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Medical Education|September 12, 2023
Curriculum renewal towards critically conscious graduates: Implications for faculty developmentSusan van Schalkwyk, Julia BlitzBMC Medical Education|February 9, 2019
Designing faculty development: lessons learnt from a qualitative interpretivist study exploring students' expectations and experiences of clinical teachingJulia Blitz, Marietjie de Villiers, Susan van SchalkwykRural and Remote Health|May 21, 2018
Implications for faculty development for emerging clinical teachers at distributed sites: a qualitative interpretivist studyJulia Blitz, Marietjie De Villiers, Susan Van SchalkwykMedical Teacher|January 31, 2019
Twelve tips for distributed health professions trainingSusan van Schalkwyk, Ian Couper, Julia Blitz, et al.BMC Medical Education|October 15, 2024
It's all about the patients: a shift in medical students' approach to learning during a novel distributed integrated clinical rotationIan Couper, Susan van Schalkwyk, Julia Blitz, et al.BMC Medical Education|November 11, 2017
Decentralised training for medical students: a scoping reviewMarietjie de Villiers, Susan van Schalkwyk, Julia Blitz, et al.BMC Medical Education|December 21, 2018
Consequences, conditions and caveats: a qualitative exploration of the influence of undergraduate health professions students at distributed clinical training sitesSusan van Schalkwyk, Julia Blitz, Ian Couper, et al.African Journal of Primary Health Care & Family Medicine|October 19, 2017
Decentralised training for medical students: Towards a South African consensusMarietjie R De Villiers, Julia Blitz, Ian Couper, et al.Advances in Health Sciences Education : Theory and Practice|February 2, 2023
Understandings and practices: Towards socially responsive curricula for the health professionsAnthea Hansen, Penelope Engel-Hills, Cecilia Jacobs, et al.Medical Education|July 31, 2024
Being the supervisor: A duo-ethnographic exploration of social justice in postgraduate health professions educationJanneke Frambach, Susan van SchalkwykPageof 6