Browse Title Index

Issue Title
Vol 19, No 1 (2018) A qualitative study of experienced clinical teachers’ conceptualisation of clinical reasoning in medicine: Implications for medical education Abstract
Lachlan Angus, Anna Chur-Hansen, Paul Duggan
Vol 18, No 1 (2017) A snapshot of placement activities and learning outcomes assessed through logbook submission for clinical exercise physiology students Abstract
Robert Crowther, Rebecca Sealey, Ryan Harris
Vol 18, No 2 (2017) A survey of strategies for increasing the number of medical learners in all Tasmanian general practices Abstract
Jan Radford
Vol 16, No 2 (2015) Abdomen and chest examinations in peer physical examination: Variation in participation by gender Abstract
Katharine Reid, Ruth Sutherland, Agnes Dodds, Ruth McNair, David Pierce
Vol 17, No 1 (2016) Acceptability of a blended learning model that improves student readiness for practical skill learning: A mixed-methods study Abstract
Jamie Gaida, Chris Seville, Liana Cope, Narelle Dalwood, Prue Morgan, Stephen Maloney
Vol 19, No 1 (2018) Adaptation of Direct Observation of Procedural Skills (DOPS) for assessments in podiatry Abstract
Keri Marie Moore, Brett Vaughan, Paul Butterworth
Vol 16, No 4 (2015) Agricultural health and medicine in rural medicine training: Evaluation of “Farm Days” Abstract
Scott Kitchener, Kay Brumptom, Julie Dillon
Vol 16, No 1 An examination and evaluation of mental health teaching and learning in “multi-level learner” general practices Abstract
M Gaby, E Lyon, S Kilpatrick
Vol 16, No 3 (2015) Applying ethical reasoning approaches to complex cases in professional practice Abstract
Belinda Kenny
Vol 18, No 2 (2017) Association between candidate total scores and response pattern in script concordance testing of medical students Abstract
Siu Hong Wan, P Duggan, E Tor, J N Hudson
Vol 18, No 2 (2017) Attitudes towards peer review of teaching in medical education Abstract
Rebecca Caygill, Mia Peardon, Catherine Waite, Ian McIntyre, Don Bradley, Julian Wright
Vol 16, No 3 (2015) Audience response systems can facilitate communal course feedback Abstract
Pete Bridge, Mary-Anne Carmichael
Vol 16, No 4 (2015) Australian medical students’ perceptions towards the introduction of MD courses in medical education Abstract
Rahul Barmanray, Jasmine Zhu, Katherine Reid, Agnes Dodds
Vol 16, No 4 (2015) “Constantly ignored and told to disappear”: A review of the literature on “teaching by humiliation” in medicine Abstract
Jenny Barrett, Karen Scott
Vol 18, No 3 (2017) “Do you reckon I should sit?” Is it possible to predict success in the ACEM fellowship examination? Abstract
Simon Craig, Jennifer Brookes
Vol 18, No 1 (2017) “Hearing students into speech”: A critical exploration of nursing students’ experiences of adversity Abstract
Julie Hanson, Margaret McAllister
Vol 17, No 1 (2016) “Let’s not reinvent the wheel”: A qualitative investigation of collaboration in the Australian GP education and training sector Abstract
Bianca Denny, Andrea Chester, James Brown
Vol 16, No 4 (2015) “We don’t know what we need to learn”: Medical student perceptions of preparedness for practice in men’s health Abstract
Carol Holden, Veronica Collins, Sylvia Pomeroy, Richard Turner, Benedict Canny, Bu Yeap, Gary Wittert, Rob McLachlan
Vol 18, No 3 (2017) Benefits of providing an acute simulated learning environment to speech pathology students: An exploratory study Abstract
Tanya A Rose, Anna Copley, Nerina A Scarinci
Vol 16, No 3 (2015) Credible and defensible assessment of entry-level clinical competence: Insights from a modified Delphi study Abstract
Rachel Bacon, Lauren Williams, Laurie Grealish, Maggie Jamieson
Vol 16, No 1 Debating the issue: Using university student debates to facilitate active student engagement in sport and exercise science Abstract
R M Sealey, M J Crowe
Vol 17, No 2 (2016) Discussion Paper: Commissioning of medical education in the post-registration arena Abstract
Kieran Walsh, Gary Rogers
Vol 16, No 1 Editorial Vol 16.1 Details
Tony Egan
Vol 16, No 2 (2015) Editorial Vol 16.2 Details
Tony Egan, Andy Wearn
Vol 16, No 3 (2015) Editorial, Vol 16.3 Details
Andy Wearn
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