Tony Egan
| Position | Honorary Senior Lecturer |
|---|---|
| Department | Department of General Practice and Rural Health (Dunedin) |
| Qualifications | BA(Hons) |
| Research summary | Medical education |
| Teaching | Retired |
| Memberships | Editorial Board of Focus on Health Professional Education (Australia and New Zealand Association for Health Professional Educators) |
| Clinical | How communities of clinical practice provide patient-centred care |
Research
Learning in clinical settings:
- Using clinical outcomes (safety and effectiveness) to structure student learning in simulated clinics
- Using social learning in communities of clinical practice to structure student learning in community-based care
Publications
Egan, T., & Jaye, C. (2009). Communities of clinical practice: The social organization of clinical learning. Health, 13(1), 107-125. doi: 10.1177/1363459308097363
Williamson, M., Walker, T., Egan, T., Storr, E., Ross, J., & Kenrick, K. (2013). The Safe and Effective Clinical Outcomes (SECO) Clinic: Learning responsibility for patient care through simulation. Teaching & Learning in Medicine, 25(2), 155-158. doi: 10.1080/10401334.2013.772016
Wilkinson, T. J., Tweed, M. J., Egan, T. G., Ali, A. N., McKenzie, J. M., Moore, M., & Rudland, J. R. (2011). Joining the dots: Conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress. BMC Medical Education, 11, 29. doi: 10.1186/1472-6920-11-29
Jaye, C., Egan, T., & Smith-Han, K. (2010). Communities of clinical practice and normalising technologies of self: Learning to fit in on the surgical ward. Anthropology & Medicine, 17(1), 59-73. doi: 10.1080/13648470903569388
Jaye, C., Egan, T., & Parker, S. (2006). 'Do as I say, not as I do': Medical education and Foucault's normalizing technologies of self. Anthropology & Medicine, 13(2), 141-155.
Chapter in Book - Research
MacLeod, R., & Egan, T. (2009). Transformative palliative care education. In J. Mezirow & E. W. Taylor (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education. (pp. 111-121). San Francisco, CA: Jossey-Bass.
Chapter in Book - Other
MacLeod, R., & Egan, T. (2007). Interprofessional education. In B. Wee & N. Hughes (Eds.), Education in palliative care: Building a culture of learning. (pp. 235-249). Oxford University Press.
Journal - Research Article
Williamson, M., Walker, T., Egan, T., Storr, E., Ross, J., & Kenrick, K. (2013). The Safe and Effective Clinical Outcomes (SECO) Clinic: Learning responsibility for patient care through simulation. Teaching & Learning in Medicine, 25(2), 155-158. doi: 10.1080/10401334.2013.772016
Wilkinson, T. J., Tweed, M. J., Egan, T. G., Ali, A. N., McKenzie, J. M., Moore, M., & Rudland, J. R. (2011). Joining the dots: Conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress. BMC Medical Education, 11, 29. doi: 10.1186/1472-6920-11-29
Jaye, C., Egan, T., & Smith-Han, K. (2010). Communities of clinical practice and normalising technologies of self: Learning to fit in on the surgical ward. Anthropology & Medicine, 17(1), 59-73. doi: 10.1080/13648470903569388
Jaye, C., Egan, T., Smith-Han, K., & Thompson-Fawcett, M. (2009). Teaching and learning in the hospital ward. New Zealand Medical Journal, 122(1304). Retrieved from http://journal.nzma.org.nz/journal/122-1304/3820/content.pdf
Egan, T., & Jaye, C. (2009). Communities of clinical practice: The social organization of clinical learning. Health, 13(1), 107-125. doi: 10.1177/1363459308097363
Wyber, R., & Egan, T. (2007). For better or worse: Role models for New Zealand house officers. New Zealand Medical Journal, 120(1253). Retrieved from http://journal.nzma.org.nz/journal/120-1253/2518/content.pdf
Poynton, L., Dowell, A., Dew, K., & Egan, T. (2006). General practitioners' attitudes toward (and use of) complementary and alternative medicine: A New Zealand nationwide survey. New Zealand Medical Journal, 119(1247). Retrieved from http://journal.nzma.org.nz/journal/119-1247/2361/content.pdf
Jaye, C., Egan, T., & Parker, S. (2006). 'Do as I say, not as I do': Medical education and Foucault's normalizing technologies of self. Anthropology & Medicine, 13(2), 141-155.
Egan, T., Fiddes, T. M., & Wilson, P. D. (1999). Development and delivery of an interactive, distance taught course in obstetrics and gynaecology based on patient problems. Teaching & Learning in Medicine, 11(4), 214-222.
Journal - Research Other
Hill, A. G., Jaye, C., & Egan, T. (2011). Communities of clinical practice: Understanding how to optimize medical student experience on a surgical rotation [Perspective]. ANZ Journal of Surgery, 81(10), 661-662. doi: 10.1111/j.1445-2197.2011.05776.x
