Editorial FoHPE Journal Vol 25.3

Baldry Currens, J. A., & Bithell, C. P. (2000). Clinical education: Listening to different perspectives. Physiotherapy, 86(12), 645–653. https://doi.org/10.1016/S0031-9406(05)61302-8

Brown, T., Williams, B., & Lynch, M. (2013). Relationship between clinical fieldwork educator performance and health professional students’ perceptions of their practice education learning environments. Nursing & Health Sciences, 15(4), 510–517. https://doi.org/10.1111/nhs.12065

Evans, G., Penman, M., & Thomson, K. (2024). Clinical educator expertise: A scoping review. The Clinical Teacher, 21(4), Article e13729. https://doi.org/10.1111/tct.13729

Gibson, S. J., Porter, J., Anderson, A., Bryce, A., Dart, J., Kellow, N., Meiklejohn, S., Volders, E., Young, A., & Palermo, C. (2019). Clinical educators’ skills and qualities in allied health: A systematic review. Medical Education, 53(5), 432–442. https://doi.org/10.1111/medu.13782

Gibson, S., & Palermo, C. (2020). Optimizing the role of clinical educators in health professional education. In D. Nestel, G. Reedy, L. McKenna, & S. Gough (Eds.), Clinical education for the health professions: Theory and practice (pp. 1–14). Springer. https://doi.org/10.1007/978-981-13-6106-7

Gild, M., Wong, J., Staples, N., & Schnitzler, M. (2024). Response to Zadow et al. “Dietitians’ perspective: Fostering momentum for planetary health change”. Focus on Health Professional Education: A Multi-Professional Journal, 25(1), 90–91. https://doi.org/10.11157/fohpe.v25i1.799

Jamieson, S., Hay, M., Gibson, S., & Palermo, C. (2021). Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study. Medical Teacher, 43(6), 709–717. https://doi.org/10.1080/0142159X.2021.1893678

Kilminster, S., & Jolly, B. (2000). Effective supervision in clinical practice settings: A literature review. Medical Education, 34(10), 827–840. https://doi.org/10.1046/j.1365-2923.2000.00758.x

O’Callaghan, C., Sandars, J., Brown, J., & Sherratt, C. (2024). The value of master’s degree programmes in health professions education: A scoping review. The Clinical Teacher, 21(4), Article e13758. https://doi.org/10.1111/tct.13758

Remedios, L., & Winkel, K. D. (2022). Editorial, Vol 23.1: Education for sustainable healthcare: Setting the educational agenda for our future. Focus on Health Professional Education: A Multi-Professional Journal, 23(1), i–v. https://doi.org/10.11157/fohpe.v23i1.641

Shakhovskoy, R., Dodd, N., Masters, N., New, K., Hamilton, A., Nash, G., Barr, N., George, K., Pelly, F., Reid, C., Taylor, J., & & Bogossian, F. (2022). Recommendations for the design of interprofessional education: Findings from a narrative scoping review. Focus on Health Professional Education: A Multi-Professional Journal, 23(4), 82–117. https://doi.org/10.11157/fohpe.v23i4.608

van Lankveld, T., Thampy, H., Cantillon, P., Horsburgh, J., & Kluijtmans, M. (2021). Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher, 43(2), 124–136. https://doi.org/10.1080/0142159X.2020.1838463