Editorial, Vol 24.4: Health professional education as a game of “whack-a-mole”: Can we ever claim that the work is done?

Elizabeth Molloy; Margaret Bearman

doi:10.11157/fohpe.v24i4.790

Editorial, Vol 24.4: Health professional education as a game of “whack-a-mole”: Can we ever claim that the work is done?

Authors

Elizabeth Molloy The University of Melbourne, Australia
Margaret Bearman Deakin University, Australia

DOI:

https://doi.org/10.11157/fohpe.v24i4.790

References

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

Clement, T., Bolton, J., Griffiths, L., Cracknell, C., & Molloy, E. (2022). “Noticing” in health professions education: Time to pay attention? Medal Education, 57(4), 305–314. https://doi.org/10.1111/medu.14978

Trakakis, N. (2007). An epistemically distant God? A critique of John Hick's response to the problem of divine hiddenness. The Heythrop Journal, 48(2), 214–226. https://doi.org/10.1111/j.1468-2265.2007.00313.x

Mason, J. (2002). Researching your own practice: The discipline of noticing. Routledge. https://doi.org/10.4324/9780203471876

Noble, C., Sly, C., Collier, L., Armit, L., Hilder, J., & Molloy, E. (2019). “It’s yours to take”: Generating learner feedback literacy in the workplace. Advances in Health Sciences Education, 25(1), 55–74. https://doi.org/10.1007/s10459-019-09905-5

Downloads

Published

2023-12-12

How to Cite

Molloy, E., & Bearman, M. (2023). Editorial, Vol 24.4: Health professional education as a game of “whack-a-mole”: Can we ever claim that the work is done?. Focus on Health Professional Education: A Multi-Professional Journal, 24(4), i-iv. https://doi.org/10.11157/fohpe.v24i4.790