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DSM staff profile

Associate Professor Ralph Pinnock

PositionClinical Associate Professor
DepartmentDepartment of Women's and Children's Health (DSM)
QualificationsBSc(Med) MB ChB DCH FRACP MHSc MClinEd
Research summaryClinical reasoning, curriculum development, e-learning, teaching clinical skills.

Research

Clinical reasoning, curriculum development, e-learning, teaching clinical skills, the clinical learning environment.

Ralph has an interest in teaching clinical reasoning in the clinical setting and by using virtual patients. He designed undergraduate paediatric curricula using a presenting complaints format at the University of Auckland and James Cook University. He has presented workshops on teaching clinical reasoning at international conferences.

Publications

Pinnock, R., Anakin, M., Lawrence, J., Chignell, H., & Wilkinson, T. (2018). Identifying developmental features in student's clinical reasoning to inform teaching. Medical Teacher. Advance online publication. doi: 10.1080/0142159X.2018.1463433

Gee, W., Anakin, M., & Pinnock, R. (2017). Using theory to interpret how senior clinicians define, learn, and teach clinical reasoning. MedEdPublish, 6(4), 13. doi: 10.15694/mep.2017.000182

Henning, M. A., Pinnock, R., & Webster, C. S. (2017). Does progress testing violate the principles of constructive alignment? Medical Science Educator. Advance online publication. doi: 10.1007/s40670-017-0459-4

Pinnock, R., Fisher, T.-L., & Astley, J. (2016). Think aloud to learn and assess clinical reasoning. Medical Education, 50(5), 585-586. doi: 10.1111/medu.13006

Pinnock, R., & Hazell, W. (2015). Quality of life, motivation, and professionalism in higher education: Implications for medical curriculum. In M. A. Henning, C. U. Krägeloh & G. Wong-Toi (Eds.), Student motivation and quality of life in higher education. (pp. 182-191). Abingdon, Oxon: Routledge.

Chapter in Book - Research

Pinnock, R., & Hazell, W. (2015). Quality of life, motivation, and professionalism in higher education: Implications for medical curriculum. In M. A. Henning, C. U. Krägeloh & G. Wong-Toi (Eds.), Student motivation and quality of life in higher education. (pp. 182-191). Abingdon, Oxon: Routledge.

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Journal - Research Article

Pinnock, R., Anakin, M., Lawrence, J., Chignell, H., & Wilkinson, T. (2018). Identifying developmental features in student's clinical reasoning to inform teaching. Medical Teacher. Advance online publication. doi: 10.1080/0142159X.2018.1463433

Gee, W., Anakin, M., & Pinnock, R. (2017). Using theory to interpret how senior clinicians define, learn, and teach clinical reasoning. MedEdPublish, 6(4), 13. doi: 10.15694/mep.2017.000182

Pinnock, R., Young, L., Spence, F., Henning, M., & Hazell, W. (2015). Can Think Aloud be used to teach ans assess clinical reasoning in graduate medical education? Journal of Graduate Medical Education, 7(3), 334-337. doi: 10.4300/JGME-D-14-00601.1

Pinnock, R., Plummer, D., Welch, P., & Young, L. (2014). Can grounded theory provide a framework for clinical reasoning? MedEdPublish, 3, 26. doi: 10.15694/mep.2014.003.0026

Jones, R. G., Henning, M. A., Pinnock, R., Shulruf, B., & Hawken, S. J. (2013). Medical students' and clinical teachers' perceptions of Māori health teaching. New Zealand Medical Journal, 126(1377). Retrieved from http://www.nzma.org.nz/journal

Pinnock, R., Spence, F., Chung, A., & Booth, R. (2012). evPaeds: Undergraduate clinical reasoning. Clinical Teacher, 9(3), 152-157. doi: 10.1111/j.1743-498X.2011.00523.x

van den Boom, M., Pinnock, R., Weller, J., Reed, P., & Shulruf, B. (2012). Paediatric trainee supervision: Management changes and perceived education value. Journal of Paediatrics & Child Health, 48(7), 567-571. doi: 10.1111/j.1440-1754.2012.02434.x

Henning, M., Pinnock, R., Bagg, W., Shulruf, B., & Hawken, S. J. (2012). Clinical teachers working in hospitals: A New Zealand perspective. South-East Asian Journal of Medical Education, 6(1), 18-24.

Wilkinson, T. J., Weller, J. M., McKimm, J., O'Connor, B. J., Pinnock, R. E., Poole, P. J., … Tweed, M. J., & Wearn, A. M. (2010). Programmatic research in New Zealand medical education: A national collaboration. New Zealand Medical Journal, 123(1318). Retrieved from http://journal.nzma.org.nz/journal/123-1318/4210/content.pdf

Jones, R., Pitama, S., Huria, T., Poole, P., McKimm, J., Pinnock, R., & Reid, P. (2010). Medical education to improve Māori health. New Zealand Medical Journal, 123(1316). Retrieved from http://journal.nzma.org.nz/journal/123-1316/4166/content.pdf

Grant, C. C., Pinnock, R., Asher, M. I., & Sullivan, M. J. (2008). Living in the country and studying in the city: The art of passing exams and remaining sane. Journal of Paediatrics & Child Health, 44(10), 536-540. doi: 10.1111/j.1440-1754.2008.01382.x

Vogel, A. M., Lennon, D. R., Harding, J. E., Pinnock, R. E., Graham, D. A., Grimwood, K., & Pattemore, P. K. (2003). Variations in bronchiolitis management between five New Zealand hospitals: Can we do better? Journal of Paediatrics & Child Health, 39(1), 40-45. doi: 10.1046/j.1440-1754.2003.00069.x

Vogel, A. M., McKinlay, M. J., Ashton, T., Lennon, D. R., Harding, J. E., Pinnock, R., … Grimwood, K., Pattemore, P. K., & Schousboe, M. (2002). Cost-effectiveness of palivizumab in New Zealand. Journal of Paediatrics & Child Health, 38(4), 352-357. doi: 10.1046/j.1440-1754.2002.00790.x

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Journal - Research Other

Henning, M. A., Pinnock, R., & Webster, C. S. (2017). Does progress testing violate the principles of constructive alignment? Medical Science Educator. Advance online publication. doi: 10.1007/s40670-017-0459-4

Pinnock, R., Fisher, T.-L., & Astley, J. (2016). Think aloud to learn and assess clinical reasoning. Medical Education, 50(5), 585-586. doi: 10.1111/medu.13006

Pinnock, R., & Welch, P. (2014). Learning clinical reasoning. Journal of Paediatrics & Child Health, 50(4), 253-257. doi: 10.1111/jpc.12455

Pinnock, R., Monagle, P., Couper, J., Wright, I., Asher, I., Jones, P., … on behalf of the Paediatric Professorial Heads Committee of Australia and New Zealand, including Day, A., Elder, D., & Taylor, B. (2014). Dedicated paediatric teaching remains critical to the undergraduate medical curriculum. Journal of Paediatrics & Child Health, 50(12), 949-951. doi: 10.1111/jpc.12775

Pinnock, R. (2014). Teaching and assessing the clinical examination skills of children. Medical Teacher, 36(5), 451-452. doi: 10.3109/0142159X.2014.887843

Pinnock, R., Welch, P., Taylor-Evans, H., & Quirk, F. (2013). Using the DRECT to assess the intern learning environment in Australia. Medical Teacher, 35(8), 699. doi: 10.3109/0142159X.2013.786175

Henning, M. A., Pinnock, R., Hazell, W., & Hawken, S. J. (2013). Professionalism in medical education. Education in Medicine Journal, 5(3), e1-e7. doi: 10.5959/eimj.v5i3.175

Henning, M. A., Pinnock, R., Shulruf, B., & Hawken, S. J. (2013). The emerging professional: Early clinical students’ views about their learning environment. Education in Medicine Journal, 5(1), e54-e60. doi: 10.5959/eimj.v5i1.99

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