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MJA
MJA

medical education

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

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

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

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

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

Editorials

How to improve the wellbeing of junior doctors: building the evidence

Ross L Roberts-Thomson and Sam D Kirchner

Med J Aust 2018; 209 (9): 391-392

Editorials

The ecology of survival for new medical graduates

Simon M Willcock

Med J Aust 2018; 209 (9): 392-393

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

Research

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

Sonia Chanchlani, Daniel Chang, Jeremy SL Ong and Aresh Anwar

Med J Aust 2018; 209 (9): 401-405 Free

Letters

Why patients should be part of medical training from day one

Donna B Mak, Jelena Maticevic and Brian D Power

Med J Aust 2018; 209 (7): 324

Medical education

Accreditation as a quality improvement tool: is it still relevant?

Nesibe Akdemir, David A Ellwood, Theanne Walters and Fedde Scheele

Med J Aust 2018; 209 (6): 249-252

Perspectives

Improving drug allergy management in Australia: education, communication and accurate information

Michaela Lucas, Richard KS Loh and William B Smith

Med J Aust 2019; 210 (2): 62-64

Medical education

Who are you and who do you want to be? Key considerations in developing professional identities in medicine

Charlotte E Rees and Lynn V Monrouxe

Med J Aust 2018; 209 (5): 202-203

Reflection / Medical history

Vale New Medical School (the Blackburn Building), University of Sydney

Catherine E Storey

Med J Aust 2018; 209 (5): 199-201

Letters

The efficacy of medical student selection tools in Australia and New Zealand

Mark H Arnold, Jennifer Smith-Merry and Andrew S Lane

Med J Aust 2018; 209 (4): 188

Letters

Selecting medical students: we need to assess more than academic excellence

Jagdeep Singh Gandhi

Med J Aust 2018; 209 (1): 44

Reflection

Why patients should be part of medical training from day one

Benjamin D Bravery

Med J Aust 2018; 208 (11): 480