Publications by Dr Jo Matthan - ePrints

Browsing publications by Dr Jo Matthan.

Newcastle Authors	Title	Year
Dr Jo Matthan	Colonization, cadavers, and color: Considering decolonization of anatomy curricula	2022
Dr Hannah Swainson Dr Iain Keenan Dr Jo Matthan	Digitalising anatomy assessments: Dental students' perceptions of 3D and cadaveric spotters	2022
Dr Hannah Swainson Dr Iain Keenan Dr Jo Matthan	The future of the anatomy spotter: student perceptions of digital and cadaveric assessment methods	2022
Dr Jo Matthan	Consensus statement on the content of clinical reasoning curricula in undergraduate medical education	2021
Professor Clare Guilding Dr Elsa Randles Charan Thandi Dr Andrew Teodorczuk Dr Jo Matthan et al.	Designing and evaluating an interprofessional education conference approach to antimicrobial education	2020
Dr Jo Matthan Emeritus Professor Stephen McHanwell	The Anatomical Society’s Core Anatomy Syllabus for Dental Undergraduates	2020
Dr Jo Matthan	The Hidden Curriculum of Utilisation of Imaging and Unregulated Digital Resources within Clinical Education	2020
Dr Jo Matthan	Pedagogical Perspectives on the Use of Technology within Medical Curricula: Moving Away from Norm Driven Implementation	2019
Dr James Rammell Dr Jo Matthan Dr Lucy Bookless Dr Craig Nesbitt John Moss et al.	Asynchronous Unsupervised Video-Enhanced Feedback As Effective As Direct Expert Feedback in the Long-Term Retention of Practical Clinical Skills: Randomised Trial Comparing 2 Feedback Methods in a Cohort of Novice Medical Students	2018
Professor Clare Guilding Dr Elsa Randles Charan Thandi Dr Jo Matthan	Making it work: the feasibility and logistics of delivering large-scale interprofessional education to undergraduate healthcare students in a conference format	2018
Professor Alexander Phillips Dr Jo Matthan	Are anatomy learning outcomes taught at UK medical schools equitable and fit for purpose? A preliminary study.	2017
Professor Clare Guilding Dr Jo Matthan Dr Elsa Randles Charan Thandi	Are students accepting of an all-day interprofessional learning conference on antimicrobial stewardship and patient safety?	2017
Professor Alexander Phillips Dr Jo Matthan Dr Lucy Bookless Dr Anantha Madhavan Dr Anna Porter et al.	Individualised Expert Feedback is Not Essential for Improving Basic Clinical Skills Performance in Novice Learners: A Randomized Trial	2017
Dr Lucy Bookless Professor Alexander Phillips Dr Jo Matthan Dr Craig Nesbitt	Letter in response to Singh et al: A Randomized Controlled Study to Evaluate the Role of Video-based Coaching in Training Laparoscopic Skills	2017
Dr Bethan Evans Dr Jo Matthan Professor Alexander Phillips	Mapping medical school anatomy learning outcomes against the core anatomical syllabus to gauge anatomical knowledge: Medical students’ perspective	2017
Dr Jo Matthan Professor Alexander Phillips	Participation in undergraduate cadaveric dissection facilitates self-directed learning and helps clinically correlate anatomy	2017
Dr Iain Keenan Dr Duncan Slater Dr Jo Matthan	Social media: Insights for medical education from instructor perceptions and usage	2017
Dr Jo Matthan Dr Laura Delgaty	Widening Participation and technology: Are we creating an environment for success or failure?	2017
Dr Jo Matthan Dr James Rammell Professor Alexander Phillips	Developing the learning and teaching of practical clinical skills using video playback technology to enhance the student experience and incorporate self-assessment and peer assessment into the feedback process.	2016
Dr Laura Delgaty Dr Jo Matthan Dr Pamela Woolner Ulrike Thomas	Digital Capabilities and Expectations of Prospective Students: Preparing Higher Education for Learning and Teaching of the Future	2016
Professor Alexander Phillips Dr Jo Matthan Dr Anantha Madhavan Dr Craig Nesbitt Professor Gerard Stansby et al.	Direct expert involvement is not required for providing effective video-feedback in the acquisition of clinical skills: A randomised trial	2016
Dr James Rammell Dr Jo Matthan Dr Lucy Bookless Professor Alexander Phillips	Does video-enhanced standardised feedback enhance the acquisition and retention of intravenous technical skills in comparison to one-to-one feedback from an expert in a cohort of novice medical students?	2016
Dr Hassan Gali Dr Ian Crowther Dr Jo Matthan Dr Anantha Madhavan Dr Craig Nesbitt et al.	Medical Students Are Strategic Participants In Educational Trials	2016
Professor Clare Guilding Dr Elsa Randles Dr Jo Matthan Dr Andrew Teodorczuk	Newcastle-Sunderland Interprofessional Education Conference 2016	2016
Dr Laura Delgaty Dr Jo Matthan Dr Pamela Woolner Professor Clare Guilding Ulrike Thomas et al.	Preparing for the future or promoting social inequity? Investigating digital capabilities of prospective university students.	2016
Dr Jo Matthan Dr Lucy Bookless Dr Anantha Madhavan Dr Craig Nesbitt Professor Alexander Phillips et al.	Unsupervised video feedback may suffice when learning practical clinical skills: A randomised trial comparing supervised and unsupervised video feedback in the learning of clinical skills	2016
Dr Lucy Bookless Dr Jo Matthan Professor Alexander Phillips	Medical Student Views of anxiety when receiving feedback after performing filmed clinical practical skill	2015
Dr Jo Matthan Professor Alexander Phillips Dr Craig Nesbitt Dr Lucy Bookless Professor Gerard Stansby et al.	Medical students struggle with self-assessment in a randomized controlled trial on intravenous cannulation using video-assisted feedback.	2015
Dr Lucy Bookless Professor Alexander Phillips Dr Jo Matthan Professor Gerard Stansby Dr Craig Nesbitt et al.	Randomised trial to compare the impact of supervised video feedback versus unsupervised video feedback for students learning intravenous cannulation.	2015
Dr Jo Matthan Dr Lucy Bookless Dr Craig Nesbitt Professor Gerard Stansby Professor Alexander Phillips et al.	Self-assessment skills deteriorate in medical students in the clinical phase: A randomized controlled trial on the acquisition of intravenous cannulation skills using video recordings with a comparison of clinician marker and student self-assessment scores.	2015
Dr Jo Matthan Dr Lucy Bookless Professor Alexander Phillips Professor Gerard Stansby Dr Craig Nesbitt et al.	Standardised unsupervised video-assisted feedback may suffice in the learning of intravenous cannulation: A randomized controlled trial comparing supervised and unsupervised video-assisted feedback in a cohort of medical students	2015
Dr Jo Matthan Dr Iain Keenan	Acquisition, development and retention of clinical anatomical knowledge by foundation doctors during anatomy demonstrator rotations	2014
Dr Jo Matthan Dr Iain Keenan	The future of anatomy education: investigating the impact of student partner approaches for evidence-based evaluation of teaching and learning techniques	2014
Dr Jo Matthan Dr Iain Keenan	Is dissection of more educational value than other methods of learning and teaching anatomy? A student partner approach for evidence-based investigation of dissection as a teaching and learning method in anatomy	2013