MJA
MJA

medical education

Letters

Rethinking the role of senior medical students in the COVID‐19 response

Jim H‐S Wang, Sarah Tan and Kyle Raubenheimer

Med J Aust 2020; 212 (10): 490-490.e1 Free

Ethics and law

Teaching and learning in general practice: ethical and legal considerations for GP teachers and medical students

Michaela Kelly, Nancy Sturman and David Pakchung

Med J Aust 2020; 212 (9): 403-405.e1

Reflections

Junior doctor remediation: an international reflection

Juan N Lessing, Sheila Bryan, Christina Johnson, Janita Keating and Jeannette Guerrasio

Med J Aust 2019; 211 (11): 507-508.e1

Perspectives

Towards gender balance in the Australian intensive care medicine workforce

Lucy J Modra and Sarah A Yong

Med J Aust 2019; 211 (7): 300-302.e1

Letters

Flinders medical students pilot free clinic for homeless men

Andrew IH Phua and Yvonne K Parry

Med J Aust 2019; 211 (7): 333-333.e1

Editorials

Should medical students act as interpreters?

Stuart Carney

Med J Aust 2019; 211 (4): 169-169

Research

Medical students as interpreters in health care situations: “… it's a grey area”

Anna Therese Ryan, Caleb Fisher and Neville Chiavaroli

Med J Aust 2019; 211 (4): 170-174 Free

Perspectives

From locum‐led outposts to locally led continuous rural training networks: the National Rural Generalist Pathway

Paul S Worley, Belinda O'Sullivan and Rose Ellis

Med J Aust 2019; 211 (2): 57-59.e1

Letters

The value of peer mentoring for the psychosocial wellbeing of junior doctors: a randomised controlled study

Shyan Lii Goh

Med J Aust 2019; 210 (10): 477-477.e1

Letters

The value of peer mentoring for the psychosocial wellbeing of junior doctors: a randomised controlled study

Sonia Chanchlani and Jeremy SL Ong

Med J Aust 2019; 210 (10): 477-477.e1

Perspectives

Perspectives on double‐blind peer review from collectivist cultural contexts

Jose Florencio F Lapeña, Peter L Munk, Aik Saw and Wilfred CG Peh

Med J Aust 2019; 210 (8): 347-348.e1

Research

Entrustable professional activities for workplace assessment of general practice trainees

Nyoli Valentine, Jon Wignes, Jill Benson, Stephanie Clota and Lambert WT Schuwirth

Med J Aust 2019; 210 (8): 354-359 Free

Medical education

Translating health professional education research evidence into effective continuous professional development

Ruth M Sladek, Sue McAllister and Kieran M Walsh

Med J Aust 2019; 210 (3): 113-115

Reflection

My patients prepared me well

Meagan E Brennan

Med J Aust 2019; 210 (3): 115-116

Book/media/app reviews

Everything you need to know in one short book

Caroline M de Costa

Med J Aust 2018; 209 (11): 488

Letters

The Australian Health Practitioner Regulation Agency does not require doctors to practise under the name that they are registered under

Martin Fletcher

Med J Aust 2019; 210 (3): 144

Book/media/app reviews

Understanding the use of simulation in medical teaching

Benjamin B Symon

Med J Aust 2018; 209 (11): 489

Letters

The Australian Health Practitioner Regulation Agency does not require doctors to practise under the name that they are registered under

Katinka Morton and Grant Lester

Med J Aust 2019; 210 (3): 144

Reflections

Adding kindness at handover to improve our collegiality: the K-ISBAR tool

David J Brewster and Bruce P Waxman

Med J Aust 2018; 209 (11): 482-483

Reflections

Morbus diei Lunae

Ron Elisha

Med J Aust 2018; 209 (11): 484-485

Reflections

Physician burnout: a recipe for disaster

Fergus JW Morris

Med J Aust 2018; 209 (11): 486-487

Medical education

What have we learnt about using digital technologies in health professional education?

Helen Wozniak, Rachel H Ellaway and Peter GM de Jong

Med J Aust 2018; 209 (10): 431-433

Perspectives

Endemic unprofessional behaviour in health care: the mandate for a change in approach

Johanna Westbrook, Neroli Sunderland, Victoria Atkinson, Catherine Jones and Jeffrey Braithwaite

Med J Aust 2018; 209 (9): 380-381

Perspectives

Clinical supervision in rural Australia: challenges and opportunities

Priya Martin, Tarun Sen Gupta and John M Douyere

Med J Aust 2018; 209 (9): 382-383

Medical education

Programmatic assessment: the process, rationale and evidence for modern evaluation approaches in medical education

Cees van der Vleuten, Iris Lindemann and Lisa Schmidt

Med J Aust 2018; 209 (9): 386-388