Anna Ryan
Biographic Data
| ID | 5139595 |
|---|---|
| NAME | Anna Ryan |
| GIVEN NAMES | Anna |
| FAMILY NAME | Ryan |
| SIGNATURE | RYAN A |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0001-7458-027X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From psychometrics to partnerships
Commentary
Adopting a nuanced view on continuity of supervision, Lee et al highlight three subtypes of longitudinal relationships that have a negative impact on learning and assessment in workplace contexts
The attitudes towards learning and study habits of Australian medical students
BACKGROUND/PURPOSE: Medical curricula are designed to provide students with strong foundational biomedical knowledge and the opportunity to develop and practice effective, appropriate, and safe clinical skills. However, instruction on optimal study strategies (i.e. "learning how to learn") is often overlooked in medical programs. In this paper, we explore the attitudes towards learning and study habits of a large cohort of graduate-entry medical …
Investigating the delivery of an acceptance and commitment therapy (ACT) smartphone app intervention on symptomology in adult IBS patients
Irritable Bowel Syndrome (IBS) significantly impacts patients and healthcare systems. While digital therapeutics show promise for IBS self-management, the feasibility of an Acceptance and Commitment Therapy (ACT) smartphone app remains unexplored. This feasibility study recruited 53 participants across three UK Health Services to use an ACT app over 8 weeks. Pre- and post-treatment outcomes were assessed using standardized self-report questionnai…
Timing's not everything
From Traditional to Programmatic Assessment in Three (Not So) Easy Steps
Programmatic assessment (PA) has strong theoretical and pedagogical underpinnings, but its practical implementation brings a number of challenges—particularly in traditional university settings involving large cohort sizes. This paper presents a detailed case report of an in-progress programmatic assessment implementation involving a decade of assessment innovation occurring in three significant and transformative steps. The starting position and…
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles
INTRODUCTION: In the Ottawa 2018 Consensus framework for good assessment, a set of criteria was presented for systems of assessment. Currently, programmatic assessment is being established in an increasing number of programmes. In this Ottawa 2020 consensus statement for programmatic assessment insights from practice and research are used to define the principles of programmatic assessment. METHODS: = 20), an inventory was completed for the perce…
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice
INTRODUCTION: Programmatic assessment is a longitudinal, developmental approach that fosters and harnesses the learning function of assessment. Yet the implementation, a critical step to translate theory into practice, can be challenging. As part of the Ottawa 2020 consensus statement on programmatic assessment, we sought to provide descriptions of the implementation of the 12 principles of programmatic assessment and to gain insight into enabler…
Postpositivism in Health Professions Education Scholarship
An understanding of the diversity of perspectives within the research paradigms of health professions education (HPE) is essential for rigorous research design and more purposeful engagement with the contributions of others. In this article, the authors explicitly discuss the underlying assumptions, notions of good scholarship, and shortcomings of the postpositivism research paradigm. While postpositivism is likely one of the more familiar paradi…
Supporting student academic integrity in remote examination settings
No prominent works on this page.
Postpositivism in Health Professions Education Scholarship
An understanding of the diversity of perspectives within the research paradigms of health professions education (HPE) is essential for rigorous research design and more purposeful engagement with the contributions of others. In this article, the authors explicitly discuss the underlying assumptions, notions of good scholarship, and shortcomings of the postpositivism research paradigm. While postpositivism is likely one of the more familiar paradi…
Supporting student academic integrity in remote examination settings
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles
INTRODUCTION: In the Ottawa 2018 Consensus framework for good assessment, a set of criteria was presented for systems of assessment. Currently, programmatic assessment is being established in an increasing number of programmes. In this Ottawa 2020 consensus statement for programmatic assessment insights from practice and research are used to define the principles of programmatic assessment. METHODS: = 20), an inventory was completed for the perce…
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice
INTRODUCTION: Programmatic assessment is a longitudinal, developmental approach that fosters and harnesses the learning function of assessment. Yet the implementation, a critical step to translate theory into practice, can be challenging. As part of the Ottawa 2020 consensus statement on programmatic assessment, we sought to provide descriptions of the implementation of the 12 principles of programmatic assessment and to gain insight into enabler…
From Traditional to Programmatic Assessment in Three (Not So) Easy Steps
Programmatic assessment (PA) has strong theoretical and pedagogical underpinnings, but its practical implementation brings a number of challenges—particularly in traditional university settings involving large cohort sizes. This paper presents a detailed case report of an in-progress programmatic assessment implementation involving a decade of assessment innovation occurring in three significant and transformative steps. The starting position and…
Timing's not everything
Commentary
Adopting a nuanced view on continuity of supervision, Lee et al highlight three subtypes of longitudinal relationships that have a negative impact on learning and assessment in workplace contexts
The attitudes towards learning and study habits of Australian medical students
BACKGROUND/PURPOSE: Medical curricula are designed to provide students with strong foundational biomedical knowledge and the opportunity to develop and practice effective, appropriate, and safe clinical skills. However, instruction on optimal study strategies (i.e. "learning how to learn") is often overlooked in medical programs. In this paper, we explore the attitudes towards learning and study habits of a large cohort of graduate-entry medical …
Investigating the delivery of an acceptance and commitment therapy (ACT) smartphone app intervention on symptomology in adult IBS patients
Irritable Bowel Syndrome (IBS) significantly impacts patients and healthcare systems. While digital therapeutics show promise for IBS self-management, the feasibility of an Acceptance and Commitment Therapy (ACT) smartphone app remains unexplored. This feasibility study recruited 53 participants across three UK Health Services to use an ACT app over 8 weeks. Pre- and post-treatment outcomes were assessed using standardized self-report questionnai…
From psychometrics to partnerships
Innovations in Medical Education (7 works) · Psychology (7 works) · Medical education (6 works) · Medicine (6 works) · Student Assessment and Feedback (5 works) · Computer Science (4 works) · Engineering ethics (4 works) · Pedagogy (4 works) · Political science (4 works) · Curriculum (3 works)