Shafeena Anas
Biographic Data
| ID | 9555385 |
|---|---|
| NAME | Shafeena Anas |
| GIVEN NAMES | Shafeena |
| FAMILY NAME | Anas |
| SIGNATURE | ANAS S |
| AFFILIATIONS | Brunel University of London |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring equity and inclusion in team-based learning
BACKGROUND: Team-Based Learning (TBL) is widely used in medical education to promote active engagement, yet its structured format raises questions about how power, voice, and cultural inclusion are negotiated. Using a critical pedagogy lens can illuminate how students experience these dynamics. METHODS: This mixed-methods study explored Year 2 international medical students' experiences of inclusion, participation, and cultural responsiveness wit…
Implicit bias in referrals to relational psychological therapies
Introduction: Timely and appropriate psychological treatment is an essential element required to address the growing burden of mental health issues, which has significant implications for individuals, society, and healthcare systems. However, research indicates that implicit biases among mental health professionals may influence referral decisions, potentially leading to disparities in access to relational psychological therapies. This study inve…
Twelve tips for designing and implementing an academic coaching program
Coaching has become increasingly popular as a mechanism to support learning across the health professions education (HPE) continuum. While there is a growing body of literature in this area, there is minimal guidance related to the design and implementation of academic coaching in health professional courses. This paper seeks to contribute to this literature by presenting guidance for academic developers who are considering introducing academic c…
No prominent works on this page.
Twelve tips for designing and implementing an academic coaching program
Coaching has become increasingly popular as a mechanism to support learning across the health professions education (HPE) continuum. While there is a growing body of literature in this area, there is minimal guidance related to the design and implementation of academic coaching in health professional courses. This paper seeks to contribute to this literature by presenting guidance for academic developers who are considering introducing academic c…
Implicit bias in referrals to relational psychological therapies
Introduction: Timely and appropriate psychological treatment is an essential element required to address the growing burden of mental health issues, which has significant implications for individuals, society, and healthcare systems. However, research indicates that implicit biases among mental health professionals may influence referral decisions, potentially leading to disparities in access to relational psychological therapies. This study inve…
Exploring equity and inclusion in team-based learning
BACKGROUND: Team-Based Learning (TBL) is widely used in medical education to promote active engagement, yet its structured format raises questions about how power, voice, and cultural inclusion are negotiated. Using a critical pedagogy lens can illuminate how students experience these dynamics. METHODS: This mixed-methods study explored Year 2 international medical students' experiences of inclusion, participation, and cultural responsiveness wit…
Health care (2 works) · Medicine (2 works) · Psychology (2 works) · Adult and Continuing Education Topics (1 work) · Applied Psychology (1 work) · Clinical Psychology (1 work) · Coaching (1 work) · Coaching Methods and Impact (1 work) · Collaborative Teaching and Inclusion (1 work) · Commit (1 work)