, David Morales et al.ARTICLEAcademic Medicine2024

    Discrimination toward trainees is a pervasive problem, with surveys showing it is often perpetrated by patients. For several years, residents and faculty in an internal medicine residency have participated in a workshop offering a framework for responding to discriminatory behavior by patients. As part of a larger effort to reinforce this teaching and promote an inclusive environment, the authors pursued a multipronged simulation curriculum that …

  • Are Incoming Interns Prepared for Patient Safety? New York University Grossman School of Medicine 5-Year Experience

    Open AccessChristine P Beltran, Deepak Pradhan et al.ARTICLEAcademic Medicine2023

    Purpose: Transitioning to residency is a stressful time in the life of a new physician as they bear significantly increased patient care responsibilities. Additionally, faculty and hospital administrators share concerns regarding resident preparedness and patient safety during this transition.1 To address resident and faculty concerns and to help establish a shared mental model around patient safety, New York University Grossman School of Medicin…

  • Observing and Assessing Competence in Evidence-Based Medicine in Graduating Medical Students

    Open AccessJoey Nicholson, Tavinder K Ark et al.ARTICLEAcademic Medicine2023

    Purpose: The ability to form clinical questions and retrieve evidence to advance patient care is a foundational Entrustable Professional Activity (EPA) integral to the practice of evidence-based medicine (EBM). In addition to improving patient care, the ability to formulate questions and locate evidence is an essential skill for meeting lifelong learning goals.1 The assessment of EPA 7 may be suboptimal for several reasons including suboptimal ro…

  • Understanding medical student paths to communication skills expertise using latent profile analysis

    Lisa Altshuler, Jeffrey A Wilhite et al.ARTICLEMedical Teacher2023

    PURPOSE: To describe patterns of clinical communication skills that inform curriculum enhancement and guide coaching of medical students. MATERIALS AND METHODS: Performance data from 1182 consenting third year medical students in 9 cohorts (2011-2019), on a 17-item Clinical Communication Skills Assessment Tool (CCSAT) completed by trained Standardized Patients as part of an eight case high stakes Comprehensive Clinical Skills Exam (CCSE) were ana…

  • Using Latent Profile Analysis to Describe and Understand Medical Student Paths to Communication Skills Expertise

    Lisa Altshuler, Tavinder K Ark et al.ARTICLEAcademic Medicine2022

    Despite the importance of communication skills, the skills of graduating medical students vary widely. Identification of patterns of communication skills development among medical students could guide coaching of all students toward mastery. For the past 13 years at the NYU Grossman School of Medicine, students have been required to pass a Comprehensive Clinical Skills Exam (CCSE) administered at the end of required clinical rotations. Consistent…

  • Assigning Online Educational Modules Before Orientation Increases Interns’ Level of Readiness for Internship

    Lynn Buckvar-Keltz, Jeffrey Manko et al.ARTICLEAcademic Medicine2022

    Transitioning to residency is a stressful time in the life of a new physician as they bear significantly increased patient care responsibilities. Program directors and hospital administrators responsible for patient safety also share concerns regarding resident preparedness. 1 For the past 5 years, NYU Grossman School of Medicine has been providing incoming interns with e-learning modules before commencing their residency as a means of addressing…

  • Addressing diversity, equity, and inclusion through simulation center education resources

    Open AccessBrielle Blatt, Kathleen Allen et al.ARTICLEMedical Education2022

  • Bridging the Gap from Student to Doctor

    Open AccessAbigail Ford Winkel, Colleen Gillespie et al.ARTICLEMedical Education Online2022

    The faculty development program was feasible and had good acceptance among participants. Faculty were well-suited to serve as coaches and valued the coaching mindset. Adequate skills reinforcement and program structure were identified as needs to facilitate a coaching program in graduate medical education

  • Self-assessment and goal-setting is associated with an improvement in interviewing skills

    Open AccessKathleen Hanley, Sondra Zabar et al.ARTICLEMedical Education Online2014

    In general, the quality of students' SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mas…

  • Using Bedside Rounds to Teach Communication Skills in the Internal Medicine Clerkship

    Open AccessRegina Janicik, Adina Kalet et al.ARTICLEMedical Education Online2007

    The curriculum appears to be a successful way to reinforce core communication skills and practice common challenging situations students encounter during the Internal Medicine Clerkship

  • Clever Nihilism

    Open AccessChris Meserve, Adina Kalet et al.ARTICLEMedical Education Online2005

    Evidence-based medicine (EBM) educators are often confronted with learners who use their new critical appraisal skills to dismiss much of the medical literature. Does this cynical attitude of "clever nihilism" affect educational outcomes, such that educators need to tailor their curricula to these learners? The authors proposed that this critical skepticism may be an intermediate developmental stage for EBM learners as they progress from "naïve e…