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Vol 21, No 3 (2020) Unpacking the learning on consultant-led ward rounds: Lessons from ethnography in paediatrics Abstract
Helen Patricia Enright, Amy Gray
 
Vol 20, No 3 (2019) Evidence-based practice: What do undergraduate health students think it means? Abstract
Kylie Ann Murphy, Yann Guisard, Michael Curtin, Jessica Biles, Catherine Thomas, Tracey Parnell
 
Vol 20, No 1 (2019) Evidencing physiotherapy students’ preparedness for practice: A validation study Abstract
Yann Guisard, Sarah Hyde, Kay Skinner, Maree Donna Simpson
 
Vol 18, No 2 (2017) Evaluation of a compulsory peer-assisted learning and mentoring programme for medical students Abstract
Eleanor Danek, Michele Levinson
 
Vol 19, No 2 (2018) Prioritising the key behaviours that enhance the quality of collaborative learning by medical students: A modified Delphi study Abstract
Maha Iqbal, Gary M Velan, Anthony J O'Sullivan, Chinthaka Balasooriya
 
Vol 21, No 1 (2020) Friendly, but not “friends”: Understanding and describing teacher–student relationship for productive and safe small group work Abstract
Althea Gamble Blakey, Stuart Chambers
 
Vol 21, No 1 (2020) Factors influencing junior doctor workplace engagement in research: An Australian study Abstract
Dana T Y Phang, Gary D Rogers, Fahid Hashem, Siddharth Sharma, Christy Noble
 
Vol 19, No 2 (2018) “We just don’t sit there. We participate, interact and learn, and we rarely get bored” – That is a lectorial Abstract
Jyothi Thalluri, Joy Penman
 
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) First-year physiotherapy students who elect to participate in simulation-based learning activities benefit from the experience Abstract
Diane Dennis, Leo Ng, Anne Furness
 
Vol 20, No 2 (2019) Transformative learning opportunities for students and educators during interprofessional healthcare practice experiences in higher education: Viewed through the lens of Threshold Concepts Theory Abstract
Cecile Jane Morgan, Alexander Bowmar, Susan McNaughton, Brenda Flood, Daniel O'Brien
 
Vol 17, No 2 (2016) Findings from a study on ‘Generation Y’ students' views and preferences about the provision of feedback during practice education Abstract
Caroline Hills, Tracy Levett-Jones, Helen Warren-Forward, Samuel Lapkin
 
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) Medical students’ experience of a Teddy Bear Hospital as part of a paediatric curriculum Abstract
Lilly Nheu, Wonie Uahwatanasakul, Amy Gray
 
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
Frankie Merritt, Jacqueline Savard, Pippa Craig, Aline Smith
 
Vol 16, No 4 (2015) Impact of vicarious learning through peer observation during simulation on student behavioural measures Abstract
Kae Livsey, Erin Lavender-Stott
 
Vol 21, No 1 (2020) Discussion Paper: Social accountability for students in a machine learning era Abstract
Logan Zane John Williams, Rebecca Grainger
 
Vol 18, No 3 (2017) Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning Abstract
Andrew Teodorczuk, Stephen Billett
 
Vol 18, No 1 (2017) Gender matters: Students’ perceptions of peer learning in clinical education Abstract
Joanna Tai, Benedict Canny, Elizabeth Molloy, Terry Haines
 
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 17, No 2 (2016) Twelve tips for educating tomorrow’s clinical educators today: A proactive approach to clinical education (PACE) Abstract
Keri Moore, Louise Horstmanshof
 
Vol 16, No 2 (2015) Interprofessional preceptor and preceptee educational programing: An interdisciplinary needs assessment Abstract
Elizabeth Anne Kinsella, Anne Bossers, Karen Jenkins, Sandra Hobson, Ann MacPhail, Susan Schurr, Taslim Moosa, Karen Ferguson
 
Vol 16, No 1 (2014) An examination and evaluation of mental health teaching and learning in “multi-level learner” general practices Abstract
M Gaby, E Lyon, S Kilpatrick
 
Vol 17, No 1 (2016) Students’ experience and evaluation of peer‐to‐peer learning innovation Abstract
Paul Reid, Minh Chau, Jyothi Thalluri
 
Vol 18, No 1 (2017) The Master's Apprentice: How do Australian medical interns learn? Abstract
Allyson Agnew, Tarun Sen Gupta, Frances Quirk, Rebecca Evans, Sarah Larkins
 
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