2025
Journal - Research Article
Osborne, E., Anderson, V., & Robson, B. (2025). Health-related experiences as a motivation for pursuing health professional education. New Zealand Journal of Educational Studies. Advance online publication. doi: 10.1007/s40841-025-00377-3
2024
Awarded Doctoral Degree
Osborne, E. R. (2024). Life-study overlap in health professional education (PhD). University of Otago, Dunedin, New Zealand. Retrieved from http://hdl.handle.net/10523/16563
2022
Conference Contribution - Published proceedings: Abstract
Osborne, E. (2022). Embodied knowing in health professional education. Proceedings of the Sociological Association of Aotearoa New Zealand (SAANZ) Conference: Now what? Reimagining hope, 'truth' and equality. Retrieved from https://www.saanz.net/saanz2022
2021
Journal - Research Article
Osborne, E., Robson, B., & Anderson, V. (2021). When personal experience overlaps with study. Clinical Teacher, 18, 517-522. doi: 10.1111/tct.13384
Osborne, E., Anderson, V., & Robson, B. (2021). Students as epistemological agents: Claiming life experience as real knowledge in health professional education. Higher Education, 81(4), 741-756. doi: 10.1007/s10734-020-00571-w
Conference Contribution - Published proceedings: Abstract
Grove, C., Grainger, R., Osborne, E., Lomax-Sawyers, I., & Wilkinson, T. (2021). Examining learning environments which acknowledge students' lived experience of the health curriculum. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. 208. Retrieved from https://eventstudio.eventsair.com/anzahpe-2021/anzahpe-abstract-book
2020
Conference Contribution - Published proceedings: Abstract
Grainger, R., Grove, C., Osborne, E., & Lomax-Sawyers, I. (2020). Creating learning environments which acknowledge students' lived experience of the health curriculum. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 318). Retrieved from https://anzahpe.org
2018
Journal - Research Article
Grainger, R., Dai, W., Osborne, E., & Kenwright, D. (2018). Medical students create multiple-choice questions for learning in pathology education: A pilot study. BMC Medical Education, 18, 201. doi: 10.1186/s12909-018-1312-1
Conference Contribution - Published proceedings: Abstract
Osborne, E., Anderson, V., & Robson, B. (2018). Students' encounters with their lived experiences in higher education. Proceedings of the Higher Education Development Centre (HEDC) Symposium: Celebrating Higher Education. (pp. 4). Retrieved from https://www.otago.ac.nz/hedc
Grainger, R., Dai, A., Osborne, E., & Kenwright, D. (2018). Student-generated MCQs: Students don't like it even though it's good for them. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]
Dai, W., Wood, E., Grainger, R., Osborne, E., & Kenwright, D. (2018). Do students think the biomedical curriculum supports their clinical diagnosis and reasoning? Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]
Kenwright, D., Grainger, R., Osborne, E., & Dai, W. (2018). Pots on the net: Student usage of a virtual pathology museum. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. Renmark, Australia: ANZAHPE. [Abstract]
Osborne, E., Grainger, R., Dai, W., & Kenwright, D. (2018). Small changes, big differences: Increasing the perceived value of a student-generated MCQ bank. 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
Osborne, E., Grainger, R., Dai, W., & Kenwright, D. (2018, June). Small changes, big differences: Increasing the perceived value of a student-generated MCQ bank. Verbal presentation at the Otago Medical School Medical Education Research Symposium, Dunedin, New Zealand.
Dai, W., Wood, E., Grainger, R., Osborne, E., & Kenwright, D. (2018, June). Do students think the biomedical curriculum supports their clinical diagnosis and reasoning? Verbal presentation at the Otago Medical School Medical Education Research Symposium, Dunedin, New Zealand.
2017
Journal - Research Article
Kenwright, D., Dai, W., Osborne, E., Gladman, T., Gallagher, P., & Grainger, R. (2017). “Just tell me what I need to know to pass the exam!” Can active flipped learning overcome passivity? Asia Pacific Scholar, 2(1), 1-6.
Conference Contribution - Published proceedings: Abstract
Osborne, E., Fleming, K., Tietjens, D., Gladman, T., & McKinlay, E. (2017). Tailored and timely: Transforming our campus’s approach to student support. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Curriculum Transformation. Retrieved from http://herdsa2017.org
Grainger, R., Dai, A., Osborne, E., & Kenwright, D. (2017). Capable but cautious: Medical students are highly capable of creating and critiquing sophisticated MCQs but did not trust the reliability of peer learning. Proceedings of the Association for Medical Education in Europe (AMEE) Conference. 1016. Retrieved from https://www.amee.org
Kenwright, D., Dai, W., Osborne, E., & Grainger, R. (2017). Co-creation improves motivation and self-efficacy in the liminal space between teaching and assessment in healthcare professional education: An action research investigation. Proceedings of the Association for Medical Education in Europe (AMEE) Conference. 969. Retrieved from https://www.amee.org
2016
Journal - Research Article
Kenwright, D., Osborne, E., Dai, W., & Grainger, R. (2016). Drivers of openness to online and flipped learning in medical education. MedEdPublish, 5(2), 52. doi: 10.15694/mep.2016.000080
Journal - Research Other
Kenwright, D., Dai, W., Osborne, E., & Grainger, R. (2016). Tips for a flipped classroom: What we wished we knew before we flipped. MedEdPublish, 5(2), 51. doi: 10.15694/mep.2016.000079
Conference Contribution - Verbal presentation and other Conference outputs
Osborne, E. (2016, August). Critical thinking in your literature review. Verbal presentation at the Postgraduate Research Student Symposium, Wellington, New Zealand.
Osborne, E. (2016, March). Openness to online learning: Exploring the effects of course design and student motivation. Verbal presentation at the Ottawa and Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Joint Conference, Perth, Australia.
