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Advances in Experimental Medicine and Biology|June 4, 2020
The Hidden Curriculum of Utilisation of Imaging and Unregulated Digital Resources within Clinical EducationJoanna Matthan, Gabrielle M FinnAdvances in Experimental Medicine and Biology|March 29, 2019
Pedagogical Perspectives on the Use of Technology within Medical Curricula: Moving Away from Norm Driven ImplementationGabrielle M Finn, Joanna MatthanAnatomical Record (Hoboken, N.J. : 2007)|January 6, 2022
Colonization, cadavers, and color: Considering decolonization of anatomy curriculaGabrielle M Finn, Adam Danquah, Joanna MatthanMededpublish (2016)|December 13, 2023
The Next Generation: How medical students use new Social Media to support their learningJonathan Guckian, Jessica Leighton, Richard Frearson, et al.Cureus|May 1, 2020
Perceived Anxiety is Negligible in Medical Students Receiving Video Feedback During Simulated Core Practical Skills Teaching: A Randomised Trial Comparing Two Feedback ModalitiesJoanna Matthan, Matthew Gray, Craig I Nesbitt, et al.Medical Teacher|November 18, 2020
Consensus statement on the content of clinical reasoning curricula in undergraduate medical educationNicola Cooper, Maggie Bartlett, Simon Gay, et al.Journal of Interprofessional Care|July 26, 2018
Making it work: the feasibility and logistics of delivering large-scale interprofessional education to undergraduate healthcare students in a conference formatClare Guilding, Jessica Hardisty, Elsa Randles, et al.Journal of Surgical Education|May 12, 2018
Asynchronous Unsupervised Video-Enhanced Feedback As Effective As Direct Expert Feedback in the Long-Term Retention of Practical Clinical Skills: Randomised Trial Comparing 2 Feedback Methods in a Cohort of Novice Medical StudentsJames Rammell, Joanna Matthan, Matthew Gray, et al.BMC Medical Education|October 14, 2020
Designing and evaluating an interprofessional education conference approach to antimicrobial educationClare Guilding, Jessica Hardisty, Elsa Randles, et al.Journal of Surgical Education|January 3, 2017
Individualised Expert Feedback is Not Essential for Improving Basic Clinical Skills Performance in Novice Learners: A Randomized TrialAlexander W Phillips, Joanna Matthan, Lucy R Bookless, et al.Pageof 2