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Issue |
Title |
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Vol 20, No 3 (2019) |
Take-home laparoscopic simulators to develop surgical skills: Analysing attitudes to, and barriers and enablers of, their use in gynaecology training |
Abstract
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Erin Wilson, Brian Jolly, Michael Beckmann, Sarah Janssens, David Hewett, Shelley Wilkinson |
|
Vol 19, No 3 (2018) |
Lining up the ducks: aligning the hidden, formal and informal curricula in an immersed learning environment |
Abstract
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David Paul, Deborah Anne Askew, Shaun Ewen, Vivian Lyall, Melissa Wheeler |
|
Vol 19, No 3 (2018) |
Radiography Student Preferences Regarding Assessments and Feedback |
Abstract
|
Audrey Oh, Imelda Williams, Yvonne Hodgson |
|
Vol 21, No 1 (2020) |
Curriculum mapping for health professions education: a typology |
Abstract
|
Eilean Genevieve S. Watson, Carole Steketee, Kylie Mansfield, Maxine Moore, Bronwen Dalziel, Arvin Damodaran, Ben Walker, Robbert J. Duvivier, Wendy Hu |
|
Vol 19, No 3 (2018) |
The “enhancing tertiary tutor's cultural safety” study: Aboriginal and Torres Strait Islander cultural training for tutors of medical students |
Abstract
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Frankie Merritt, Jacqueline Savard, Pippa Craig, Aline Smith |
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Vol 21, No 1 (2020) |
Discussion Paper: Social accountability for students in a machine learning era |
Abstract
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Logan Zane John Williams, Rebecca Grainger |
|
Vol 18, No 1 (2017) |
“Hearing students into speech”: A critical exploration of nursing students’ experiences of adversity |
Abstract
|
Julie Hanson, Margaret McAllister |
|
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
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Carol Holden, Veronica Collins, Sylvia Pomeroy, Richard Turner, Benedict Canny, Bu Yeap, Gary Wittert, Rob McLachlan |
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Vol 16, No 4 (2015) |
“Constantly ignored and told to disappear”: A review of the literature on “teaching by humiliation” in medicine |
Abstract
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Jenny Barrett, Karen Scott |
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