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The Veterinary Record|April 19, 2020
How do veterinary students engage when reflecting on their development towards being veterinary surgeons?Elizabeth Armitage-Chan, Stefanie ReissnerJournal of Veterinary Medical Education|September 9, 2021
How Do Veterinary Students Engage When Using Creative Methods to Critically Reflect on Experience? A Qualitative Analysis of Assessed Reflective WorkElizabeth Armitage-Chan, Stefanie Reissner, Elizabeth Jackson, et al.The Veterinary Record|October 21, 2019
'I wish I was someone else': complexities in identity formation and professional wellbeing in veterinary surgeonsElizabeth Armitage-ChanJournal of Veterinary Medical Education|August 4, 2016
Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment CriteriaElizabeth Armitage-ChanJournal of Veterinary Medical Education|June 14, 2019
Best Practice in Supporting Professional Identity Formation: Use of a Professional Reasoning FrameworkElizabeth Armitage-ChanThe Veterinary Record|July 2, 2017
Developing teaching to improve the wellbeing of future vetsElizabeth Armitage-ChanJournal of Veterinary Medical Education|November 30, 2022
Professional Identity of Pakistani Veterinary Students: Conceptualization and NegotiationHafsa Zaneb, Elizabeth Armitage-ChanJournal of Veterinary Medical Education|July 13, 2016
Teaching Professionalism: Using Role-Play Simulations to Generate Professionalism Learning OutcomesElizabeth Armitage-Chan, Martin WhitingJournal of Veterinary Medical Education|September 9, 2017
Improving Student Engagement in Veterinary Business StudiesElizabeth Armitage-Chan, Elizabeth JacksonVeterinary Medicine and Science|May 10, 2019
The influences of curriculum area and student background on mindset to learning in the veterinary curriculum: a pilot studyElizabeth Armitage-Chan, Jill MaddisonPageof 3