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Medical Teacher|June 17, 2017
Sending messages: How faculty influence professionalism teaching and learningLorraine Hawick, Jennifer Cleland, Simon KittoJournal of Interprofessional Care|September 12, 2020
Contact is not enough: a qualitative study of how space and place impact on interprofessional educationLorraine Hawick, Simon Kitto, Jennifer ClelandPerspectives on Medical Education|September 28, 2017
Getting off the carousel: Exploring the wicked problem of curriculum reformLorraine Hawick, Jennifer Cleland, Simon KittoMedical Education|June 23, 2018
'I feel like I sleep here': how space and place influence medical student experiencesLorraine Hawick, Jennifer Cleland, Simon KittoMedical Education|July 30, 2023
Disembodied, dehumanised but safe and feasible: The social-spatial flow of a pandemic OSCECraig Brown, Anna MacLeod, Lorraine Hawick, et al.Medical Education|December 2, 2022
Scratching beneath the surface: How organisational culture influences curricular reformAdarsh P Shah, Kim A Walker, Lorraine Hawick, et al.Advances in Health Sciences Education : Theory and Practice|October 26, 2022
"It's making me think outside the box at times": a qualitative study of dynamic capabilities in surgical trainingAdarsh P Shah, Kim A Walker, Kenneth G Walker, et al.Advances in Simulation (London, England)|August 18, 2023
Integrating simulation into surgical training: a qualitative case study of a national programmeAdarsh P Shah, Jennifer Cleland, Lorraine Hawick, et al.Advances in Health Sciences Education : Theory and Practice|August 26, 2024
More, better feedback please: are learning analytics dashboards (LAD) the solution to a wicked problem?Simon Kitto, H L Michelle Chiang, Olivia Ng, et al.Medical Education|November 7, 2017
Using paradox theory to understand responses to tensions between service and training in general surgeryJennifer Cleland, Ruby Roberts, Simon Kitto, et al.Pageof 29