Vol. 24 No. 3 (2023)

Published: 2023-09-29

Editorial

Editorial, Vol 24.3: Supporting the health professional workforce

Karen Scott

i-iii
- pdf

Articles

Characteristics, attributes, and outcomes of allied health transition to practice programs: A mixed method systematic review

Rachael McAleer, Lisa Hanson, Amanda Kenny

1-30
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“Everyone’s got a story”: Nursing and allied health students’ attitudes (interest, desire, and intent) to work with older adults on graduation

Annie Holt, Robyn Preston, Marika Guggisberg

31-46
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Evaluation of a mentoring program for junior medical staff at a tertiary paediatric hospital: Uptake, impact and sustainability

Bianca Stewart, Clare Polley, Amy Gray

47-60
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Discussion Paper

You can't study medicine part-time, can you?

Catherine Elizabeth Scarff, Lisa Cheshire, Robyn Woodward-Kron

61-67
- pdf

Short Report

Incorporating cognitive load theory into curriculum design for the teaching of novel clinical skills in Australian osteopathy students

Patrick McLaughlin, Brett Vaughan, Nicholas Tripodi, Kate Kelly

68-75
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Letter to the Editor

‘Where to next’: The secret to writing constructive review comments

Louise Beckingsale, Catherine Ronayne, Joanne Robertson-Smith, Megan Anakin

76-77
- pdf

Interprofessional Education

Healthcare workers’ understanding of interprofessional education and collaborative practice in regional health settings: A survey study

Priya Martin, Alison Pighills, Lynne Sinclair, Geoff Argus

78-94
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Focus on Methodology

The why, the what and the so what of a qualitative empirical research article

Klaus Hoeyer, Margaret Bearman

95-105
- pdf

ANZAHPE 50th Anniversary Collection

Making the invisible visible: How cultural hegemony and uncertainty help us understand health professional education inequities

Michelle Lazarus, Gabriel García Ochoa, Mandy Truong, Gabrielle Brand

115-125
- pdf
Reconceptualising faculty development for the future

Koshila Kumar, Svetlana King, Gillian Kette

106-114
- pdf