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Medical Teacher Volume 32, 2010 - Issue 12
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Research Article

Growing rural doctors as teachers: A rural community of medical education practice

Moira A. Maley The University of Western Australia, Australia; MOIRA A. MALEY, BSc, MSc, PhD, Cert MedEd is an associate professor in Medical Education Technology in The Rural Clinical School of Western Australia. Originally trained as a medical research scientist, a matrix biologist, then a biomedical science/pathology teacher, she has maintained a strong interest in experiential learning and sought further qualification in medical education. The rural medical education context has provided unique opportunities to work with highly motivated teachers and students trialing new approaches to improve the learning environment.Correspondence[email protected]
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Vanessa L. Lockyer-Stevens Heart of England NHS Foundation Trust, UK; VANESSA L. LOCKYER-STEVENS, RN, RN Child, BSc (Hons), PGCE, MEd is currently the faculty principal educator and strategic lead for the nurse education portfolio in the Heart of England Trust, United Kingdom. With a background in health care and adult education, she was the lecturer in Medical Education (curriculum design) in The Rural Clinical School of Western Australia for its first three formative years. Her academic and knowledge transfer interests lie in nursing and medical curriculum design and revalidation.
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Denese E. Playford The University of Western Australia, Australia; DENESE E. PLAYFORD, BA Hons, MSc, PhD is an associate professor in Medical Education in The Rural Clinical School of Western Australia and has academic oversight of the RCSWA undergraduate medicine curriculum, the MBBS rural specialisation and the Graduate Rural and Remote Medicine programme at the University of Western Australia.
Pages 983-989 | Published online: 27 Sep 2010

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Yvonne Steinert. (2020) Faculty development: From rubies to oak. Medical Teacher 42:4, pages 429-435.
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S. van Schalkwyk, J. Bezuidenhout, V.C. Burch, M. Clarke, H. Conradie, B. van Heerden & M. De Villiers. (2012) Developing an educational research framework for evaluating rural training of health professionals: A case for innovation. Medical Teacher 34:12, pages 1064-1069.
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Articles from other publishers (6)

Ryuichi Ohta & Chiaki Sano. (2022) Reflection in Rural Family Medicine Education. International Journal of Environmental Research and Public Health 19:9, pages 5137.
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Cormac McGrath, Matilda Liljedahl & Per J. Palmgren. (2019) You say it, we say it, but how do we use it? Communities of practice: A critical analysis. Medical Education 54:3, pages 188-195.
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SueAnn I. Bottoms, Jerine Pegg, Anne Adams, Hilary Smith Risser & Ke Wu. 2020. The Wiley International Handbook of Mentoring. The Wiley International Handbook of Mentoring 141 166 .
Chan Kyun Park, Doo Hun Lim & Boreum Ju. 2016. Handbook of Research on Global Issues in Next-Generation Teacher Education. Handbook of Research on Global Issues in Next-Generation Teacher Education 22 42 .
Isioma N. Elueze. (2015) Evaluating the effectiveness of knowledge brokering in health research: a systematised review with some bibliometric information. Health Information & Libraries Journal 32:3, pages 168-181.
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Moira A.L. MaleyHelen M. WrightSarah J. MooreKirsten A. Auret. (2015) Pedagogy Rules: Open Mindset in Adopting Fit-for-Purpose Educational Tools in Teaching Dispersed Medical Students. Journal of Medical Education and Curricular Development 2, pages JMECD.S22214.
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