Victoria Ruth Tallentire

Biographic Data

ID7719496
NAMEVictoria Ruth Tallentire
GIVEN NAMESVictoria Ruth
FAMILY NAMETallentire
SIGNATURETALLENTIRE V R
AFFILIATIONSMedical Education Directorate, NHS Lothian
ORCID0000-0002-9178-1425
VERIFIEDYes
TOTAL WORKS12
TOTAL CITATIONS0
WORKS AS AUTHOR12
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • House

    Open AccessLachlan Dick, Andrew Toby Merriman et al.ARTICLEMedical Education2026

  • Where have all the ‘Bonfire Red’ titles gone

    Samantha Smith, Samantha Eve Smith et al.ARTICLEMedical Teacher2026

    Dear EditorWe read with interest Lingard’s recent article, titled ‘Let’s consider what writing is good for before we hand it over to AI’ [1]. In this article, Lingard argues that writing is integra

  • Sexual misconduct in healthcare

    Valerie Rae, Valerie Isobel Rae et al.ARTICLEMedical Teacher2026

    Colleague-to-colleague sexual misconduct remains a pervasive, yet under-addressed issue in healthcare workplaces. Despite growing awareness of professional boundaries, existing interventions often

  • Shedding light on the shadow curriculum in professional identity formation

    Jenny Houston, Jan Engel-Morton et al.ARTICLEMedical Teacher2026

    Dear EditorWe read with interest Han and Cleland’s article which introduces a conceptual shift from the triad of formal, informal and hidden curricula to a tetrad, including the shadow curriculum

  • Pushing forward with healthcare emergency classification

    Emma Claire Phillips, Victoria Ruth Tallentire et al.ARTICLEMedical Teacher2025

    WHAT IS THE EDUCATIONAL CHALLENGE?: Healthcare emergencies are common and heterogenous, but conceptually poorly defined in health professions education. This gap was highlighted while developing educational materials for medical students and newly qualified doctors learning to manage healthcare emergencies. We found no existing comprehensive framework to describe the nature of emergencies for educational and other purposes. WHAT ARE THE PROPOSED …

  • Overcoming barriers to clinical event debriefing through simulation

    Open AccessKatherine Ralston, Emma Claire Phillips et al.ARTICLEMedical Education2024

    The data that support the findings of this study are available from the corresponding author upon reasonable request

  • Snakes and ladders

    Open AccessSamantha Smith, Samantha Eve Smith et al.ARTICLEMedical Education2024

  • The untapped potential of simulation for identity development and social integration

    Open AccessVictoria Ruth Tallentire, Samantha Smith et al.ARTICLEMedical Education2024

  • ‘Just pretending’

    Open AccessJoanne Kerins, Samantha Smith et al.ARTICLEMedical Education2023

  • Ego massaging that helps”

    Open AccessJoanne Kerins, Samantha Eve Smith et al.ARTICLEMedical Education Online2023

    This bi-dimensional analysis highlights patterns of perspective taking when collaborating with other specialties and professions, and the approaches to negotiation of courting favour and coercion when interacting with other specialties. This study provides evidence of the strategies currently utilised by internal medicine trainees, with different healthcare groups, and presents a modified framework which could inform the development of training f…

  • ‘Promises turn to dust…Trust into mistrust’

    Open AccessJoanne Kerins, Victoria Ruth TallentireARTICLEMedical Education2021

    Kerins and Tallentire use Mezirow’s idea of perspective transformation to argue that the transformative effects of mistreatment highlight the importance of learning environments and institutions that students can trust

  • Exploring transformative learning when developing medical students' non‐technical skills

    Open AccessJoanne Kerins, Samantha Smith et al.ARTICLEMedical Education2020