Associate Professor Joy Rudland

2024

Journal - Research Other

Al-Busaidi, I. S., Noller, G., Ross, J. M., Gray, A. R., Peterson, A., Aldabe, D., Rudland, J., Pōtiki Bryant, K., Kane, P., Moffat, S. M., Ma, S., Jones, V., & Anderson, L. (2024). Unacceptable behaviors towards health professional clinical students: Protocol for a mixed-methods study. Health Science Reports, 7, e70190. doi: 10.1002/hsr2.70190

Conference Contribution - Published proceedings: Abstract

Rudland, J., Al-Busaidi, I., Aldabe, D., Bryant, K., Jones, V., Kane, P., Ma, S., Moffat, S., Noller, G., Peterson, A., Ross, J., Sopoaga, F., & Anderson, L. (2024). Addressing unacceptable behaviours in clinical learning environment. In S. Marshall (Ed.), Proceedings of the 16th Tertiary Education Research in New Zealand (TERNZ) Conference. (pp. 47-48). HERDSA Aotearoa/New Zealand. Retrieved from https://www.herdsa.org.nz/ternz

Rennie, S., Rudland, J., Poole, P., Wilkinson, T., & Thompson-Fawcett, M. (2024). What factors are influential for junior doctors deciding on a surgical career? ANZ Journal of Surgery, 94(Suppl. 1), SE003. doi: 10.1111/ans.18951

Young-Gough, A., Woodfield, J., Rudland, J., Thompson-Fawcett, M., Clifford, K., & Harold, F. (2024). The impact of improving clinical feedback and encouraging learner self regulation. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. 450. Retrieved from https://www.anzahpe.org/

Rudland, J., Wilkinson, T., & Salkeld, A. (2024). The impact of length of time in a discipline during a medical degree on career decisions? Does providing more time make them more interested? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. 52. Retrieved from https://www.anzahpe.org/

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., & Salkeld, A. (2024). National report on students commencing medical school in New Zealand in 2019-2023. (pp. 1-24). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., & Salkeld, A. (2024). National report on doctors three years after graduating from New Zealand medical schools in 2011-2019. (pp. 1-45). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

2023

Conference Contribution - Published proceedings: Abstract

Rennie, S., & Rudland, J. (2023). Why do medical students engage in academic misconduct? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Festival. 402. Retrieved from https://www.anzahpe.org/

Gladman, T., Thyer, E., Hu, W., Wilkinson, T., & Rudland, J. (2023). Making good teaching visible. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Festival. 368. Retrieved from https://www.anzahpe.org/

Rudland, J., Poole, P., Wilkinson, T., Thompson-Fawcett, M., & Rennie, S. (2023). The processes adopted in making career decisions by doctors. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Festival. 198. Retrieved from https://www.anzahpe.org/

2022

Journal - Research Article

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, 44(9), 1051-1059. doi: 10.1080/0142159X.2022.2058382

Journal - Research Other

Rennie, S. C., & Rudland, J. R. (2022). Measuring performance for technical skills: How should rating scales be utilized in learning and assessment? ANZ Journal of Surgery, 92, 1589-1590. doi: 10.1111/ans.17809

Rudland, J., & Rennie, S. (2022). Failure to fail: Fear of retribution or a response to neglecting the learner? Medical Education, 56(5), 594-596. doi: 10.1111/medu.14796

Conference Contribution - Published proceedings: Abstract

Rennie, S., & Rudland, J. (2022). Does learner neglect impact on failure to fail? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Festival. 159. Retrieved from https://www.anzahpe.org/

Rudland, J., Schoo, A., Ash, J., & Schuwirth, L. (2022). Do astronauts do placements in space? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Festival. 228. Retrieved from https://www.anzahpe.org/

Chandra, P., McConville, K., Rennie, S., & Rudland, J. (2022). Medical school elective: Holiday or learning through the lens of academic misconduct? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Festival. 80. Retrieved from https://www.anzahpe.org/

Rudland, J., Ash, J., D'Souza, K., & Romeo, J. (2022). Enhancing ANZAHPE professional development. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Festival. 124. Retrieved from https://www.anzahpe.org/

Rennie, S., & Rudland, J. (2022). Where do we lose women considering a career in surgery and why? ANZ Journal of Surgery, 92(Suppl. 1), (pp. 205-206). doi: 10.1111/ans.17634

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Salkeld, A., & Hyland, F. (2022). National report on doctors eight years after graduating from New Zealand medical schools in 2011-2013. (pp. 1-51). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Salkeld, A., Rudland, J., & Hyland, F. (2022). National report on doctors five years after graduating from New Zealand medical schools in 2012-2016. (pp. 1-35). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

Awarded Doctoral Degree

Rudland, J. R. (2022). The value of challenge to medical student perceived learning in clinical settings (PhD). University of Otago, Dunedin, New Zealand. Retrieved from http://hdl.handle.net/10523/12785

2021

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

Conference Contribution - Published proceedings: Abstract

Rudland, J., Darlow, B., & Rennie, S. (2021). Near peer video consultations: A viable learning modality during and after social isolation. Proceedings of the Association for Medical Education in Europe (AMEE): The Virtual Conference: Redefining Health Professionals Education Together. (pp. 598). Retrieved from http://amee.org

Chin, B., Rogan, A., Rudland, J., & Rennie, S. (2021). Development of a tool to assess peer tutors' feedback skills in a virtual consultation. Proceedings of the Association for Medical Education in Europe (AMEE): The Virtual Conference: Redefining Health Professionals Education Together. (pp. 566). Retrieved from http://amee.org

Rudland, J., & Pitama, S. (2021). Decolonising a health professional curriculum. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. 214. Retrieved from https://eventstudio.eventsair.com/anzahpe-2021/anzahpe-abstract-book

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Subramaniam, R., Salkeld, A., Rudland, J., & Hyland, F. (2021). National report on students graduating medical school in New Zealand in 2016-2020. (pp. 1-22). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

2020

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

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

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

Conference Contribution - Published proceedings: Abstract

Rudland, J., Smart, A., Bolte, K., Lo, K., Bourne, E., Forbes, R., … D'Souza, K. (2020). Engendered and sustaining a positive work-based learning environment through 'team based' support. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 378). Retrieved from https://anzahpe.org

Rennie, S., Rudland, J., Wilkinson, T., & Poole, P. (2020). Does medical school influence wanting to be a surgeon? [Short communications]. Proceedings of the Association for Medical Education in Europe (AMEE): The Virtual Conference. SC9.13 (6255). Retrieved from https://amee.org/conferences/amee-2020

Rudland, J., Rennie, S., & Wilkinson, T. (2020). Supporting junior clinical teachers: How do they know what to teach and what do they need? [Short communications]. Proceedings of the Association for Medical Education in Europe (AMEE): The Virtual Conference. SC6.3.1 (4563). Retrieved from https://amee.org/conferences/amee-2020

Rudland, J., Wilkinson, T., Papageorgiou, E., & Lantwin, P. (2020). Is the role of the teacher mirrored in the role of the learner? [Best practice]. Proceedings of the Association for Medical Education in Europe (AMEE): The Virtual Conference. BP15 (3552). Retrieved from https://amee.org/conferences/amee-2020

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Salkeld, A. (2020). National report on doctors one year after graduating from New Zealand medical schools in 2014-2018. (pp. 1-33). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Salkeld, A. (2020). National report on doctors three years after graduating from New Zealand medical schools in 2012-2016. (pp. 1-38). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

2019

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

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 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

Conference Contribution - Published proceedings: Abstract

Rennie, S., & Rudland, J. (2019). Supporting undergraduate medical students in surgery: Is it time for a different teaching model. ANZ Journal of Surgery, 89(Suppl. 1), (pp. 171). doi: 10.1111/ans.15180

Verstappen, A., Webster, C., Rudland, J., & Poole, P. (2019). Using longitudinal insights to model future workforce needs for general practice in New Zealand. Proceedings of the 11th Health Services and Policy Research Conference (HSRAANZ): Addressing Health Service Inequities to Improve Health System Performance. Retrieved from www.healthservicesconference.com.au

Gulliver, L., Brooks, H., Kinniburgh, L., Stodart, J., & Rudland, J. (2019). Health professional education and practice in preventing and controlling infections amidst escalating global antimicrobial resistance. Proceedings of the Association for Medical Education in Europe (AMEE) Annual Conference. (pp. 622). Retrieved from https://amee.org/home

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Support in a challenging experiential learning environment. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 181-182). Renmark, Australia: ANZAHPE. [Abstract]

Verstappen, A., Webster, C., Rudland, J., Wilkinson, T., & Poole, P. (2019). Doing the numbers: Using longitudinal insights and workforce predictions to model future workforce needs for General Practice. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 172). Renmark, Australia: ANZAHPE. [Abstract]

Rennie, S., Rudland, J., Grainger, R., Wilkinson, T., & Beckert, L. (2019). Supporting clinician teachers of medical students: Viewpoints of effective practices. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 110-111). Renmark, Australia: ANZAHPE. [Abstract]

Conference Contribution - Verbal presentation and other Conference outputs

Hu, W., Chipchase, L., Johnston, K., Anderson, K., & Rudland, J. (2019, July). Thrown in the deep end: From clinician to educator [Plenary]. Panel discussion at the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference, Canberra.

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., & Hyland, F. (2019). National report on students commencing medical school in New Zealand in 2015-2019. (pp. 1-27). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Beer, A. (2019). National report on doctors five years after graduating from New Zealand medical schools in 2011-2013. (pp. 1-30). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Roberts, E. (2019). National report on doctors three years after graduating from New Zealand medical schools in 2011-2013. (pp. 1-22). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Roberts, E. (2019). National report on doctors one year after graduating from New Zealand medical schools in 2011-2015. (pp. 1-20). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

2018

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

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

Conference Contribution - Published proceedings: Abstract

Kent, M., Wilkinson, T., Poole, P., & Rudland, J. (2018). Ebb and flow of career intentions through medical school and pre-vocational training. Proceedings of the Association for Medical Education in Europe (AMEE) Conference. (pp. 574). Retrieved from https://www.amee.org/

Kent, M., Poole, P., Wilkinson, T., Bagg, W., Verstappen, A., Rudland, J., & Hyland, F. (2018). Rural 'persisters' vs. 'switchers': The interaction of background and programme. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]

Verstappen, A., Ling, S., Rudland, J., Webster, C., Wilkinson, T., & Poole, P. (2018). What predicts an interest in General Practice? Preliminary insights from a longitudinal tracking project. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]

Conference Contribution - Verbal presentation and other Conference outputs

Rennie, S., Grainger, R., & Rudland, J. R. (2018, June). Triangulation data: What does this really mean? Verbal presentation at the Otago Medical School Medical Education Research Symposium, Dunedin, New Zealand.

Walthert, S., Williamson, M., Anakin, M., Gallagher, S., Smith-Han, K., & Rudland, J. (2018, June). Real life relationships: A professional development pilot programme. Verbal presentation at the Otago Medical School Medical Education Research Symposium, Dunedin, New Zealand.

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. (2018, June). Identifying stressor criteria that hinder or challenge junior clinical medical student learning. Verbal presentation at the Otago Medical School Medical Education Research Symposium, Dunedin, New Zealand.

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Roberts, E. (2018). National report on students graduating medical school in New Zealand in 2013-2017. (pp. 1-20). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

2017

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

Conference Contribution - Published proceedings: Abstract

Bagg, W., Jo, E., Hyland, F., Paterson, S., Rudland, J., Verstappen, A., Wilkinson, T., & Poole, P. (2017). Using a model of 'overs and unders' to determine alignment of New Zealand medical student intentions with workforce needs. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 120). Retrieved from http://www.anzahpe.org

Poole, P., Bagg, W., Verstappen, A., Stoner, T., Kent, M., Wilkinson, T., Rudland, J., Hyland, F., & Paterson, S. (2017). NZ medical students: Where might future rural doctors come from? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 110). Retrieved from http://www.anzahpe.org

Conference Contribution - Verbal presentation and other Conference outputs

Rudland, J. (2017, December). Tracking Dunedin students as they progress in their medical careers. Verbal presentation at the Health Professional Education Research Symposium, Dunedin, New Zealand.

Rudland, J. (2017, December). What stops students from seeking feedback? Verbal presentation at the Health Professional Education Research Symposium, Dunedin, New Zealand.

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Paterson, S. (2017). National report on doctors one year after graduating medical school in New Zealand in 2013. (pp. 1-23). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Paterson, S. (2017). National report on doctors one year after graduating medical school in New Zealand in 2012. (pp. 1-24). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Paterson, S. (2017). National report on students graduating medical school in New Zealand in 2015. (pp. 1-19). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., & Hyland, F. (2017). National report on students commencing medical school in New Zealand in 2013-2015. (pp. 1-29). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., & Hyland, F. (2017). National report on students commencing medical school in New Zealand in 2015. (pp. 1-23). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., & Hyland, F. (2017). National report on students commencing medical school in New Zealand in 2014. (pp. 1-23). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

2016

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

Conference Contribution - Verbal presentation and other Conference outputs

Rudland, J. (2016, March). Challenge in clinical education: When is it too much or too little? Verbal presentation at the Ottawa and Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Joint Conference, Perth, Australia.

Rudland, J. (2016, March). The student role in participatory feedback. Verbal presentation at the Ottawa and Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Joint Conference, Perth, Australia.

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Paterson, S. (2016). National report on students graduating medical school in New Zealand in 2012-2014. (pp. 1-25). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Paterson, S. (2016). National report on students graduating medical school in New Zealand in 2014. (pp. 1-19). MSOD Project. Retrieved from https://www.otago.ac.nz/NZMSOD

2015

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Paterson, S. (2015). National report on students graduating medical school in New Zealand in 2013. MSOD Project. 18p. Retrieved from https://www.otago.ac.nz/NZMSOD

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Paterson, S. (2015). National report on students graduating medical school in New Zealand in 2012. MSOD Project. 16p. Retrieved from https://www.otago.ac.nz/NZMSOD

2014

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

Conference Contribution - Published proceedings: Abstract

Rudland, J., Meeks, M., Wilkinson, T., Swan, J., & Blyth, P. (2014). What stops students from seeking feedback? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference: Connecting Science and Theory with Learning for Clinical Practice. (pp. 211). Adelaide, Australia: ANZAHPE. [Abstract]

Rudland, J., & Wilkinson, T. (2014). So... what is wrong with a bit of stress? Proceedings of the 16th Ottawa Conference and the 12th Canadian Conference on Medical Education: Transforming Healthcare through Excellence in Assessment and Evaluation. Retrieved from http://www.ottawaconference.org/

Wilkinson, T., Rudland, J., Ali, A., McKenzie, J., Bell, C., & Carter, F. (2014). Home and learning environment effects on assessment performance. Proceedings of the 16th Ottawa Conference and the 12th Canadian Conference on Medical Education: Transforming Healthcare through Excellence in Assessment and Evaluation. Retrieved from http://www.ottawaconference.org/

Rudland, J. R., Wilkinson, T. J., Meeks, M., Blyth, P., & Swan, J. (2014). Student responsibility for seeking feedback. Proceedings of the 16th Ottawa Conference and the 12th Canadian Conference on Medical Education: Transforming Healthcare through Excellence in Assessment and Evaluation. Retrieved from http://www.ottawaconference.org/

2013

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

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

Working Paper; Discussion Paper; Technical Report

New Zealand MSOD Steering Group, including Wilkinson, T., Rudland, J., Smith, B., Hyland, F., & Paterson, S. (2013). National report on students commencing medical school in New Zealand in 2013. MSOD Project. 21p. Retrieved from https://www.otago.ac.nz/NZMSOD

2012

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.

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

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 - Professional & Other Non-Research Articles

Shulruf, B., Poole, P., Wang, G. Y., Rudland, J., & Wilkinson, T. (2012). Some light in the fog? [Response to the commentary Navigating in the fog of medical school admissions data]. Advances in Health Sciences Education, 17(5), 631-632. doi: 10.1007/s10459-012-9413-9

Conference Contribution - Published proceedings: Abstract

Rudland, J. R., Wilkinson, T., Wearn, A., Nicol, P., Tunny, T., Owen, C., & O'Keefe, M. (2012). A student-centred feedback model for health professional educators. Proceedings of the 15th Ottawa Conference: Assessment of Competence in Medicine and the Healthcare Professions. (pp. 180). Retrieved from http://www.ottawaconference.org

Shulruf, B., Poole, P., Wilkinson, T., & Rudland, J. (2012). Choosing medical students: Talent vs. proven success. Proceedings of the 15th Ottawa Conference: Assessment of Competence in Medicine and the Healthcare Professions. (pp. 141). Retrieved from http://www.ottawaconference.org

Rudland, J. (2012). What does a professional teacher look like? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference: Professionalism Under Pressure. (pp. 150). Adelaide, Australia: ANZAHPE. [Abstract]

Rudland, J. (2012). The professional learner: Enhancing students to take control of feedback. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference: Professionalism Under Pressure. (pp. 131). Adelaide, Australia: ANZAHPE. [Abstract]

Poole, P., Shulruf, B., Rudland, J., & Wilkinson, T. (2012). Prior academic achievement is a better predictor than UMAT of performance in New Zealand medical programmes. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference: Professionalism Under Pressure. (pp. 74). Adelaide, Australia: ANZAHPE. [Abstract]

Conference Contribution - Verbal presentation and other Conference outputs

Rudland, J. (2012, June). The professional learner: Enhancing students to take control of feedback. Workshop presentation at the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference: Professionalism Under Pressure, Rotorua, New Zealand.

2011

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

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

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

Conference Contribution - Published proceedings: Abstract

Rudland, J. R., & Roberton, G. L. (2011). The influence of the tutor on student performance. Medical Education, 45(Suppl. 2), (pp. 73-74). doi: 10.1111/j.1365-2923.2011.04093.x

Rudland, J. R., & Roberton, G. L. (2011). Poorly performing tutors: Meeting the challenge. Medical Education, 45(Suppl. 2), (pp. 55-56). doi: 10.1111/j.1365-2923.2011.04093.x

Poole, P., Shulruf, B., Rudland, J., & Wilkinson, T. (2011). Prior academic achievement is a better predictor than UMAT of performance in medical programme assessments: A national study. Medical Education, 45(Suppl. 2), (pp. 1). doi: 10.1111/j.1365-2923.2011.04093.x

2010

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

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

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

Conference Contribution - Published proceedings: Abstract

Tweed, M., Rudland, J., Perez, D., & Gallagher, P. (2010). The preparedness of students for transitions within training: The effect of curriculum evolution. Proceedings of the Association for Health Professional Education (ANZAME) Conference: Overcoming BARRIERS, RE(E)Forming Professional Practice. (pp. 80). Retrieved from http://anzahpe.org/docs/pastconf/2010_Conference_Handbook_Program_and_Abstracts.pdf

Rudland, J., & Swan, J. (2010). Connecting to e-learning opportunities: What helps? What doesn't? Proceedings of the Association for Health Professional Education (ANZAME) Conference: Overcoming BARRIERS, RE(E)Forming Professional Practice. (pp. 135). Retrieved from http://anzahpe.org/docs/pastconf/2010_Conference_Handbook_Program_and_Abstracts.pdf

Rudland, J., & Tordoff, R. (2010). The clinical skills experience of rural medical students in New Zealand. Proceedings of the Association for Health Professional Education (ANZAME) Conference: Overcoming BARRIERS, RE(E)Forming Professional Practice. (pp. 145). Retrieved from http://anzahpe.org/docs/pastconf/2010_Conference_Handbook_Program_and_Abstracts.pdf

Perez, D., Rudland, J., Tweed, M., & Gallagher, P. (2010). The effect of curriculum evolution on the learning styles of students. Proceedings of the Association for Health Professional Education (ANZAME) Conference: Overcoming BARRIERS, RE(E)Forming Professional Practice. (pp. 198). Retrieved from http://anzahpe.org/docs/pastconf/2010_Conference_Handbook_Program_and_Abstracts.pdf

Wilkinson, T. J., Tweed, M. J., McKenzie, J., Ali, A., Rudland, J., & Egan, A. (2010). Conditional pass facilitates action on professionalism and aligns assessment to learning. Proceedings of the 14th Ottawa Conference: Assessment of Competence in Medicine and the Healthcare Professions. (pp. 189-190). Retrieved from http://www.ottawaconference.org/images/stories/Ottawa_Conference_2010_Abstracts.5.10_1.pdf

Blyth, P., Swan, J., & Rudland, J. R. (2010). Basic science alive: Students integrating anatomy with clinical cases. Clinical Anatomy. 23, (pp. 339). doi: 10.1002/ca.20954

2009

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

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

Conference Contribution - Published proceedings: Full paper

Rudland, J. R., Swan, J., Blyth, P., Winikoff, M., McDonald, J., Loke, S. K., Zeng, R., & Cohen, A. (2009). Basic Science Alive: Linking science knowledge to clinical practice. In R. J. Atkinson & C. McBeath (Eds.), Proceedings of the 26th Annual Australasian Society for Computers in Learning in Tertiary Education Conference: Same Places, Different Spaces. (pp. 902-907). ascilite. Retrieved from http://www.ascilite.org.au/conferences/auckland09/?m=Programme

Rennie, S., Blyth, P., Swan, J., Rudland, J., Hall, K., Baxter, S., Tweed, M., Wilkinson, T., Dockerty, J., van Rij, A., Loke, S. K., Winikoff, M., Vlugter, P., Cohen, A., & McDonald, J. (2009). Developing surgical decision making skills through dynamic branching short cases and reflection. In R. J. Atkinson & C. McBeath (Eds.), Proceedings of the 26th Annual Australasian Society for Computers in Learning in Tertiary Education Conference: Same Places, Different Spaces. (pp. 832-836). ascilite. Retrieved from http://www.ascilite.org.au/conferences/auckland09/?m=Programme

Conference Contribution - Published proceedings: Abstract

Rudland, J., & Swan, J. (2009). Integrating science and clinical practice: Basic science alive, an e-learning pilot project for senior medical students. Proceedings of the Association for Health Professional Education (ANZAME) Conference. (pp. 32). Retrieved from http://www.anzame.unsw.edu.au/conf.htm

2008

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

Conference Contribution - Published proceedings: Abstract

Rudland, J., & Ali, A. (2008). Moving a formative assessment from a paper to a computer based format: A student view point. Proceedings of the 13th Ottawa International Conference on Clinical Competence. Retrieved from http://www.ozzawa13.com/OZZAWA%20Abstracts%20and%20Posters.pdf

Ali, A., & Rudland, J. (2008). Educational staff development: We know what they want, but do we really...? And can we deliver it? Proceedings of the Association for Health Professional Education (ANZAME) Conference. Retrieved from http://anzahpe.org/docs/pastconf/ANZAME_conference_program_Sydney_2008.pdf

Rudland, J., & Swan, J. (2008). Learning outcomes of medical education across the medical career (LOMEC). Proceedings of the Association for Health Professional Education (ANZAME) Conference. Retrieved from http://anzahpe.org/docs/pastconf/ANZAME_conference_program_Sydney_2008.pdf

Dare, A., Fancourt, N., Wilkinson, T., Rudland, J., Robinson, E., & Bagg, W. (2008). Training the intern: The role of the New Zealand trainee intern year in the transition to junior doctor. Proceedings of the Association for Health Professional Education (ANZAME) Conference. Retrieved from http://anzahpe.org/docs/pastconf/ANZAME_conference_program_Sydney_2008.pdf

Le Nedelec, M., Roberton, G., & Rudland, J. (2008). Teaching pharmacology at Otago: Keeping pace with the changes. Proceedings of the Australasian Society of Clinical and Experimental Pharmacologists and Toxicologists New Zealand Annual Scientific Meeting. ASCEPT. Retrieved from http://phal.otago.ac.nz/ascept_docos/programme%202008.pdf

Rudland, J. R., & Rennie, S. (2008). Maximising the apprenticeship model in medical education: From leaky cauldron to Holy Grail? Proceedings of the 13th Ottawa International Conference on Clinical Competence. Retrieved from http://www.ozzawa13.com/OZZAWA%20Abstracts%20and%20Posters.pdf

2007

Conference Contribution - Published proceedings: Abstract

Rudland, J. R., Wearn, A., Nicol, P., Tunny, T., Wilkinson, T., Owen, C., & O'Keefe, M. (2007). A new model to look at constructive feedback. Proceedings of the Association for Health Professional Education (ANZAME) Conference. (pp. 122). Adelaide, Australia: ANZAME. [Abstract]

2006

Conference Contribution - Published proceedings: Abstract

Rudland, J., & Wilkinson, T. (2006). Effective feedback: Is it time for a new model? Proceedings of the Association for Health Professional Education (ANZAME) Conference. (pp. 98). Adelaide, Australia: ANZAME. [Abstract]

Rudland, J. (2006). Active learning and active behaviour: Are they related? Proceedings of the Association for Health Professional Education (ANZAME) Conference. (pp. 93). Adelaide, Australia: ANZAME. [Abstract]

Wilkinson, T. J., Rudland, J., Tweed, M., Egan, T., & Ali, A. (2006). What should we do if a candidate does something unsafe in an OSCE? Proceedings of the Association for Health Professional Education (ANZAME) Conference. (pp. 107). Adelaide, Australia: ANZAME. [Abstract]

Rudland, J. R., & Smith, K. R. (2006). The junior doctor experience. Proceedings of the Improving University Teaching 31st International Conference. Retrieved from http://www.iutconference.org/2006/sessionVI.htm

Rudland, J., & Smith, K. (2006). The junior doctor experience. In R. Spronken-Smith (Ed.), Proceedings of the Spotlight on Teaching at Otago Conference. (pp. 29). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Other Research Output

(2006) Moriarty, H., Dowell, T., Bushnell., & Rudland J. (2006) International perspectives on clinical skills for the undergraduate medical curriculum. Department of Primary Health Care & General Practice, University of Otago: Wellington, New Zealand. http://www.wnmeds.ac.nz/academic/gp/Curriculum%20Development/IntlPerspectivesonClinicalSkillsfortheUndergradMediCurriculum.html. [Other Research Output].

2005

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.

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.

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.

Conference Contribution - Published proceedings: Abstract

Rudland, J., & Smith, K. R. (2005). Preparing for practice - the views of trainee interns. Proceedings of the ANZAME: The Association for Health Professional Education. (pp. 122). Retrieved from www.anzame.unse.edu

Malek, L., Rudland, J. R., Martindale, J. P., Rennie, S. C., & Pippard, M. J. (2005). Competence of junior doctors in simple wound suturing. Proceedings of the Association for the Study of Medical Education Annual Scientific Meeting. Edinburgh, UK: ASME. Retrieved from http://www.asme.org.uk/conf_courses/2003/docs_pix/asm03_abs004_rsch_coj_malek.pdf

Rudland, J., Wilkinson, T., Smith, K. R., & Thompson-Fawcett, M. (2005). The educational impact of an OSCE on student study behaviours. Proceedings of the Conference of The Association for Health Professional Education & the Australian Postgraduate Federation of Medicine: Mind the gaps. (pp. 123). Auckland, New Zealand: ANZAME. Retrieved from http://www.anzame.unse.edu.au

Conference Contribution - Verbal presentation and other Conference outputs

Rudland, J., & Wilkinson, T. (2005, June). Identifying and responding to the educational needs of staff. Verbal presentation at the Pre-Conference Workshop of the Association for Health Professional Education (ANZAME) in conjunction with the Australian Postgraduate Federation of Medicine (APFM), Auckland, New Zealand. Australia: ANZAME. Retrieved from www.anzame.unse.edu.au

2004

Journal - Research Article

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

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

Conference Contribution - Published proceedings: Abstract

Rudland, J. R., Rennie, S. C., MacLeod, R., & Smith, K. (2004). The attitudes of medical faculty staff to peer tutoring. Proceedings of the AMEE: An international association for medical education. (pp. 118). [Abstract]

Rudland, J. R., & Mires, G. J. (2004). A longitudinal study of the attitude of medical students to nurses and shared teaching. Proceedings of the Association for Medical Education in Europe Annual Conference. (pp. 53). [Abstract]

Rudland, J., & Mires, G. (2004). Characteristics of doctors and nurses as perceived by students entering medical school - implications for shared teaching. Proceedings of the Association for Medical Education in Europe (AMEE). Retrieved from http://www.amee.org/AMEEConfsNew.html

Rudland, J. R., & Tordoff, D. (2004). Staff perception of peer tutoring. Proceedings of the ANZAME Annual Conference. Adelaide, Australia: ANZAME. [Abstract]

2003

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.

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.

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.

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.

2002

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.

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., Rudland, J. R., & et al (2002). Twelve tips to peer tutoring: A classical concept re-visited. Medical Teacher, 24(3), 241-244.

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 - Professional & Other Non-Research Articles

Rudland, J. R. (2002). When do you whistle? Times Higher Education Supplement, (September 20).

Conference Contribution - Published proceedings: Abstract

Crosby, J. (2002). Implementing outcome-based education. Proceedings of the Association for Medical Education in Europe Annual Conference. (pp. 84). [Abstract]

Rennie, S., & Crosby, J. (2002). Clinical operative test: A test of practical skills. Proceedings of the Association for Medical Education in Europe Annual Conference. (pp. 61). [Abstract]

2001

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.

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

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.

Journal - Professional & Other Non-Research Articles

Rennie, S. C., Mossey, P. A., & Rudland, J. R. (2001). Structured clinical operative tests: Assessing invasive practical procedures. Medical Education, 35, 1066-1067.

Conference Contribution - Published proceedings: Abstract

Crosby, J. R., & Ball, H. M.-L. (2001). Peer assisted learning: A teaching strategy for the new millennium? Proceedings of the Association for Medical Education in Europe Annual Conference. (pp. 91). Retrieved from http://www.amee.org/Legacy/2001Abstracts.pdf

2000

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).

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., & 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 - Professional & Other Non-Research Articles

Rennie, S., & Rudland, J. R. (2000). Ethics and plagiarism. Times Higher Education, September(suppl.).

Conference Contribution - Published proceedings: Abstract

Ball, M. H., Rudland, J. R., & Dent, J. A. (2000). Student perception of teaching in an ambulatory care unit. Medical Teacher. 22(1), (pp. 85). [Abstract]

Friedman, B. D. M., Rudland, J. R., & Harden, R. M. (2000). Outcomes and Knowledge. Medical Teacher. 22(1), (pp. 71). [Abstract]

Rennie, S. C., Brown, E. M., & Rudland, J. R. (2000). Are 'tomorrow's doctors honest? Medical Teacher. 22(4), (pp. 416). [Abstract]

Rudland, J. R., & Harden, R. M. (2000). Moving to an outcomed-based curriculum. Medical Teacher. 22(1), (pp. 71). [Abstract]

1999

Journal - Professional & Other Non-Research Articles

Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). AMEE guide no. 14: Outcome-based education: Part 1, An introduction to outcome-based education. Medical Teacher, 21(1), 7-14.

Crosby, J. R., & Rennie, S. C. (1999). Off the mark. Times Higher Education Supplement, (November 19).

Conference Contribution - Published proceedings: Abstract

Crosby, J. R. (1999). Student perception of teacher's roles. Medical Teacher. 21(3, Part 3), (pp. 340). [Abstract]

1998

Conference Contribution - Published proceedings: Abstract

Crosby, J. R. (1998). From small acorns! Medical Teacher. 20(3, part 3), (pp. 276). [Abstract]

1997

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.

1996

Journal - Research Article

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