/manager/Index ${session.getAttribute("locale")} 5 Using video-reflexive ethnography to capture the complexity of leadership enactment in the healthcare workplace /manager/Repository/uon:41339 Tue 02 Aug 2022 09:16:30 AEST ]]> Understanding the healthcare workplace learning culture through safety and dignity narratives: a UK qualitative study of multiple stakeholders' perspectives /manager/Repository/uon:41338 Tue 02 Aug 2022 09:16:21 AEST ]]> Trainee doctors' experiences of common problems in the antibiotic prescribing process: an activity theory analysis of narrative data from UK hospitals /manager/Repository/uon:41335 Tue 02 Aug 2022 09:09:42 AEST ]]> Multiple and multidimensional transitions from trainee to trained doctor: A qualitative longitudinal study in the UK /manager/Repository/uon:41324 Tue 02 Aug 2022 09:01:32 AEST ]]> New graduate doctors' preparedness for practice: a multistakeholder, multicentre narrative study /manager/Repository/uon:41327 Tue 02 Aug 2022 08:55:17 AEST ]]> "We Are Our Own Worst Enemies": A Qualitative Exploration of Sociocultural Factors in Dietetic Education Influencing Student-Dietitian Transitions /manager/Repository/uon:48083 Thu 16 Mar 2023 08:59:56 AEDT ]]> Shifting the narrative and practice of assessing professionalism in dietetics education: an Australasian qualitative study /manager/Repository/uon:52936 n = 78) with a key stake in dietetics education across Australia and New Zealand. Data were analysed using team-based, framework analysis. Results: Our findings suggest significant shifts in dietetics education in the area of professionalism assessment. Professionalism assessment is embedded in formal curricula of dietetics programs and is occurring in university and placement settings. In particular, advances have been demonstrated in those programs assessing professionalism as part of the programmatic assessment. Progress has been enabled by philosophical and curricula shifts; clearer articulation and shared understandings of professionalism standards; enhanced learner agency and reduced power distance; early identification and intervention of professionalism lapses; and increased confidence and capabilities of educators. Conclusions: These findings suggest there have been considerable advances in professionalism assessment in recent years with shifts in practice in approaching professionalism through a more interpretivist lens, holistically and more student-centred. Professionalism assessment in dietetics education is a shared responsibility and requires further development and transformation to more fully embed and strengthen curricula approaches across programs. Further work should investigate strategies to build safer learning cultures and capacity for professionalism conversations and in strengthening approaches to remediation.]]> Thu 02 Nov 2023 13:01:49 AEDT ]]> Conceptualizing Professionalism in Dietetics: An Australasian Qualitative Study /manager/Repository/uon:48235 Sat 11 Mar 2023 12:44:28 AEDT ]]> Priority setting in higher education research using a mixed methods approach /manager/Repository/uon:50812 Mon 07 Aug 2023 12:29:25 AEST ]]> Balancing health care education and patient care in the UK workplace: a realist synthesis /manager/Repository/uon:41311 Mon 01 Aug 2022 15:46:22 AEST ]]> Priority setting in higher education research using a mixed methods approach /manager/Repository/uon:54945 Fri 22 Mar 2024 15:20:59 AEDT ]]>