Roberts-MacDonald M, Razack S. Navigating social distance in foundational clinical encounters: Understanding medical students’ early experiences with diverse patients. Medical Teacher. 2018;40(9):934-943.
Whyte S, Paradis E, Cartmill C, Kuper A, Boon H, Hart C, Razack S, Pipher M, Whitehead CM. Misalignment of purpose and power in an early Canadian interprofessional education initiative. Advances in Health Sciences Education. 2017;22(5):1123-49.
Kumagai A, Jackson B, Razack S. Cutting Close to the Bone: Student Trauma, Free Speech, and Institutional Responsibility in Medical Education. Academic Medicine. 2017:92(3):318-23.
Young M, Thomas A, Varpio L, Razack S, Hanson MD, Slade S, Dayem K, McKnight DJ. Facilitating admissions of diverse students: A six-point, evidence-informed framework for pipeline and program development. Perspectives on Medical Education. 2017;86(2): 82-90.
Thomas A, Young M, Mazer B, Lubarsky S, Razack S. Reliability and validity of the multiple mini interview (MMI) for admissions to an occupational therapy professional program. British Journal of Occupational Therapy. 2017;80(9):558-67.
Razack S. The Personal Calculus of Moral Reasoning and Identity in Global Health Professions Work. Canadian Medical Association Journal. 2017;8(2):e90-e94.
Razack S: Fairness and student selection: The case for mandatory air quotes. Medical Education. 2016;50(6):600-602.
Thomas A, Young ME, Mazer BL, Lubarsky SE, Razack SI. Candidates’ and interviewers’ perceptions of multiple-mini interviews for admission to an occupational therapy professional program. Occupational Therapy in Health Care. 2015;29(2):186-200.
S Razack, B Hodges, Y Steinert, M Maguire. Seeking Inclusion in an Exclusive Process: Discourses of Student Selection for Medical School. Medical Education. 2015;49(1):36-47.
Carnevale F, Macdonald ME, Razack S, Steinert Y. Promoting Cultural Awareness: A Faculty Development Workshop on Cultural Competency. Canadian Journal of Nursing Research. 2015;47(2):18-40.