about
Primum non nocere: shared informed decision making in low back pain--a pilot cluster randomised trialBecoming a medical educator: motivation, socialisation and navigationWhat are the perceived learning needs of Australian general practice registrars for quality prescribing?Can GPs working in secure environments in England re-license using the Royal College of General Practitioners revalidation proposals?Collaboration, cooperation, communication, contact and competenciesInterprofessional education: a review of context, learning and the research agenda.The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.An exploratory review of pre-qualification interprofessional education evaluations.'It was serendipity': a qualitative study of academic careers in medical education.Realist evaluation of faculty development for medical educators: What works for whom and why in the long-term.Introducing the individual Teamwork Observation and Feedback Tool (iTOFT): Development and description of a new interprofessional teamwork measure.Behaviour of medical students in seeking mental and physical health care: exploration and comparison with psychology students.The Roundhouse model.Full engagement in health: shared decision making requires education.Faculty development for educators: a realist evaluation.Building capacity in Australian interprofessional health education: perspectives from key health and higher education stakeholders.Interprofessional collaborative practice: a deconstruction.Entering and navigating academic medicine: academic clinician-educators' experiences.Class does matter: a working class workshop for medical students.Valuing diversity: helping medical students explore their attitudes and beliefs.Power and conflict in health care: everyone's responsibility.Interprofessional education: 50 years and counting.Questions and answers in health care and education.Repositioning interprofessional education from the margins to the centre of Australian health professional education ? what is required?Motivation to engage in personal development of the educator.International consensus statement on the assessment of interprofessional learning outcomes.When I say … realism.Writing: be mindful of context.Interprofessional learning requires learning with not just from.Learning from peers and patients.Interprofessional education and the basic sciences: Rationale and outcomes.Tools, insights and feedback.Evaluation, outcomes and education.WATCH: Warwick Assessment insTrument for Clinical teacHing: Development and testing.Competencies and frameworks in interprofessional education: a comparative analysis.Inclusion of rehabilitation medicine concepts in school of medicine resources.Medical students seeking medical help: a qualitative study.The future of health professional education: some reflections on possibilities and complexities.Learning for real life: patient-focused interprofessional workshops offer added value.Developing an OSCE station to assess the ability of medical students to share information and decisions with patients: issues relating to interrater reliability and the use of simulated patients.
P50
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P50
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Jill Thistlethwaite
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Jill Thistlethwaite
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Jill Thistlethwaite
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Jill Thistlethwaite
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Jill Thistlethwaite
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P106
P1153
7004520099
P31
P496
0000-0001-8122-4679