Andy Wearn

Biographic Data

ID8860529
NAMEAndy Wearn
GIVEN NAMESAndy
FAMILY NAMEWearn
SIGNATUREWEARN A
AFFILIATIONSThe University of Auckland, New Zealand
ORCID0000-0002-4119-234X
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS0
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • When I say … generalism

    Open AccessTim J Wilkinson, Andy WearnARTICLEMedical Education2026

    Generalism is prized in #MedEd but often fuzzy. We outline 4 dimensions—career, learning context, clinical approach & flexibility—arguing that clarity is vital for curriculum design. #MedEd

  • Relationship between medical programme progress test performance and surgical clinical attachment timing and performance

    Open AccessAndy Wearn, Vanshay Bindra et al.ARTICLEMedical Teacher2023

    Purpose: Progress tests (PTs) assess applied knowledge, promote knowledge integration, and facilitate retention. Clinical attachments catalyse learning through an appropriate learning context. The relationship between PT results and clinical attachment sequence and performance are under-explored. Aims: (1) Determine the effect of Year 4 general surgical attachment (GSA) completion and sequence on overall PT performance, and for surgically coded i…

  • Twelve tips for medical students experiencing an interruption in their academic progress

    Sandra Carr, Ben Canny et al.ARTICLEMedical Teacher2022

    For every commencing cohort of medical students, a small but significant number will experience an interruption to their academic progression because of academic difficulties, health concerns or external influences outside of the students' control. During the process of researching the factors surrounding difficulties with academic progression, students told us many ways that they have learned from that experience, which then allowed most of them…

  • When the wheels fall off – Medical students’ experiences of interrupted academic progression

    Sandra Carr, Andy Wearn et al.ARTICLEMedical Teacher2022

    INTRODUCTION: There is limited published research on medical students' perspectives of a significant interruption to their academic progression. This study sought to identify the factors that contribute to difficulties with academic progression and to understand how medical students successfully respond. METHODS: This interpretive phenomenological study reports on the findings from in-depth interviews of 38 final year medical students who had exp…

  • Medical students’ evaluation of a suicide prevention multimedia resource

    Open AccessLillian Ng, Ashwini Datt et al.ARTICLEInternational Journal of Social…2022

    AIMS: A series of podcasts and videos was created to assist medical students with learning about suicide prevention. The aim of this research was to explore medical students experiences of using a suicide prevention learning resource. METHODS: A multimedia repository of learning resources for suicide prevention was designed and created for use across all years of the medical programme at The University of Auckland. Emphasis was placed on ensuring…

  • Skills by stealth

    Open AccessTrudi Aspden, Andy Wearn et al.ARTICLEMedical Education2020