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BMJ Simulation & Technology Enhanced Learning|May 6, 2022
'It is a different type of learning'. A survey-based study on how simulation educators see and construct observer rolesStephanie O'Regan, Elizabeth Molloy, Leonie Watterson, et al.ANZ Journal of Surgery|February 4, 2021
Remediation for surgical trainees: recommendations from a narrative reviewHenry To, Ashleigh Cargill, Stephen Tobin, et al.The Clinical Teacher|February 1, 2024
Becoming a general practice supervisor: A longitudinal multi-case study exploring key supportive factorsBelinda Garth, Catherine Kirby, Debra Nestel, et al.ANZ Journal of Surgery|May 20, 2026
Why Do They Not Want to Be Surgeons? Female Medical Students' Career Intentions in AustraliaEugenia C Ip, Ian W Incoll, Debra NestelMedical Education|October 19, 2017
The supervisory encounter and the senior GP trainee: managing for, through and withJames Brown, Debra Nestel, Tim Clement, et al.Advances in Simulation (London, England)|February 17, 2018
Observer roles that optimise learning in healthcare simulation education: a systematic reviewStephanie O'Regan, Elizabeth Molloy, Leonie Watterson, et al.Advances in Health Sciences Education : Theory and Practice|November 23, 2015
Beliefs and values about intra-operative teaching and learning: a case study of surgical teachers and traineesCaroline C P Ong, Agnes Dodds, Debra NestelMedical Education|August 23, 2015
Mental imagery and learning: a qualitative study in orthopaedic trauma surgeryEdward F Ibrahim, Martin D Richardson, Debra NestelMedical Education|May 1, 2020
Becoming a clinician: Trainee identity formation within the general practice supervisory relationshipJames Brown, Helen Reid, Tim Dornan, et al.Australian Journal of General Practice|May 28, 2019
‘Your head can literally be spinning’: A qualitative study of general practice supervisors’ professional identityBelinda Garth, Catherine Kirby, Debra Nestel, et al.Pageof 21