Ms Joy Rudland
| Position | Director, Faculty Education Unit |
|---|---|
| Qualifications | BSc(Hons) MPhil DipMedEdu DipAdEd |
| Research summary | Medical education |
Publications
Molloy, E., Ajjawi, R., Bearman, M., Noble, C., Rudland, J., & Ryan, A. (2020). Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task. Medical Education, 54, 33-39. doi: 10.1111/medu.13802
Rudland, J. R., Golding, C., & Wilkinson, T. J. (2020). The stress paradox: How stress can be good for learning. Medical Education, 54(1), 40-45. doi: 10.1111/medu.13830
Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Student belief about the value of challenge. Clinical Teacher, 16(4), 390-394. doi: 10.1111/tct.13081
Seleq, S., Jo, E., Poole, P., Wilkinson, T., Hyland, F., Rudland, J., … Bagg, W. (2019). The employment gap: The relationship between medical student career choices and the future needs of the New Zealand medical workforce. New Zealand Medical Journal, 132(1506), 52-59. Retrieved from https://www.nzma.org.nz/journal
Poole, P., Wilkinson, T. J., Bagg, W., Freegard, J., Hyland, F., Jo, E., … Roberts, E., Rudland, J., … for the NZ MSOD Steering Group. (2019). Developing New Zealand's medical workforce: Realising the potential of longitudinal career tracking. New Zealand Medical Journal, 132(1495), 65-73. Retrieved from http://www.nzma.org.nz/journal
Chapter in Book - Research
Rudland, J. (2013). Small group learning. In K. Walsh (Ed.), Oxford textbook of medical education. (pp. 151-162). Oxford, UK: Oxford University Press. doi: 10.1093/med/9780199652679.003.0013
Rudland, J. R. (2005). Learning in small groups. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers. (2nd ed.) (pp. 57-65). London, UK: Elsevier.
Crosby, J. (2003). Assessment of the student practitioner. In J. Sweet, S. Huttly & I. Taylor (Eds.), Effective learning and teaching in medical, dental and veterinary education. (pp. 71-89). London, UK: Kogan Page.
Crosby, J. (2003). Learning in small groups and problem-based learning. In J. Sweet, S. Huttly & I. Taylor (Eds.), Effective learning and teaching in medical, dental and veterinary education. (pp. 101-121). London, UK: Kogan Page.
Crosby, J. R. (2001). Curriculum goals. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers. (pp. 25-38). London, UK: Churchill Livingstone.
Ledingham, I. M., & Crosby, J. R. (2001). Small group sessions. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers. (pp. 74-85). London, UK: Churchill Livingstone.
Crosby, J. R. (2001). Staff development. In J. A. Dent & R. M. Harden (Eds.), A practical guide for medical teachers. (pp. 416-427). London, UK: Churchill Livingstone.
Journal - Research Article
Molloy, E., Ajjawi, R., Bearman, M., Noble, C., Rudland, J., & Ryan, A. (2020). Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task. Medical Education, 54, 33-39. doi: 10.1111/medu.13802
Rudland, J. R., Golding, C., & Wilkinson, T. J. (2020). The stress paradox: How stress can be good for learning. Medical Education, 54(1), 40-45. doi: 10.1111/medu.13830
Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Student belief about the value of challenge. Clinical Teacher, 16(4), 390-394. doi: 10.1111/tct.13081
Seleq, S., Jo, E., Poole, P., Wilkinson, T., Hyland, F., Rudland, J., … Bagg, W. (2019). The employment gap: The relationship between medical student career choices and the future needs of the New Zealand medical workforce. New Zealand Medical Journal, 132(1506), 52-59. Retrieved from https://www.nzma.org.nz/journal
Rudland, J. R., Lacey, C., Kenrick, K., & Tweed, M. (2017). How do we know that we are assessing the "right things"? Focus on Health Professional Education, 18(1), 80-87. doi: 10.11157/fohpe.v18i1.209
Wilkinson, T. J., McKenzie, J. M., Ali, A. N., Rudland, J., Carter, F. A., & Bell, C. J. (2016). Identifying medical students at risk of underperformance from significant stressors. BMC Medical Education, 16, 43. doi: 10.1186/s12909-016-0565-9
Rudland, J. R., & Rennie, S. C. (2014). Medical faculty opinions of peer tutoring. Education for Health, 27(1), 4-9. doi: 10.4103/1357-6283.134290
Rudland, J., Wilkinson, T., Wearn, A., Nicol, P., Tunny, T., Owen, C., & O'Keefe, M. (2013). A student-centred feedback model for educators. Clinical Teacher, 10(2), 99-102. doi: 10.1111/j.1743-498X.2012.00634.x
Shulruf, B., Poole, P., Wang, G. Y., Rudland, J., & Wilkinson, T. (2012). How well do selection tools predict performance later in a medical programme? Advances in Health Sciences Education, 17, 615-626. doi: 10.1007/s10459-011-9324-1
Rudland, J. R., Swan, J., & Rennie, S. C. (2012). Improving e-learning initiatives: What can the non-participants tell us? Focus on Health Professional Education, 14(1), 35-39.
Poole, P., Shulruf, B., Rudland, J., & Wilkinson, T. (2012). Comparison of UMAT scores and GPA in prediction of performance in medical school: A national study. Medical Education, 46(2), 163-171. doi: 10.1111/j.1365-2923.2011.04078.x
Rudland, J., Tordoff, R., Reid, J., & Farry, P. (2011). The clinical skills experience of rural immersion medical students and traditional hospital placement students: A student perspective. Medical Teacher, 33(8), e435-e439. doi: 10.3109/0142159X.2011.586745
Rudland, J. R., Schwartz, P., & Ali, A. (2011). Moving a formative test from a paper-based to a computer-based format: A student viewpoint. Medical Teacher, 33(9), 738-743. doi: 10.3109/0142159X.2011.577119
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
Perez, D., Rudland, J. R., Wilson, H., Roberton, G., Gerrard, D., & Wheatley, A. (2009). The revised 'Early Learning in Medicine' curriculum at the University of Otago: Focusing on students, patients, and community. New Zealand Medical Journal, 122(1292). Retrieved from http://journal.nzma.org.nz/journal/122-1292/3540/content.pdf
Miller, A., Rudland, J., Hurrell, M., & Ali, A. (2009). Rad-Path: Integrated anatomical pathology and radiology undergraduate tutorials. Pathology, 41(5), 460-466. doi: 10.1080/00313020903049286
Rudland, J., Wilkinson, T., Smith-Han, K., & Thompson-Fawcett, M. (2008). ″You can do it late at night or in the morning. You can do it at home, I did it with my flatmate.″ The educational impact of an OSCE. Medical Teacher, 30, 206-211. doi: 10.1080/01421590701851312
Rudland, J. R., Pippard, M. J., & Rennie, S. C. (2005). Comparison of opinions and profiles of late or non-responding medical students with initial responders to a course evaluation questionnaire. Medical Teacher, 27(7), 644-657.
Rudland, J. R., & Mires, G. J. (2005). Characteristics of doctors and nurses as perceived by students entering medical school: Implications for shared teaching. Medical Education, 39, 448-455.
Crosby, J. R., & Hesketh, E. A. (2004). Small group learning. Medical Teacher, 26(1), 16-19.
Rennie, S. C., & Rudland, J. R. (2003). Differences in medical students′ attitudes to academic misconduct and reported behaviour across the years: A questionnaire study. Journal of Medical Ethics, 29, 97-102.
Rudland, J. R., & Rennie, S. C. (2003). The determination of the relevance of basic sciences learning objectives to clinical practice using a questionnaire survey. Medical Education, 37(11), 962-965.
Wadoodi, A., & Crosby, J. R. (2002). Twelve tips for peer-assisted learning: A classic concept revisited. Medical Teacher, 24(3), 241-244.
Rennie, S. C., & Crosby, J. R. (2002). Students′ perceptions of whistle blowing: Implications for self-regulation. A questionnaire and focus group survey. Medical Education, 36(2), 173-179.
Simpson, J. G., Furnace, J., Crosby, J., Cumming, A. D., Evans, P. A., Friedman, M., & et al (2002). The Scottish doctor: Learning outcomes for the medical undergraduate in Scotland: A foundation for competent and reflective practitioners. Medical Teacher, 24(2), 136-143.
Simpson, J. G., Furnace, J., Rudland, J. R., & et al (2002). Twelve tips to peer tutoring: A classical concept re-visited. Medical Teacher, 24(3), 241-244.
Rennie, S., & Crosby, J. R. (2001). Are ″tomorrow′s doctors″ honest? Questionnaire study exploring medical students′ attitudes and reported behaviour on academic misconduct. BMJ, 322, 274-275.
MacMillan, C. S. A., Crosby, J. R., & Wildsmith, J. A. W. (2001). Skilled task teaching and assessment. Medical Teacher, 23(6), 591-594.
Cuschieri, A., Francis, N., Crosby, J., & Hanna, G. B. (2001). What do master surgeons think of surgical competence and revalidation? American Journal of Surgery, 182, 110-116.
Harden, R. M., Rudland, J. R., Davis, M. H., & Friedman, B. D. M. (2000). From competency to meta-competency: A model for the specification of learning outcomes. Medical Teacher, 21(6).
Harden, R. M., & Crosby, J. (2000). AMEE Education Guide No 20: The good teacher is more than a lecture: The twelve roles of the teacher. Medical Teacher, 20(4), 334-347.
Harden, R. M., Crosby, J., Davis, M. H., Howie, P. W., & Struthers, A. D. (2000). Task-based learning: The answer to integration and problem based learning in clinical years. Medical Education, 34, 391-397.
Harden, R. M., Davis, M. D., & Rudland, J. R. (1997). The new Dundee Medical Curriculum: A whole that is greater than the sum of the parts. Medical Education, 31(19), 264-271.
Crosby, J. (1996). AMEE Medical Education Guide No. 8: Learning in small groups. Medical Teacher, 18(3), 189-202.
Journal - Research Other
Poole, P., Wilkinson, T. J., Bagg, W., Freegard, J., Hyland, F., Jo, E., … Roberts, E., Rudland, J., … for the NZ MSOD Steering Group. (2019). Developing New Zealand's medical workforce: Realising the potential of longitudinal career tracking. New Zealand Medical Journal, 132(1495), 65-73. Retrieved from http://www.nzma.org.nz/journal
Rudland, J. R. (2018). Poor female representation at surgical conference. New Zealand Medical Journal, 131(1478), 73-74. Retrieved from https://www.nzma.org.nz/journal
Rudland, J. R., & Wilkinson, T. J. (2018). When I say ... stress. Medical Education, 52(7), 692-693. doi: 10.1111/medu.13520
Bagg, W., Dare, A. J., O'Connor, B. J., Reid, J. J., Rudland, J., Tweed, M. J., & Wilkinson, T. J. (2010). Setting up new learning environments in regional and rural areas [Special Series]. New Zealand Medical Journal, 123(1312). Retrieved from http://journal.nzma.org.nz/journal/123-1312/4061/content.pdf
Sheehan, D., Bagg, W., de Beer, W., Child, S., Hazell, W., Rudland, J., & Wilkinson, T. J. (2010). The good apprentice in medical education [Special Series]. New Zealand Medical Journal, 123(1308). Retrieved from http://journal.nzma.org.nz/journal/123-1308/3946/content.pdf
Rudland, J., Bagg, W., Child, S., de Beer, W., Hazell, W., Poole, P., … Wilkinson, T. J. (2010). Maximising learning through effective supervision [Special Series]. New Zealand Medical Journal, 123(1309). Retrieved from http://journal.nzma.org.nz/journal/123-1309/3988/content.pdf
Wilkinson, T., & Rudland, J. (2004). Participation in small-group learning [Editorial]. New Zealand Medical Journal, 117(1205). Retrieved from http://journal.nzma.org.nz/journal/117-1205/1140/content.pdf
