Jennifer Cleland

Datos Biográficos

ID3754788
NOMBREJennifer Cleland
NOMBRESJennifer
APELLIDOCleland
FIRMACLELAND J
AFILIACIONESNanyang Technological University
ORCID0000-0003-1433-9323
VERIFICADOSí
TOTAL DE OBRAS83
TOTAL DE CITAS6
TOTAL COMO AUTOR83
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1991
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H2

  • Colloquy

    Open AccessJennifer ClelandARTICLEMedical Teacher2026

  • Bounded accountability in professional resistance

    Open AccessYou You, Ran Zhang et al.ARTICLEMedical Teacher2026

    In this issue, Ellaway and Wyatt [1] conceptualize professional resistance as action undertaken by professionals in virtue of their professional identity, with the aim of transforming and improving...

  • Graduates from widening participation medical programs are disadvantaged on residency selection

    Open AccessEmma Fletcher, Judith Cave et al.ARTICLEMedical Teacher2026

    INTRODUCTION: Despite efforts to increase the diversity of medical students, recent evidence suggests that graduates from underrepresented groups are disadvantaged in respect of postgraduate progression. This strongly suggests the need to identify and address structural factors that may perpetuate disadvantage. Thus, we examine the relationships between type of medical school program, postgraduate medical examinations and speciality training (res…

  • Accurate contextual reporting amidst dynamic AI curricula development

    Open AccessLi Yunkai Andrew, Quek Yong Jing Daniel et al.ARTICLEMedical Education2026

    We read Zainal and colleague's article on a digital-age clinical artificial intelligence (AI) ethics competence framework with interest.1 We agree with their central argument—AI ethics must be addressed explicitly and practice-grounded in medical training. However, the paper's reporting of contextual information raises concerns of general importance. Table 1 describes the context of AI and ethics integration in Singapore's three medical schools. …

  • Widening access to medicine

    Open AccessEmma Bartle, Sandra Carr et al.ARTICLEMedical Education2026

  • Endless justification

    Open AccessJennifer Cleland, Anita Pienkowska et al.ARTICLEMedical Education2026

  • Implementing recommendations to optimise professional support in the medical workplace

    Open AccessR Littlewood, Helen Lloyd et al.ARTICLEMedical Education2026

  • Shared tensions and contextual adaptations in programmatic assessment reform

    Zheng-Wei Lee, Li Li et al.ARTICLEMedical Teacher2026

    In this issue of Medical Teacher, Torre and colleagues report a conceptual analysis of programmatic assessment (PA) implementation in Indonesia [1]. Drawing on implementation science frameworks, th

  • Shaped by what is not seen

    Open AccessSiew Ping Han, Jennifer ClelandARTICLEMedical Teacher2026

    Just over 30 years ago, Hafferty introduced the concepts of the formal, informal, and hidden curricula to medical education [1,2]. The formal curriculum is that which is offered and endorsed by the

  • What are medical students really doing with GenAI in their self-study? An epistemic entanglement framework approach

    Open AccessOlivia Ng, Sean Lim et al.ARTICLEMedical Teacher2026

    INTRODUCTION: The rise of GenAI in health professions education has led to debates over its promise to support student learning and potential to encourage cognitive offloading. However, there is little empirical work examining how medical students actually use GenAI in their everyday self-study practices. To address this gap, this study draws on the Epistemic Entanglement Framework (EEF) to examine how knowledge is co-constructed between undergra…

  • Introducing a data-driven learning progress dashboard for programmatic assessment

    Olivia Ng, Zheng-Wei Lee et al.ARTICLEMedical Teacher2026

    Programmatic Assessment (PA) relies on the integration of diverse data sources to deliver holistic feedback that supports student learning. However, the complexity and volume of assessment data can hinder efficient tracking and interpretation, challenging the implementation of PA's principles. To address these challenges, we developed the Learning Progress Dashboard (LPD) - a bespoke technological-enhanced solution and infrastructure designed for…

  • When and how to disclose AI use in academic publishing

    Open AccessJennifer Cleland, Erik W Driessen et al.ARTICLEMedical Teacher2026

    Generative Artificial Intelligence (GenAI) tools are increasingly integrated into research and academic writing, offering opportunities to streamline workflows and increase productivity. However, these tools also introduce risks when used uncritically, unethically, or without transparency. In particular, the undisclosed use of GenAI, now widely documented, may compromise research integrity. The aim of this AMEE Guide is to provide researchers wit…

  • When and how to disclose AI use in academic peer review

    Ken Masters, Jennifer ClelandARTICLEMedical Teacher2026

    Using Artificial Intelligence (AI) to review academic papers is happening and cannot be ignored by journals. There is a need to find a balance between outright banning and uncontrolled usage. Medical Teacher recognises this need, and this commentary views the problem within the general context of authorship, discusses some of the problems surrounding AI-reviewing, and offers a middle ground of practice and disclosure that will assist authors, rev…

  • Beyond the faculty-student dyad

    Open AccessHolly S Meyer, Anita Samuel et al.ARTICLEMedical Teacher2026

    INTRODUCTION: Advising is essential for student success in graduate health professions education (HPE). Advising does not happen in a vacuum, yet most research focuses narrowly on advisor-advisee relationships. To address this gap, this study examines how institutional structures, policies, and programmatic dynamics influence the effectiveness of advising in graduate HPE. METHODS: We conducted semi-structured interviews with 15 HPE program leader…

  • User-centred curriculum mapping

    Olivia Ng, Zheng Huan Tay et al.ARTICLEMedical Teacher2026

    A curriculum map is a visual representation of key components in a medical curriculum, designed to address the challenge of navigating a dense and complex curriculum. Conventional curriculum maps are often fragmented, as they are developed incrementally by faculty members at different times. Over time, this can make them difficult to navigate, irrelevant and incoherent to faculty and student end-users. To address these issues, we developed an in-…

  • Mixed‐methods research in medical education

    Open AccessJennifer Cleland, Alan Macleod et al.ARTICLEMedical Education2026

    INTRODUCTION: Mixed-methods research (MMR) intentionally combines (variously) theories, study designs, data collection, analyses and/or syntheses associated with more than one approach to research. Despite a rich literature on the theory and practice of MMR, the authors were concerned that much MMR in medical education fell short of the state of the art. To substantiate the problem, the authors conducted a meta-study to explore the strengths and …

  • The origin of Student Interest Groups (SIGs)—Evolution of student‐led innovations

    Open AccessNevin Yi Meng Chua, Jennifer Cleland et al.ARTICLEMedical Education2026

    Data used in this study can be shared upon reasonable request to the corresponding author

  • Ecological Psychology

    Open AccessJohn C Penner, Steven J Durning et al.ARTICLEAcademic Medicine2025

    Effective mentoring can help individuals navigate the complex, dynamic environment of academic medicine as they work to develop meaningful and fulfilling careers. Despite robust research into the characteristics of effective mentoring relationships and successful mentoring programs, resources that support mentors and mentees in engaging in career development in academic medicine are limited. Ecological psychology, a theory focusing on how the dyn…

  • Constructive dialogue

    Open AccessJennifer Cleland, Rola Ajjawi et al.ARTICLEMedical Education2025

    The editors detail how Medical Education's 2025 State of the Science issue aimed to stimulate cross‐cultural dialogue for the betterment of our field

  • Medical school selection is a sociohistorical embedded activity

    Open AccessJennifer Cleland, Julia Blitz et al.ARTICLEMedical Education2025

  • How do medical students' expectations shape their experiences of well‐being programmes

    Open AccessEmmanuel Tan, Erik W Driessen et al.ARTICLEMedical Education2025

  • Study the past if you would define the future

    Open AccessRachel Ellaway, Alan Macleod et al.ARTICLEMedical Education2025

  • Widening access to medical school in Australia

    Open AccessSandra Carr, Rebecca Olson et al.ARTICLEMedical Education2025

  • ‘What’s in a name?’ Writing an effective and engaging article title

    Jennifer ClelandARTICLEMedical Teacher2025

  • Knowledge circulation and the politics of citation

    Jennifer ClelandARTICLEMedical Teacher2025

    I was recently screening a paper submitted to Medical Teacher, considering whether it should be sent out for peer review or not. The paper was on a mainstream topic in health professions education