Robert Sternszus

Biographic Data

ID9598332
NAMERobert Sternszus
GIVEN NAMESRobert
FAMILY NAMESternszus
SIGNATURESTERNSZUS R
AFFILIATIONSDepartment of Pediatrics & Institute of Health Sciences Education McGill University Montreal Quebec Canada
ORCID0000-0001-8115-5490
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS0
WORKS AS AUTHOR5
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Role boundaries and complex health systems

    Open AccessRichard L Cruess, Robert SternszusARTICLEMedical Education2026

    Health professions practice is becoming increasingly complex with a rapid growth in knowledge and technology, as well as increasing specialization and sub‐specialization within and between health professions. This has resulted in a blurring of the lines of expertise and professional responsibility in health care delivery. In addition, instability in the funding and regulation of education, research and health care has resulted in frequent shifts …

  • 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

  • Medical competence as a multilayered construct

    Open AccessOlle ten Cate, Natasha Khursigara‐Slattery et al.ARTICLEMedical Education2024

  • Engaging Retired Physicians as Educators

    Laurie H Plotnick, Robert Sternszus et al.ARTICLEAcademic Medicine2022

    PURPOSE: Physician retirement has important impacts on medical learners as well as retiring physicians themselves. Retiring physicians take with them a wealth of knowledge, wisdom, and expertise and can feel a loss of identity, lack of fulfillment, and reduced social connectedness after leaving the institution. To address this, a novel educational program providing retired physicians with renewed educational roles was implemented in 2018 within a…

  • Clinical Teachers’ Perceptions of Their Role in Professional Identity Formation

    Robert Sternszus, J Donald Boudreau et al.ARTICLEAcademic Medicine2020

    PURPOSE: A fundamental goal of medical education is supporting learners in forming a professional identity. While it is known that learners perceive clinical teachers to be critically important in this process, the latter's perspective is unknown. This study sought to understand how clinical teachers perceive their influence on the professional identity formation of learners. METHOD: In 2017, a research assistant conducted 16 semistructured inter…