Vol. 24 No. 4 (2023)

Published: 2023-12-12

Editorial

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

i-iv
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Articles

Teaching undergraduate medical students how to communicate with vaccine-hesitant patients: A scoping review

Justin Bilszta, Edward Nguyen

1-23
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A Delphi consensus exercise to determine a genetics and genomics curriculum for primary medical degree in Aotearoa New Zealand

Diane Kenwright, Nisal Kuruppu, Jon Cornwall, Cristin Print, Thierry Lindt, Rebecca Grainger, Michelle Thunders

24-36
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Understanding how pharmacy, occupational therapy and nursing-midwifery students utilise lectures as learning opportunities: A mixed methods study informing post-COVID-19 pandemic return to campus

Daniel Malone, Clifford Connell, Alana Hewitt, Ted Brown

37-58
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Navigating the opportunities of service-learning placements: An exploration of benefits to host organisations of allied health service-learning placements

Laura Irvine-Brown, Jacqueline Broadbridge, Shawna Campbell, Keith Robinson, Kelly Clanchy, Emmah Baque, Jonathon Headrick

59-74
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Discussion Paper

Health professional service-learning innovations in rural contexts

Charmaine Lynn Swanson, Claire Quilliam

75-79
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Innovative Teaching and Learning Project

Partnerships in health care: Delivering a just-in-time professional development intervention as an effective crisis response

Mandy El Ali, Sandra Leathwick, Alycia Jacob, Elisabeth Jacob

80-83
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Letter to the Editor

Dietitians' perspective: Fostering momentum for planetary health change

Grace Zadow, Katie Hensley-Hackett, Jorja Collins, Stefanie Carino, Denise Cruickshank, Madison Smeltzer, Gregory Cox, Joanna McCormack, Kristen Mackenzie-Shalders

84-86
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Interprofessional Education

"Group drum helps placement working": Unpacking the value of DRUMBEAT for interprofessional group learning during practice placement

Giti Haddadan, Ann Marie Hannan, Nicola Wright, Emily Saurman

87-103
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ANZAHPE 50th Anniversary Collection

Walking backwards into the future of health professional practice

Hamish Wilson, Lucy O'Hagan, Martyn Williamson

104-122
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Health humanities for inclusive, globally interdependent, supportive and decolonised health professional education: The future is health humanities!

Sandra Carr, Claire Hooker

123-135
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Focus on Methodology

Designing for justice: How universal design theory could bolster health professional education research

Neera Jain, Lara Varpio

136-150
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Reviewer Acknowlegement

Vol 24 Reviewer acknowledgement

151
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