Janeane Dart
Biographic Data
| ID | 9557382 |
|---|---|
| NAME | Janeane Dart |
| GIVEN NAMES | Janeane |
| FAMILY NAME | Dart |
| SIGNATURE | DART J |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-7563-0395 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Co-designing formal health professions curriculum in partnership with students
There is growing evidence of the value of co-design and partnering with students in the design, development, and delivery of health professions education (HPE). However, the way in which students participate in co-designing HPE remains largely unexplored and there is little guidance on how to embed and strengthen partnerships with students. Using scoping review methodology, we identified and aggregated research reporting studies in which students…
Verbatim theatre as a creative approach to health professions education research translation
The hunter and the lion
This commentary discusses ways in which we can amplify healthcare consumers' voice by co‐designing healthcare education to teach dimensions of professionalism
Can integrating Aboriginal health content in undergraduate nutrition curricula foster student cultural capabilities
The Aboriginal and Torres Strait Islander Health Curriculum Framework (2014) identifies the need for Australian higher education providers to develop health professional students’ cultural capabilities. This study investigated whether integrating the Framework’s learning outcomes into undergraduate nutrition curricula changed higher education students’ self-rated cultural capability learning. A sample of 105 Bachelor of Nutrition Science students…
Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses
Career development is an essential component of graduate employability, particularly for students undertaking degree programs that are not aligned to a specific vocational outcome. For undergraduate career development to be effective, it should be embedded into the curriculum and involve the academic teaching staff. This approach enhances the relationships between academics and students, and improves student course engagement. Thus, it is imperat…
No prominent works on this page.
Can integrating Aboriginal health content in undergraduate nutrition curricula foster student cultural capabilities
The Aboriginal and Torres Strait Islander Health Curriculum Framework (2014) identifies the need for Australian higher education providers to develop health professional students’ cultural capabilities. This study investigated whether integrating the Framework’s learning outcomes into undergraduate nutrition curricula changed higher education students’ self-rated cultural capability learning. A sample of 105 Bachelor of Nutrition Science students…
Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses
Career development is an essential component of graduate employability, particularly for students undertaking degree programs that are not aligned to a specific vocational outcome. For undergraduate career development to be effective, it should be embedded into the curriculum and involve the academic teaching staff. This approach enhances the relationships between academics and students, and improves student course engagement. Thus, it is imperat…
The hunter and the lion
This commentary discusses ways in which we can amplify healthcare consumers' voice by co‐designing healthcare education to teach dimensions of professionalism
Verbatim theatre as a creative approach to health professions education research translation
Co-designing formal health professions curriculum in partnership with students
There is growing evidence of the value of co-design and partnering with students in the design, development, and delivery of health professions education (HPE). However, the way in which students participate in co-designing HPE remains largely unexplored and there is little guidance on how to embed and strengthen partnerships with students. Using scoping review methodology, we identified and aggregated research reporting studies in which students…
Psychology (5 works) · Medicine (4 works) · Pedagogy (4 works) · Curriculum (3 works) · Higher Education Practises and Engagement (3 works) · Innovations in Medical Education (3 works) · Medical education (3 works) · Political science (3 works) · Sociology (3 works) · Higher Education and Employability (2 works)