Paul Crampton

Datos Biográficos

ID3942104
NOMBREPaul Crampton
NOMBRESPaul
APELLIDOCrampton
FIRMACRAMPTON P
AFILIACIONESMonash University
ORCID0000-0001-8744-930X
VERIFICADOSí
TOTAL DE OBRAS12
TOTAL DE CITAS1
TOTAL COMO AUTOR12
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2020
AÑO MÁS RECIENTE DE PUBLICACIÓN2025
ÍNDICE H1

  • Teaching routine person‐centred practice in medical education through medicines optimisation

    Open AccessRichard Bodington, Jez Reeve et al.ARTICLEMedical Education2025

  • Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis

    Open AccessDavid A Hirsh, Paul Crampton et al.ARTICLEMedical Education2024

  • Embracing the future

    Open AccessMartin Pusic, Paul Crampton et al.ARTICLEMedical Education2024

    Pusic, Crampton, and Eva announce the release of Medical Education's 15th annual State of the Science issue: Embracing the Future

  • Sustainable healthcare education

    Lucy Bray, J Urrea et al.ARTICLEMedical Teacher2023

    Diverse approaches have been applied to sustainable healthcare education, though no superior approach is evident. Instead, many effective approaches are outlined, to be adopted in alignment with the learning outcomes

  • Promoting inclusivity in health professions education publishing

    Open AccessRola Ajjawi, Paul Crampton et al.ARTICLEMedical Education2022

    A taskforce established by Medical Education asks readers to engage in discussion about how the journal and field can do better to ensure that health professional education publishing is inclusive of diverse knowledge and perspectives

  • Professional identity formation, intersectionality and equity in medical education

    Open AccessPaul Crampton, Yalda AfzaliARTICLEMedical Education2021

    Considering the literature on Professional Identity Formation, the authors draw the powerful and alarming conclusion that it is almost devoid of exploration into how race and ethnicity have an influence

  • Early career doctors' experiences of psychiatry placements

    Jigna Stott, Jack Haywood et al.ARTICLEMedical Teacher2021

    INTRODUCTION: On completion of a medical degree, junior doctors in the UK undergo a 2 year Foundation Programme. Since 2016, 45% of Foundation Programme doctors are required to undertake a psychiatry placement during foundation training. During this time, recruitment to Core Psychiatry Training has fluctuated, dropping to a 69% fill rate in 2017. METHODS: With the support of the Royal College of Psychiatrists, Health Education England and the UK …

  • What makes a model prescriber? A documentary analysis

    Usmaan Omer, Martin Veysey et al.ARTICLEMedical Teacher2021

    INTRODUCTION: In recent years, the authority to prescribe medications in healthcare has expanded to include pharmacists, nurses and Allied Healthcare Professionals. Subsequently, the quantity of guidelines describing appropriate prescribing practice has increased. Despite this, the literature notes a lack of consensus regarding the overall qualities of a good prescriber. The aim of this study was to attempt to define what makes a model prescriber…

  • Dignity during work-integrated learning

    Olivia King, Corinne Davis et al.ARTICLEStudies in Higher Education2021Citada por: 1Referencias: 64

    Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors’ wellbeing. Central to wellbeing is dignity, often described as the respectful treatment of others. While studies have explored dignity for employees, it is yet to be examined in the WIL context. This qualitative study explores 46 student and 30 supervisors' understandings of WIL dignity. Using purposive sampling, superv…

  • Situational judgement test validity for selection

    Open AccessElin S Webster, Lewis W Paton et al.ARTICLEMedical Education2020

  • Power and resistance in feedback during work-integrated learning

    Charlotte Rees, Corinne Davis et al.ARTICLEAssessment & Evaluation in Higher…2020

    While research has started to contest traditional student-supervisor power asymmetries within work-integrated learning, substantial gaps remain about work-integrated learning feedback, power and resistance. This study explores how students and supervisors narrate student power and resistance within work-integrated learning feedback narratives. Ninety-four feedback narratives were collected from 26 higher education students and 25 supervisors from…

  • Workplace Bullying in Healthcare

    Open AccessNeill Thompson, Madeline Carter et al.ARTICLEQualitative Report2020Referencias: 12

    Bystander action has been proposed as a promising intervention to tackle workplace bullying, however there is a lack of in-depth qualitative research on the direct experiences of bystanders. In this paper, we developed a more comprehensive definition of bullying bystanders, and examined first person accounts from healthcare professionals who had been bystanders to workplace bullying. These perspectives highlighted factors that influence the type …