Dr. Shelley Ross, PhD, MCFP (Hon)
Professor, Department of Family Medicine, University of Alberta
I am a Professor in the Department of Family Medicine at the University of Alberta, where my research and leadership roles are in the area of health professions education research. My main research program focus is examining and developing best practices in teaching and assessment, including competency-based education and assessment. I do international consultation work in this area, in addition to work with the College of Family Physicians of Canada, the Royal College of Physicians and Surgeons of Canada, and the Medical Council of Canada.
I am proud to be one of the developers of CBAS (the Competency-Based Achievement System), a leading approach to competency-based assessment. I have been invited to speak about CBAS across Canada and the United States, as well as in Ireland, England, and China.
You can contact me at: sross@ualberta.ca
Research Interests
While my research spans multiple areas of health professions education, my main program of research focuses on competency-based assessment, from the perspective of assessment for learning. The work I have contributed to in developing and evaluating the Competency-Based Achievement System (CBAS) has been recognized across North America and the United Kingdom. In Canada, the Medical Council of Canada recommends CBAS as a tool for practice-readiness assessments of internationally-trained physicians. Further, the competency framework of Sentinel Habits (also developed by the CBAS team) is included in the Medical Council of Canada competency assessment recommendations. This far-reaching application of CBAS across disciplines within medical education in Canada has been significant. In addition, CBAS tools have been included in the Residency Assessment Toolkit of the Society for Teachers of Family Medicine in the United States.
Recent Publications
Hamza DM, Hauer KE, Oswald A, van Melle E, Ladake Z, Zuna I, Assefa MK, Pelletier GN, Sebastianski M, Keto-Lambert D, Ross S. Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78. Medical Teacher 2023. Online ahead of print January 20 DOI:10.1080/0142159X.2023.2168525'm a paragraph. Click here to add your own text and edit me. It's easy.
Ross S, Lawrence K, Bethune C, van der Goes T, Pélissier-Simard L, Donoff M, Crichton T, Laughlin T, Dhillon K, Potter M, Schultz K. Development, implementation, and meta-evaluation of a national approach to programmatic assessment in family medicine residency training. Academic Medicine 2023; 98(2):188-198 DOI 10.1097/ACM.0000000000004750
Cupido N, Ross S, Lawrence K, Bethune C, Fowler N, Hess B, van der Goes T, Schultz K. Making sense of adaptive expertise for frontline clinical educators: A scoping review of definitions and strategies. Advances in Health Sciences Education (in press). Early online October 27, 2022. 10.1007/s10459-022-10176-w
Lee A, Donoff C, Ross S. Using learning analytics to examine differences in assessment forms completed by continuous versus episodic supervisors. J Grad Med Educ (2022) 14 (5): 606–612.
Lee JR, Ross S. A comparison of resident-completed and preceptor-completed formative workplace-based assessments in a competency-based medical education program. Fam Med. 2022;54(8):599-605.
DOI: 10.22454/FamMed.2022.854689