Publications

Journal Articles

  1. & Discipline-specific competency-based curriclula for leadership learning in medical specialty training: A critical review of the literature. Leadership in Health Services
  2. Understanding personality type. Student BMJ
  3. & Twelve tips for integrating leadership development into undergraduate medical education. Medical Teacher, 1-7.
  4. & Twelve tips for applying change models to curriculum design, development and delivery. Medical Teacher, 1-7.
  5. & Pre-empting project failure by using a pre-mortem. British Journal of Hospital Medicine 78(10), 584-585.
  6. & What do doctors and nurses think about development of clinical leadership?. British Journal of Hospital Medicine 78(9), 523-528.
  7. & Learning from error: leading a culture of safety. British Journal of Hospital Medicine 78
  8. & Exploring educational interventions to facilitate health professional students’ professionally safe online presence. Medical Teacher, 1-8.
  9. & Implicit leadership theories and followership informs understanding of doctors' professional identity formation: A new model. The Asia-Pacific Scholar 2(2)
  10. & The proposal for a third medical school in New Zealand: A community-engaged graduate entry medical program. New Zealand Medical Journal 130
  11. & Concluding commentary: Medical Education in Difficult Circumstances. MedEdPublish 6(1)
  12. & Editorial: Medical Education in Difficult Circumstances. MedEdPublish 6(1)
  13. & Medical education in difficult circumstances: A global responsibility to contribute. Medical Teacher 39(1), 4-6.
  14. & Leadership in learning organizations: a strategy for improvement. British Journal of Hospital Medicine 77(11), 620-623.
  15. & Resilience: why it matters and how doctors can improve it. British Journal of Hospital Medicine 77(11), 630-633.
  16. & Implicit Leadership Theories and Followership Informs Understanding of Doctors' Professional Indemnity Formation: A New Model. Medical Education 50, 5-33.
  17. & When I say … leadership. Medical Education 50(9), 896-897.
  18. & Vertical leadership in highly complex and unpredictable health systems. British Journal of Hospital Medicine 77(8), 471-475.
  19. & “It’s a mind-changing game!”: Health professional educators working abroad. MedEdPublish 5(2)
  20. & Contingency theories of leadership: how might we use them in clinical practice?. British Journal of Hospital Medicine 77(5), 268-271.
  21. & Doctors leading from the frontline. BMJ Careers
  22. & Postgraduate leadership development: a cross specialty trainees' perspective. BMJ Careers
  23. & Medical leadership—we need more good followers. The Lancet 386(10003), 1532
  24. & Every ward is a ‘Nut Island’? Preventing good health-care teams ‘going bad’. British Journal of Hospital Medicine 76(8), 478-482.
  25. & Followership, clinical leadership and social identity. British Journal of Hospital Medicine 76(5), 270-274.
  26. & Leading and working in teams. British Journal of Hospital Medicine 76(5), 264-269.
  27. & Clinical leadership effectiveness, change and complexity. British Journal of Hospital Medicine 76(4), 239-243.
  28. & Supporting the engagement of doctors in training in quality improvement and patient safety. British Journal of Hospital Medicine 76(3), 166-169.
  29. & Medical educators working abroad: Who are they?. MedEdPublish
  30. & Followership, clinical leadership and social identity. British Journal of Hospital Medicine 76(5), 270-274.
  31. & Leading and working in teams. British Journal of Hospital Medicine 76(5), 264-269.
  32. & Medical leadership and management: An international revolution. Journal of Health Specialties 3(3), 139
  33. & Recruitment of doctors to work in 'our hinterland': first results from the Swansea Graduate Entry Programme in Medicine. Rural and remote health 15
  34. “Doctors on the move”: Exploring professionalism in the light of cultural transitions. Medical Teacher 37(9), 837-843.
  35. Collaborating in healthcare delivery: exploring conceptual differences at the “bedside”. Journal of Interprofessional Care 29(2), 119-124.
  36. & Developing and harnessing the leadership potential of doctors in training. British Journal of Hospital Medicine 75(9), 523-527.
  37. & Twelve tips for providing effective student support in undergraduate medical education. Medical Teacher 36(6), 480-485.
  38. & The role of emotion in effective clinical leadership and compassionate care. British Journal of Hospital Medicine 75(5), 281-286.
  39. Medical educators working abroad: A pilot study of educators’ experiences in the Middle East. Medical Teacher 36(9), 757-764.
  40. & Don't follow your leader: challenging erroneous decisions..
  41. & Personality, self development and the compassionate leader. British Journal of Hospital Medicine 74(6), 336-339.
  42. & Exploring UK medical and social work students’ legal literacy: comparisons, contrasts and implications. Health & Social Care in the Community 21(3), 271-282.
  43. & Don't follow your leader: challenging erroneous decisions. British Journal of Hospital Medicine 74(12), 687-690.
  44. & Developing and assessing medical leadership. British Journal of Hospital Medicine 73(9), 484-485.
  45. & Outcomes of Law Teaching in Social Work Education: Further Findings from a Cohort Study. Social Work Education, 1-19.
  46. & Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes?. J Educ Eval Health Prof.
  47. & Clinical leadership development requires system-wide interventions, not just courses. The Clinical Teacher 9(2), 89-93.
  48. Improved quality and quantity of written feedback is associated with a structured feedback proforma. Journal of Educational Evaluation for Health Professions 9, 10
  49. & Clinical leadership development requires system-wide interventions, not just courses.. The Clinical Teacher (accepted for publication, 20 September 2011), 2011. 9, 89-93.
  50. & Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes?. Journal of Educational Evaluation for Health Professions 9, 7
  51. & Clinical leadership: the challenge for senior leaders.. British Journal of Hospital Medicine 72((9)), 346-349.
  52. & Medical leadership: an international perspective.. British Journal of Hospital Medicine 72(11), 638-641.
  53. & Medical leadership: an international perspective. British Journal of Hospital Medicine 72(11), 638-641.
  54. An International Perspective: The Values of Medical Educators. AoME - Excellence in Medical Education(1), 24-25.
  55. & Perceptions of Readiness for Legally Literate Practice: A Longitudinal Study of Social Work Student Views. Social Work Education, 1-19.
  56. & Tutor and Student Experiences of Teaching and Learning Law in UK Social Work Education. Social Work Education, 1-18.
  57. & Clinical leadership: the challenge for senior leaders. British Journal of Hospital Medicine 72(9), 525-528.
  58. & Doctor as professional and doctor as leader: same attributes, attitudes and values?. British Journal of Hospital Medicine, 72(8), 463-466.
  59. & Developing clinical leadership capacity amongst UK Foundation trainees.. British Journal of Hospital Medicine 72(7), 406-9..
  60. & Developing a global health practitioner: Time to act?. Medical Teacher 33(8), 626-631.
  61. & Developing clinical leadership capacity among UK foundation trainees. British Journal of Hospital Medicine 72(7), 406-409.
  62. & Developing clinical leadership capacity among UK foundation trainees..
  63. & Medical leadership and the medical student. British Journal of Hospital Medicine 72(6), 346-349.
  64. & Medical leadership and the medical student..
  65. & Readiness for legally literate medical practice? Student perceptions of their undergraduate medico-legal education. Journal of Medical Ethics 37(10), 616-622.
  66. & Medical leadership: from policy to practice. The British Journal of Hospital Medicine 72(5), 282-286.
  67. & Medical leadership: from policy to practice..
  68. & Can an understanding of transactional analysis improve postgraduate clinical supervision?. British Journal of Hospital Medicine 72(1), 44-48.
  69. & Developing a global health practitioner … time to act?. Medical Teacher 33(8), 626-631.
  70. & What is clinical leadership…and why is it important?. The Clinical Teacher 8(1), 22-26.
  71. & Towards effective outcomes in teaching, learning and assessment of law in medical education. Medical Education 45(4), 339-346.
  72. & Can an understanding of Transactional Analysis improve clinical supervision in postgraduate medical training? The trainees’ perspective.. British Journal of Hospital Medicine 72((1)), 520-524.
  73. & Leadership development for clinicians: what are we trying to achieve?. The Clinical Teacher 8(3), 181-185.
  74. & The policy and the practice: early-career doctors and nurses as leaders and followers in the delivery of health care. Advances in Health Sciences Education 16(1), 17-29.
  75. & Interprofessional education.. British Journal of Hospital Medicine 71((10)), 580-583.
  76. & Interprofessional learning. British Journal of Hospital Medicine 71(10), 580-583.
  77. Involving patients in clinical education. British Journal of Hospital Medicine 71(9), 524-527.
  78. Involving patients in clinical education.. British Journal of Hospital Medicine 71((9)), 524-527.
  79. & Interprofessional learning in Medical Education in New Zealand.. New Zealand Medical Journal 123((1320)), 06-106.
  80. & Diversity, equal opportunities and human rights. British Journal of Hospital Medicine, 2010 71((8)), 404-408.
  81. & Diversity, equal opportunities and human rights..
  82. & Programmatic research in medical education: a national collaboration. New Zealand Medical Journal 123((1318)), 24-33.
  83. & Approaches to medical educational research. British Journal of Hospital Medicine, 2010 71((7)), 345-349.
  84. & Approaches to medical education research. British Journal of Hospital Medicine 71(7), 404-408.
  85. & Programmatic research in medical education: a national collaboration..
  86. & Medical Education to improve Maori health. Journal of the New Zealand Medical Association, 11-June-2010 123(1316)
  87. & Using simulation in clinical education. British Journal of Hospital Medicine, 2010. 71((6)), 286-290.
  88. & Medical education to improve Māori health..
  89. & Using simulation in clinical education..
  90. & Using transactional analysis to improve clinical and educational supervision: the Drama and Winner's triangles. Postgraduate Medical Journal 86(1015), 261-265.
  91. & Assuring and maintaining quality in clinical education.. British Journal of Hospital Medicine. Vol 71 (4), 164-168, 2010. 71((4)), 164-168.
  92. & The Northland Regional-Rural programme (Pūkawakawa): broadening medical undergraduate student learning in New Zealand.. Journal of Rural and Remote Health, Jan-Mar 2010 10((1)), 1254
  93. & Professional development of medical educators.. The British Journal of Hospital Medicine. Vol 71 (3), 48-52. 2010 71((3)), 48-52.
  94. & Mentoring.. The British Journal of Hospital Medicine, 2010 71((2)), 48-52.
  95. & Mentoring. British Journal of Hospital Medicine 71(2), 106-109.
  96. & e-learning in clinical teaching. British Journal of Hospital Medicine 71(1), 44-47.
  97. & A New Zealand perspective on palliative care for māori. Journal of Palliative Care 26
  98. & Assuring and maintaining quality in clinical education. British Journal of Hospital Medicine 71
  99. Book Reviews Clinical Teaching Made Easy: a practical guide to teaching and learning in clinical settings Judy McKimm , Tim Swanwick Quay Books 2010 Price: £22.99 . Pp 246 ISBN: 978 185642 4080. British Journal of Hospital Medicine 71(12), 716-716.
  100. & Interprofessional learning in medical education in New Zealand. New Zealand Medical Journal 123
  101. & Professional development of medical educators. British Journal of Hospital Medicine 71
  102. & Programmatic research in New Zealand medical education: A national collaboration. New Zealand Medical Journal 123
  103. & The Northland Regional-Rural program (Pūkawakawa): broadening medical undergraduate learning in New Zealand.. Rural and remote health 10
  104. & The current state of undergraduate medical education in New Zealand. Medical Teacher 32(6), 456-460.
  105. & e-learning in clinical teaching.. The British Journal of Hospital Medicine 71((1)), 162-165.
  106. E-learning Modules for Clinical Teachers.. MedEdPORTAL; 2009.
  107. & The current state of undergraduate medical education in New Zealand. Medical Teacher, 2010 32, 456-460.
  108. & A New Zealand perspective on palliative care for maori. Journal of Palliative Care, Spring 2010, vol./is. 26/1(54-58), 0825-8597 (Spring 2010) 26((1)), (54-58).
  109. & Introducing a professional development framework for postgraduate medical supervisors in secondary care: considerations, constraints and challenges. Postgraduate Medical Journal 86(1014), 203-207.
  110. & Web-based faculty development: e-learning for clinical teachers in the London Deanery. The Clinical Teacher 7(1), 58-62.
  111. Current trends in undergraduate medical education: program and curriculum design. Samoa Medical Journal 2(1), 40-48.
  112. & Medical Education around the world: the state of New Zealand medical education.. Medical Teacher 32((6)), 456-460.
  113. Professional development for medical educators and clinical teachers: challenges and opportunities. South East Asian Journal of Medical Education 3((2)), 3-8.
  114. & Prepared for practice? Law teaching and assessment in UK medical schools. Journal of Medical Ethics 36(11), 694
  115. Current trends in undergraduate medical education: teaching, learning and assessment.. Samoa Medical Journal 2(2), 38-44.
  116. & Strategies for planning and designing medical curricula and clinical teaching.. South-East Asian Journal of Medical Education 4((1)), 2-8.
  117. & Medical Education and e-learning opportunities in the South Pacific.. Samoa Medical Journal 2(3), 32-40.
  118. & Curriculum and course design. The British Journal of Hospital Medicine 70((12)), 592-596.
  119. & Curriculum and course design..
  120. & Small group teaching..
  121. & Small group teaching. British Journal of Hospital Medicine, 2009 70((11)), 592-595.
  122. & Developing medical leadership: a comparative review of approaches in the UK and New Zealand. The International Journal of Leadership in Public Services 2009 5((3)), 10-24.
  123. & Managing the appraisal.. The British Journal of Hospital Medicine. 2009 70((9)), 348-351.
  124. Biomedical Research and Education for the Asia-Pacific Medical Community. Samoa Medical Journal 1(1)
  125. & Improve your lecturing.. The British Journal of Hospital Medicine. 2009 70((8)), 248-351.
  126. & Setting learning objectives.. The British Journal of Hospital Medicine. 2009 70((7)), 348-351.
  127. & Assessing learning needs.. The British Journal of Hospital Medicine. 2009 70((6)), 290-293.
  128. & Assessing learning needs. British Journal of Hospital Medicine 70(6), 348-351.
  129. & Supervision. British Journal of Hospital Medicine 70(4), 226-229.
  130. & Supervision..
  131. Giving effective feedback.. The British Journal of Hospital Medicine. 2009 70((3)), 42-45.
  132. & Becoming a digital tourist: a guide for clinical teachers. The Clinical Teacher 6(1), 51-55.
  133. Giving effective feedback. British Journal of Hospital Medicine 70(3), 158-161.
  134. & E-learning Modules for Clinical Teachers (Out of Print). MedEdPORTAL Publications
  135. & Improve your lecturing. British Journal of Hospital Medicine 70
  136. & Managing the appraisal. British Journal of Hospital Medicine 70
  137. & Setting learning objectives. British Journal of Hospital Medicine 70
  138. Becoming a digital tourist: a guide for clinical teachers.. The Clinical Teacher 6((1)), 51-55.
  139. & Multisource Feedback assessment of Medical Students’ professionalism: who should be involved, when and how?. International Journal of Clinical Skills 3((3)), 125-133.
  140. & The New Face of Innovative Medical Education and Research in Samoa and the South Pacific. Samoa Medical Journal 1((1)), 30-34.
  141. & Leadership, Education and Partnership: Project LEAP — Developing Regional Educational Leadership Capacity in Higher Education and Health Services through Collaborative Leadership and Partnership Working. The International Journal of Leadership in Public Services 4(4), 24-38.
  142. & Educational leadership: a core clinical teaching skill?. International Journal of Clinical Skills 2(2), 79-85.
  143. & Educational leadership: a core clinical teaching skill?. International Journal of Clinical Skills. 2((2))
  144. ABC of learning and teaching: Web based learning. BMJ 326(7394), 870
  145. & ABC of learning and teaching: Web based learning.. BMJ (Clinical research ed.) 326
  146. Zanamivir. Drugs 55(5), 726-727.

Books

  1. & Developing Reflective Practice: A Guide for Medical Students, Doctors and Teachers. London: Wiley-Blackwell.
  2. & Medical education at a glance. Chichester: Wiley Blackwell.
  3. & (Eds.). The ABC of Clinical Leadership, 2nd edition. London: Wiley-Blackwell.
  4. & Global Health. SAGE Publications Ltd.
  5. & Researching Medical Education.
  6. & Practical Prescribing for Medical Students. SAGE Publications.
  7. & Essential Simulation in Clinical Education. John Wiley & Sons.
  8. & How to Assess Doctors and Health Professionals. John Wiley & Sons.
  9. & Understanding Medical Education.
  10. & How to Assess Doctors and Health Professionals.
  11. & On being an international medical educator.
  12. & Understanding Medical Education.
  13. (Eds.). The ABC of Clinical leadership.. London: Wiley-Blackwell.
  14. & (Eds.). Professional practice for Foundation Trainees. Learning Matters.
  15. & Understanding Medical Education.
  16. & Understanding Medical Education.
  17. & (Eds.). Clinical Teaching Made Easy.. London: Quay Books (Mark Allen Publishers).
  18. Essential Guide to Educational Supervision in Postgraduate Medical Education.
  19. & (Eds.). Leadership and management in integrated services.. Learning Matters.

Book Chapters

  1. & Understanding Medical Education. In Educational leadership. (pp. 473-491). John Wiley & Sons.
  2. & Understanding Medical Education. In Patient involvement in medical education. (pp. 227-239). John Wiley & Sons.
  3. Emotional Intelligence, Emotional Labour and Affective Leadership. In
  4. & Understanding Medical Education. In Educational Leadership. (pp. 419-437). Wiley-Blackwell.
  5. & Understanding Medical Education. In Patient Involvement in Medical Education. (pp. 181-194). Wiley-Blackwell.

Other Research Outputs

  1. & Global Health. (Human Resources for Health No. 3). : SAGE Publications Ltd.
  2. Essential Guide to Educational Supervision in Postgraduate Medical Education. (Personal Support and Mentoring). : Wiley-Blackwell.
  3. & (in press). From policy to practice: Exploring concepts of leadership and followership in interprofessional teams.
  4. & (2015). Gender, Careers and Inequalities in Medicine and Medical Education: International Perspectives. (Women and Leadership in Medicine and Medical Education: International Perspectives). : Emerald Group Publishing Limited.
  5. & (2015). Researching Medical Education. (Leadership, management and mentoring: applying theory to practice). : John Wiley & Sons.
  6. & (2013). Oxford Textbook of Medical Education. (Educational leadership). : Oxford University Press.
  7. & (2013). Essential Simulation in Clinical Education. (Essential simulation in clinical education). : John Wiley & Sons.
  8. & (2013). Faculty Development in the Health Professions. (Faculty Development for Leadership and Management No. Chapter 3). : Springer Netherlands.
  9. (2012). Referee report. For: Improving educational environment in medical colleges through transactional analysis practice of teachers [v1; indexed, http://f1000r.es/R3KKeG]. (F1000Research).
  10. (2004). FDTL4 Leadership Development Programme: Developing Tmorrow's Leaders in Health and Social Care Education. Case studies in leadership in medical and health care education.