Emma Bartle
Biographic Data
| ID | 8989274 |
|---|---|
| NAME | Emma Bartle |
| GIVEN NAMES | Emma |
| FAMILY NAME | Bartle |
| SIGNATURE | BARTLE E |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0002-8840-9753 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Widening access to medicine
Channelling Socrates to re‐imagine asynchronous online learning
No conflicting relationship exists for any author regarding the work in this publication. Data sharing not applicable to this article as no datasets were generated or analysed during the current study
Widening access to medical school in Australia
Translating faculty development into practice and professional identity
INTRODUCTION: There is limited evidence about whether and how faculty development programs influence clinical educators' practice and professional identity formation, and the factors which make faculty development outcomes sustained and impactful. METHODS: This multi-institution interpretive phenomenological study reports on the findings from in-depth interviews of 21 clinical educators who had participated in university-based longitudinal facult…
The creation and trial of a serious game to support teaching and learning of professional psychology competencies in postgraduate programs
The education of healthcare professionals is critical for the safe delivery of services to patients (Ricciardi & de Paolis, 2014). Postgraduate psychology students undertaking a professional degree encounter a steep learning curve when transitioning from theoretical knowledge to professional practice. This beginning student stage of development is fraught with anxiety and high-stress levels, and has implications for both student and client wellbe…
No prominent works on this page.
The creation and trial of a serious game to support teaching and learning of professional psychology competencies in postgraduate programs
The education of healthcare professionals is critical for the safe delivery of services to patients (Ricciardi & de Paolis, 2014). Postgraduate psychology students undertaking a professional degree encounter a steep learning curve when transitioning from theoretical knowledge to professional practice. This beginning student stage of development is fraught with anxiety and high-stress levels, and has implications for both student and client wellbe…
Widening access to medical school in Australia
Translating faculty development into practice and professional identity
INTRODUCTION: There is limited evidence about whether and how faculty development programs influence clinical educators' practice and professional identity formation, and the factors which make faculty development outcomes sustained and impactful. METHODS: This multi-institution interpretive phenomenological study reports on the findings from in-depth interviews of 21 clinical educators who had participated in university-based longitudinal facult…
Widening access to medicine
Channelling Socrates to re‐imagine asynchronous online learning
No conflicting relationship exists for any author regarding the work in this publication. Data sharing not applicable to this article as no datasets were generated or analysed during the current study
Medical education (3 works) · Medicine (3 works) · Diversity and Career in Medicine (2 works) · Global Health Workforce Issues (2 works) · Innovations in Medical Education (2 works) · Medical Education and Admissions (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Academic and Historical Perspectives in Psychology (1 works)