https://ogma.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 Early predictors of need for remediation in the Australian general practice training program: a retrospective cohort study https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:33269 Wed 27 Apr 2022 14:49:26 AEST ]]> Learning physical examination skills outside timetabled training sessions: what happens and why? https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:31857 Wed 11 Apr 2018 15:12:06 AEST ]]> Using video-reflexive ethnography to capture the complexity of leadership enactment in the healthcare workplace https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:41339 Tue 02 Aug 2022 09:16:30 AEST ]]> Supervision training in healthcare: a realist synthesis https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:41330 Tue 02 Aug 2022 09:02:29 AEST ]]> Female victims and female perpetrators: medical students’ narratives of gender dynamics and professionalism dilemmas https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:41453 Thu 04 Aug 2022 10:54:37 AEST ]]> Exploring trainer and trainee emotional talk in narratives about workplace-based feedback processes https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:41451 whats (reported events) and the hows (emotional talk). Trainer narratives did not differ significantly in positive or negative emotional talk from trainee narratives. By exploring the interplay of the whats and the hows, several aspects of feedback processes were identified as potentially emotional for trainers including trainers being concerned about upsetting learners and worried about patient safety. This was illustrated through numerous linguistic devices to establish emotional tone such as metaphoric talk and laughter. These findings suggest that feedback processes can be emotional for trainers. It highlights the need to better understand the ‘filter’ of emotion for trainers but also to better understand how emotion plays a role in feedback as a complex social process.]]> Thu 04 Aug 2022 10:23:24 AEST ]]> Exploring the influence of context on feedback at medical school: a video-ethnography study https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:41449 Thu 04 Aug 2022 09:55:22 AEST ]]> Climate change: could it help develop 'adaptive expertise'? https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:28289 Sat 24 Mar 2018 07:41:23 AEDT ]]> Authentic early experience in medical education: a socio-cultural analysis identifying important variables in learning interactions within workplaces https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:25963 Sat 24 Mar 2018 07:37:03 AEDT ]]> Using collaborative autoethnography to explore the teaching of qualitative research methods in medicine https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:53898 Mon 22 Jan 2024 15:03:33 AEDT ]]> Applicants to medical school: if at first they don't succeed, who tries again and are they successful? https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:36751 Fri 03 Jul 2020 09:33:41 AEST ]]>