Debra Nestel

Dados Biográficos

ID6712449
NOMEDebra Nestel
PRENOMESDebra
SOBRENOMENestel
ASSINATURANESTEL D
AFILIAÇÕESMonash University
ORCID0000-0003-2941-2298
VERIFICADOSim
TOTAL DE OBRAS9
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR9
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2002
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H0

  • Advancing medical and health professional education programs

    Kulsoom Ghias, James Rourke et al.ARTICLEMedical Teacher2026

    in Medical Teacher have highlighted elements that define and evidence excellence across the domains of curriculum development, assessment, student engagement, faculty development, simulation, innovation, social accountability, and international collaboration. This commentary concludes the series by identifying critical cross-cutting features of the published articles, positioning excellence as an institutional ethos grounded in alignment of missi…

  • Building excellence in simulation programs

    Open AccessDebra Nestel, Cathy M Smith et al.ARTICLEMedical Teacher2026

    Excellence in educational practice is recognised by the ASPIRE Award program at AMEE. The focus of this paper draws on exemplars from the ASPIRE-to-Excellence Award for Simulation to illustrate how excellence is built in simulation programs. Our focus is on institutional programs that support entry-level and practising clinicians in developing and maintaining clinical knowledge and skills, thereby impacting patient safety and quality of care. We …

  • Factors affecting the collection of clinical data for quality improvement at a tertiary centre in Papua New Guinea

    Open AccessSamuel JA Robinson, Francesca Failing et al.ARTICLEJournal of Global Health2026

    Background: The collection of clinical audit data are important for audit, research and other quality improvement processes. Low- and middle-income countries (LMICs) face a range of challenges to effective data collection and use. In this study, we explored factors affecting the collection of clinical data at a tertiary centre in Papua New Guinea. Methods: This qualitative study was based on semi-structured individual interviews with healthcare w…

  • Training simulated participants for role portrayal and feedback practices in communication skills training

    Andréa Doyle, Andrea J Doyle et al.ARTICLEMedical Teacher2024

    BACKGROUND: Providing feedback is a key aspect of simulated participants' (SPs) educational work. In teaching contexts, the ability to provide feedback to learners is central to their role. Suboptimal feedback practices may deny learners the valuable feedback they need to learn and improve. This scoping review systematically maps the evidence related to SPs' role as educators and identifies how SPs prepare for their role and feedback practices. M…

  • Becoming a clinician

    Open AccessJames B Brown, Helen Reid et al.ARTICLEMedical Education2020

  • Underdiscussed, underused and underreported”

    Open AccessJane Morrison, Tim Clement et al.ARTICLEQualitative Research Journal2016Referências: 2

    Purpose The authors, with disparate organisational affiliations and in different geographic locations, worked together on a qualitative multiple-case study of ad hoc supervisory encounters between general practice (GP) supervisors and GP-registrars. The purpose of this paper is to share our experiences and learning to highlight how valuable pilot work can be when conducting team-based qualitative research. Design/methodology/approach This paper o…

  • Benefits and challenges of focus groups in the evaluation of a new Graduate Entry Medical Programme

    Debra Nestel, Amélie Ivkovic et al.ARTICLEAssessment & Evaluation in Higher…2012

    Programme evaluation is essential for quality assurance in education. In this paper, we describe our evaluation strategy for the first year of a new medical programme. Although we used multiple methods in the evaluation, the use of the focus group method was core. This paper reports our experiences of focus groups for this purpose. We describe the implementation of the strategy including the development of topic guides, interviewer training, resp…

  • Formative assessment of procedural skills

    Debra Nestel, Roger Kneebone et al.ARTICLEAssessment & Evaluation in Higher…2011

    Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment – the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through ‘stations’ or ‘scenarios’ undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical…

  • Development of an Evaluation Model for an Introductory Module on Social Medicine

    Debra NestelARTICLEAssessment & Evaluation in Higher…2002

    Evaluation of educational programmes is an essential component of the teaching-learning process. Therefore, efficient and effective ways of evaluating programmes or their components need to be identified. In this paper a focus group approach to evaluation is compared with a written format in relation to the time, quality and nature of feedback obtained from participants. The focus group required significantly less student and faculty time than th…