Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

Health Sciences profile

Ms Joy Rudland

PositionDirector, Faculty Education Unit
QualificationsBSc(Hons) MPhil DipMedEdu DipAdEd
Research summaryMedical education

Publications

Rudland, J. R., Jaye, C., Tweed, M., & Wilkinson, T. J. (2022). Identifying stressor criteria that hinder or challenge junior clinical medical student learning. Medical Teacher. Advance online publication. doi: 10.1080/0142159X.2022.2058382

Rudland, J., & Rennie, S. (2022). Failure to fail: Fear of retribution or a response to neglecting the learner? Medical Education. Advance online publication. doi: 10.1111/medu.14796

Rudland, J. R., Jaye, C., Tweed, M., & Wilkinson, T. J. (2021). Relationships among perceived learning, challenge and affect in a clinical context. BMC Medical Education, 21(1), 169. doi: 10.1186/s12909-021-02574-2

Gulliver, L., Brooks, H., Kinniburgh, L., Aburn, R., Stodart, J., & Rudland, J. (2020). Health professional education and practice in preventing and controlling infections in New Zealand: A review to inform strategies for enhancing practitioner competencies and patient safety. Integrated Healthcare Journal, 2(1), e000034. doi: 10.1136/ihj-2019-000034

Rudland, J., Tweed, M., Jaye, C., & Wilkinson, T. J. (2020). Medical student learner neglect in the clinical learning environment: Applying Glaser's theoretical model. Medical Education, 55(4), 471-477. doi: 10.1111/medu.14424

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

Chapter in Book - Research

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.

Chapter in Book - Research

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.

Chapter in Book - Research

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.

Chapter in Book - Research

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.

Chapter in Book - Research

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.

Chapter in Book - Research

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.

Chapter in Book - Research

Rudland, J. R., Jaye, C., Tweed, M., & Wilkinson, T. J. (2022). Identifying stressor criteria that hinder or challenge junior clinical medical student learning. Medical Teacher. Advance online publication. doi: 10.1080/0142159X.2022.2058382

Journal - Research Article

Rudland, J. R., Jaye, C., Tweed, M., & Wilkinson, T. J. (2021). Relationships among perceived learning, challenge and affect in a clinical context. BMC Medical Education, 21(1), 169. doi: 10.1186/s12909-021-02574-2

Journal - Research Article

Gulliver, L., Brooks, H., Kinniburgh, L., Aburn, R., Stodart, J., & Rudland, J. (2020). Health professional education and practice in preventing and controlling infections in New Zealand: A review to inform strategies for enhancing practitioner competencies and patient safety. Integrated Healthcare Journal, 2(1), e000034. doi: 10.1136/ihj-2019-000034

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

Journal - Research Article

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

Journal - Research Article

Rudland, J., Tweed, M., Jaye, C., & Wilkinson, T. J. (2020). Medical student learner neglect in the clinical learning environment: Applying Glaser's theoretical model. Medical Education, 55(4), 471-477. doi: 10.1111/medu.14424

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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.

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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.

Journal - Research Article

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.

Journal - Research Article

Crosby, J. R., & Hesketh, E. A. (2004). Small group learning. Medical Teacher, 26(1), 16-19.

Journal - Research Article

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.

Journal - Research Article

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.

Journal - Research Article

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.

Journal - Research Article

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.

Journal - Research Article

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.

Journal - Research Article

Wadoodi, A., & Crosby, J. R. (2002). Twelve tips for peer-assisted learning: A classic concept revisited. Medical Teacher, 24(3), 241-244.

Journal - Research Article

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.

Journal - Research Article

MacMillan, C. S. A., Crosby, J. R., & Wildsmith, J. A. W. (2001). Skilled task teaching and assessment. Medical Teacher, 23(6), 591-594.

Journal - Research Article

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.

Journal - Research Article

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.

Journal - Research Article

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.

Journal - Research Article

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).

Journal - Research Article

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.

Journal - Research Article

Crosby, J. (1996). AMEE Medical Education Guide No. 8: Learning in small groups. Medical Teacher, 18(3), 189-202.

Journal - Research Article

Rudland, J., & Rennie, S. (2022). Failure to fail: Fear of retribution or a response to neglecting the learner? Medical Education. Advance online publication. doi: 10.1111/medu.14796

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

Journal - Research Other

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

Journal - Research Other

Rudland, J. R., & Wilkinson, T. J. (2018). When I say ... stress. Medical Education, 52(7), 692-693. doi: 10.1111/medu.13520

Journal - Research Other

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

Journal - Research Other

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

Journal - Research Other

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

Journal - Research Other

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

Journal - Research Other

More publications...