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Jye Gard, Clare Polley, Angela Cisternino & Amy Gray. (2022) The void: COVID-19 restrictions and junior doctor education opportunities. Medical Teacher 44:11, pages 1290-1295.
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Eli Lejonberg & Ida Katrine R Hatlevik. (2022) ‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers. Mentoring & Tutoring: Partnership in Learning 30:5, pages 606-633.
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Deanna Chaukos, Sandalia Genus, Sami-Beth Kuchar, Lesley Wiesenfeld, Robert Maunder & Maria Mylopoulos. (2022) “It’s Complicated”: Using Education to Bridge Essential Care Between Hospital and Community for Complex Patients with HIV. Academic Psychiatry 47:1, pages 35-42.
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Olivia Gross, Sylvie Azogui-Levy, Olivier Bourdon, Aude-Marie Foucaut, Aurore Margat, Corinne Lartigue, Saadia Lassale, Yannick Ruelle, Agathe Wagner & Rémi Gagnayre. (2023) Apprendre en inter-professionnalité à partir de l’expérience de patients-mentors. Pédagogie Médicale 24:1, pages 7-18.
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Jye Gard, Angela Cisternino, Clare Polley & Amy Gray. (2022) Implications for paediatric training and workforce from pandemic disruptions: A view from a tertiary hospital. Journal of Paediatrics and Child Health 58:12, pages 2190-2196.
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Shisei Tei & Junya Fujino. (2022) The educational value of sense of coherence for grief care. Frontiers in Psychology 13.
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