Tim J Wilkinson

Biographic Data

ID9005922
NAMETim J Wilkinson
GIVEN NAMESTim J
FAMILY NAMEWilkinson
SIGNATUREWILKINSON T J
AFFILIATIONSUniversity of Otago
ORCID0000-0002-4080-4164
VERIFIEDYes
TOTAL WORKS34
TOTAL CITATIONS10
AUTHOR COUNT34
EDITOR COUNT0
FIRST PUBLICATION YEAR1994
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Towards a conceptualisation of collaborative decision-making within interprofessional collaborative practice

    Open AccessLouise Beckingsale, Tim Wilkinson et al.ARTICLEBMC Medical Education2026

    BACKGROUND: Collaborative decision-making is a term used when patient care decisions are shared between health workers of different backgrounds. Yet, current definitions of collaborative decision-making do not consistently describe the actions involved in the decision-making process or how the term relates to similar terms. This situation makes learning, teaching, and researching this concept difficult. Therefore, this review aims to clarify the …

  • Facilitators and barriers along the pathways from secondary school to medical programmes- results from a national longitudinal study in Aotearoa New Zealand

    Open AccessSarah Randal, Tim J Wilkinson et al.ARTICLEAdvances in Health Sciences…2026

    Secondary school academic achievement is the most predictive measure for successful medical school selection, followed by aptitude tests and, to a lesser extent, interviews. Despite extensive research on medical student selection, little is known about the factors influencing the pathway to medical school prior to the selection process. This study aimed to identify changeable facilitators and barriers along the pathway from secondary school to me…

  • 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

  • Using MCQ response certainty to determine how aspects of self‐monitoring develop through a medical course

    Open AccessMike Tweed, Robin Willink et al.ARTICLEMedical Education2024

  • Managing assessment during curriculum change

    Richard Hays, Tim Wilkinson et al.ARTICLEMedical Teacher2024

    Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme…

  • Assessment of communication skills in health professions education; Ottawa 2024 consensus statement

    Conor Gilligan, Maria Magdalena Bujnowska–Fedak et al.ARTICLEMedical Teacher2024

    Despite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealt…

  • Revealing the impact of the hidden curriculum on faculty teaching

    Open AccessCiara Lee, Tim J Wilkinson et al.ARTICLEMedical Education2023

  • It's about having that knowledge, tino rangatiratanga!’ Understanding structural barriers to accessing aged residential care services among older Māori in New Zealand

    Open AccessKaren Keelan, Suzanne Pitama et al.ARTICLEKōtuitui New Zealand Journal of…2023References: 5

    New Zealand's older Indigenous people (Māori) are underserved and underrepresented as consumers of aged residential care services (ARC). This study seeks to ascertain, from the perspectives of older Māori and whānau (family), the influence of structural factors that impact the process of seeking aged residential care. This study used a qualitative Kaupapa Māori research approach. In‐depth interviews were undertaken with older Māori ( n = 30) and …

  • Crisis? How small tourism businesses talk about Covid-19 and business change in the UK

    Open AccessStephan Price, Tim Wilkinson et al.ARTICLECurrent Issues in Tourism2022

    There has been much speculation about the effects of the COVID-19 pandemic on the tourism sector. Common narratives have variously depicted an unprecedented crisis, a time of opportunity for innovation and transformation and a chance to build a 'new normal'. The aim of this paper is to investigate how owners and operators of micro-and small enterprises in tourism and hospitality in the United Kingdom made sense of the pandemic and its effects on …

  • Promoting inclusivity in health professions education publishing

    Open AccessRola Ajjawi, Paul Crampton et al.ARTICLEMedical Education2022

    A taskforce established by Medical Education asks readers to engage in discussion about how the journal and field can do better to ensure that health professional education publishing is inclusive of diverse knowledge and perspectives

  • When I say … microlearning

    Open AccessJanani Thillainadesan, David G Le Couteur et al.ARTICLEMedical Education2022

    In the latest “When I Say...” instalment, microlearning is defined with illustrative examples as a valuable pedagogy characterised by short duration and focused content

  • Widening how we see the impact of culture on learning, practice and identity development in clinical environments

    Open AccessDale Sheehan, Tim J WilkinsonARTICLEMedical Education2022

    As part of this State of the Science series on Self, Society and Situation , we focus on how we might see the situation of the workplace as a learning environment in the future. Research to date into how health professionals learn while working in clinical workplace environments has mostly focused on the supervisor‐trainee relationship or on the interaction between the affordances of a workplace and the receptiveness of trainees. However, the wid…

  • Learning, judgement and workforce tensions impact failure to fail in a medical postgraduate setting

    Michele Daly, Gillian Lucas et al.ARTICLEMedical Teacher2022

    PURPOSE: Medical training organisations have a duty to prepare medical graduates for future safe, competent practice. Decisions about underperformance are high stakes at the postgraduate level and failure to fail can occur. We aimed to explore this concept from a systems and supervisor perspective. METHOD: Supervisors of specialist physician trainees were invited to provide written feedback on failure to fail as part of a broader anonymous superv…

  • Identifying stressor criteria that hinder or challenge junior clinical medical student learning

    Joy Rudland, C Jaye et al.ARTICLEMedical Teacher2022

    INTRODUCTION: What makes something a stressor within clinical students' education is unclear. Medical students moving from a predominantly protected classroom environment to a situated-work environment provided an ideal transition point to explore the criteria that might make a learning experience a stressor and whether these stressors hinder or challenge learning. METHOD: Data on the stressors associated with learning experiences in clinical edu…

  • Making accommodations for medical students’ long-term conditions in assessments

    Mike Tweed, Tim J WilkinsonARTICLEMedical Teacher2022

    PURPOSE: There is an increase in medical students with long term conditions applying for accommodations in assessment. Medical school responses to such applications appear inconsistent, possibly reflecting insufficient guidance for policy. We aimed to inform an approach by developing guidance. METHODS: Within a New Zealand and Australian context, we used a four-stage action research methodology: discussion with medical educators and survey of all…

  • 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…

  • Technology enhanced neuroanatomy teaching techniques

    Hamish J Newman, Amanda J Meyer et al.ARTICLEMedical Teacher2022

    BACKGROUND: In response to growing curriculum pressures and reduced time dedicated to teaching anatomy, research has been conducted into developing innovative teaching techniques. This raises important questions for neuroanatomy education regarding which teaching techniques are most beneficial for knowledge acquisition and long-term retention, and how they are best implemented. This focused systematic review aims to provide a review of technology…

  • Exploring elderly Māori experiences of aged residential care using a kaupapa Māori research paradigm

    Open AccessKaren Keelan, Tim Wilkinson et al.ARTICLEAlterNative An International…2022

    There are differences between research that is performed in an Indigenous setting using Western methodologies and research performed using Indigenous methodologies. Kaupapa Māori research provides opportunities for Māori, the Indigenous people of New Zealand, to participate in and influence research agendas and processes while providing a platform for Māori to contribute to empirical knowledge about Māori peoples. Using the central tenets of whak…

  • Prevalence of Loneliness and Its Association With General and Health-Related Measures of Subjective Well-Being in a Longitudinal Bicultural Cohort of Older Adults in Advanced Age Living in New Zealand

    Open AccessRoy Lay-Yee, B Milne et al.ARTICLEThe Journals of Gerontology…2022References: 5

    Our findings of adverse impacts on subjective well-being corroborate other evidence, highlighting loneliness as a prime candidate for intervention-appropriate to cultural context-to improve well-being for adults in advanced age

  • Medical student learner neglect in the clinical learning environment

    Open AccessJoy Rudland, Mike Tweed et al.ARTICLEMedical Education2021

  • Randomised controlled trial of students access to resources in an examination

    Open AccessMike Tweed, Jennifer Desrosiers et al.ARTICLEMedical Education2021

  • Redefining scholarship for health professions education

    Jennifer Cleland, Susan Jamieson et al.ARTICLEMedical Teacher2021

    Scholarship is an integral aspect of academia. It shapes the practice of individuals and the field and is often used to inform career progression decisions and policies. This makes it high stakes. Yet it is complex, and ambiguous. Definitions vary and the term does not necessarily translate well across contexts. In this AMEE guide, our aim is to establish a contemporary definition of scholarship which is appropriate to health professions educatio…

  • Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles

    Open AccessSylvia Heeneman, Lubberta H de Jong et al.ARTICLEMedical Teacher2021

    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…

  • Performance assessment

    Katharine Boursicot, KK Brahma et al.ARTICLEMedical Teacher2021

    This paper addresses developments in performance assessment since 2011, reiterates relevant aspects of the 2011 paper, and summarises contemporary best practice recommendations for OSCEs and WBAs, fit-for-purpose methods for performance assessment in the health professions