Jane Bleasel
Datos Biográficos
| ID | 9409705 |
|---|---|
| NOMBRE | Jane Bleasel |
| NOMBRES | Jane |
| APELLIDO | Bleasel |
| FIRMA | BLEASEL J |
| AFILIACIONES | The University of Sydney |
| ORCID | 0000-0002-5897-0486 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
Reimagining faculty development
BACKGROUND: Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny. METHODS: This qualitative research aims to enhance our understanding and support of educators' ongoing learning and growth. Employing a transformative learning lens, th…
Situated learning in community environments (SLICE)
PURPOSE: We sought to design a micro-curriculum to structure supervised clinical placements for junior medical students within a variety of community-based settings of differing clinical disciplines. Given the gaps in the literature, this paper reflects on the opportunities and challenges of our design, implementation, and evaluation strategies in constructing an integrated task-based micro-curriculum for interprofessional community-based learnin…
Unpacking the impacts of programmatic approach to assessment system in a medical programme using critical realist perspectives
Traditional, positivist assessment approaches generally fail to capture the nuances of learners’ clinical competence in medical programmes. This has led to the implementation of an alternate assessment approach known as ‘programmatic assessment’, which embraces subjectivity of human judgement in holistic decision making in clinical settings. Faculty and staff have found the introduction of programmatic assessment to be challenging because it is a…
Student perspectives on programmatic assessment in a large medical programme
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Student perspectives on programmatic assessment in a large medical programme
Situated learning in community environments (SLICE)
PURPOSE: We sought to design a micro-curriculum to structure supervised clinical placements for junior medical students within a variety of community-based settings of differing clinical disciplines. Given the gaps in the literature, this paper reflects on the opportunities and challenges of our design, implementation, and evaluation strategies in constructing an integrated task-based micro-curriculum for interprofessional community-based learnin…
Unpacking the impacts of programmatic approach to assessment system in a medical programme using critical realist perspectives
Traditional, positivist assessment approaches generally fail to capture the nuances of learners’ clinical competence in medical programmes. This has led to the implementation of an alternate assessment approach known as ‘programmatic assessment’, which embraces subjectivity of human judgement in holistic decision making in clinical settings. Faculty and staff have found the introduction of programmatic assessment to be challenging because it is a…
Reimagining faculty development
BACKGROUND: Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny. METHODS: This qualitative research aims to enhance our understanding and support of educators' ongoing learning and growth. Employing a transformative learning lens, th…
Engineering ethics (4 obras) · Innovations in Medical Education (4 obras) · Psychology (4 obras) · Medical education (3 obras) · Medicine (3 obras) · Pedagogy (3 obras) · Sociology (3 obras) · Curriculum (2 obras) · Engineering (2 obras) · Political science (2 obras)