Jennifer L Johnston
Biographic Data
| ID | 6741170 |
|---|---|
| NAME | Jennifer L Johnston |
| GIVEN NAMES | Jennifer L |
| FAMILY NAME | Johnston |
| SIGNATURE | JOHNSTON J L |
| AFFILIATIONS | Queen's University Belfast |
| ORCID | 0000-0002-3999-8774 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
“We lie about what we do. We lie to our students about what they're going to do”
In Health Professions Education, students' and their educators’ work in the 21st century is geared towards demonstrating “competence” in order to gain certification or licensure to practice. Drawing on two complementary Institutional Ethnographic studies, we explicate the dominance of standardization through text-mediated epistemologies or ways of knowing, for student doctors and student paramedics. We examine different lines of fault where the a…
Harnessing insights from an activity system – OSCEs past and present expanding future assessments
Objective Structured Clinical Examinations (OSCEs) are a dominant, yet problematic, assessment tool across health professions education (HPE). OSCEs' standardised approach aligns with regulatory accountability, allowing learners to exchange exam success for the right to practice. We offer a sociohistorical account of OSCEs' development to support an interpretation of present assessment practices. OSCEs create tensions. Preparing for OSCE success …
‘Readiness to lead’
Purpose This paper reports on research into Australian school principals' leadership. It explores an emerging construct – that of ‘readiness to lead’ – and showcases the development of a tentative tool for determining school principals' readiness to lead. Design/methodology/approach Seven principals from Australian and International Schools were interviewed about their leadership strategies, intentions and expectations for impending school reform…
Into the uncanny valley
Adding to the Cross‐cutting edge series, Johnston et al. introduce readers to the postmodern concept of the simulacrum and explore its relevance to the growing field of simulation education
Institutional ethnography
Institutional ethnography
‘Readiness to lead’
Purpose This paper reports on research into Australian school principals' leadership. It explores an emerging construct – that of ‘readiness to lead’ – and showcases the development of a tentative tool for determining school principals' readiness to lead. Design/methodology/approach Seven principals from Australian and International Schools were interviewed about their leadership strategies, intentions and expectations for impending school reform…
Into the uncanny valley
Adding to the Cross‐cutting edge series, Johnston et al. introduce readers to the postmodern concept of the simulacrum and explore its relevance to the growing field of simulation education
Harnessing insights from an activity system – OSCEs past and present expanding future assessments
Objective Structured Clinical Examinations (OSCEs) are a dominant, yet problematic, assessment tool across health professions education (HPE). OSCEs' standardised approach aligns with regulatory accountability, allowing learners to exchange exam success for the right to practice. We offer a sociohistorical account of OSCEs' development to support an interpretation of present assessment practices. OSCEs create tensions. Preparing for OSCE success …
“We lie about what we do. We lie to our students about what they're going to do”
In Health Professions Education, students' and their educators’ work in the 21st century is geared towards demonstrating “competence” in order to gain certification or licensure to practice. Drawing on two complementary Institutional Ethnographic studies, we explicate the dominance of standardization through text-mediated epistemologies or ways of knowing, for student doctors and student paramedics. We examine different lines of fault where the a…
Political science (4 works) · Psychology (4 works) · Sociology (4 works) · Accountability (2 works) · Clinical Reasoning and Diagnostic Skills (2 works) · Computer Science (2 works) · Epistemology (2 works) · Health care (2 works) · Innovations in Medical Education (2 works) · Medical education (2 works)