1st September 2017, Volume 130 Number 1461

Tim J Wilkinson

One of my colleagues recently referred to their RMO (resident medical officer) as their random medical officer. This was no criticism of an individual but reflected the developments over the…

Subscriber content

The full contents of this page is only available to subscribers.

To view this content please login or subscribe

Author Information

Tim J Wilkinson, Associate Dean (Medical Education), University of Otago, Christchurch.

Correspondence

Professor Tim J Wilkinson, Associate Dean (Medical Education), University of Otago, Christchurch 8140.

Correspondence Email

tim.wilkinson@otago.ac.nz

Competing Interests

Nil.

References

  1. Rassie K. The apprenticeship model of clinical medical education: time for structural change. New Zealand Medical Journal. 2017; 130(1461):66–72.
  2. Sheehan D, Wilkinson TJ, Billett S. Interns’ participation and learning in clinical environments in a New Zealand hospital. Academic Medicine. 2005; 80(3):302–8.
  3. Sheehan D, Wilkinson TJ. Maximising the clinical learning of junior doctors: applying educational theory to practice. Medical Teacher. 2007; 29(8):827–9.
  4. Sheehan D, Wilkinson TJ. Who’s going to move first? Practice guidelines for clinical supervision. Focus on Health Professional Education. 2010; 12(2):14–29.
  5. Sheehan D, Jowsey T, Parwaiz M, Birch M, Seaton P, Shaw S, et al. Clinical Learning Environments - Place, Artefacts and Rhythm. Medical Education. (in press).
  6. Rudland J, Bagg W, Child S, de Beer W, Hazell W, Poole P, et al. Maximising learning through effective supervision. New Zealand Medical Journal. 2010; 123(1309):117–26.

Download

The downloadable PDF version of this article is only available to subscribers.

To view this content please login or subscribe