The scientist’s investigation covers issues in Medical education, Pedagogy, Focus group, Family medicine and Asthma. She has included themes like Medical psychology, Cohort, Educational measurement and Specialty in her Medical education study. In the field of Pedagogy, her study on Formative assessment overlaps with subjects such as Perspective, Selection, Locality and Variance.
Her research investigates the connection between Focus group and topics such as Nursing that intersect with issues in Task and Organizational culture. Her Family medicine research is multidisciplinary, relying on both OTC Medicines, Aptitude and Medical school. Her work on Asthma care as part of general Asthma study is frequently linked to Self-management and Poor control, therefore connecting diverse disciplines of science.
Jennifer Cleland mainly investigates Medical education, Family medicine, Nursing, Focus group and Pedagogy. Her work in the fields of Medical education, such as Medical school, intersects with other areas such as Context. Jennifer Cleland combines subjects such as Asthma and Aptitude with her study of Family medicine.
Her Nursing study frequently draws connections to adjacent fields such as Patient safety. As part of her studies on Focus group, Jennifer Cleland frequently links adjacent subjects like Perception. She regularly links together related areas like Medical psychology in her Pedagogy studies.
Her main research concerns Medical education, Medical school, Context, Curriculum and 2019-20 coronavirus outbreak. Training is the focus of her Medical education research. Her studies in Medical school integrate themes in fields like University medical, Surgical procedures, Peer group and Family medicine.
Her Family medicine study combines topics in areas such as Logistic regression and Medical teaching. Her work deals with themes such as Motor skill, Intervention, Metric, Cognition and Set, which intersect with Curriculum. As a part of the same scientific study, she usually deals with the Clinical teaching, concentrating on Health professions and frequently concerns with Constrained optimization, Action, Rationality and Summative assessment.
Jennifer Cleland spends much of her time researching 2019-20 coronavirus outbreak, Severe acute respiratory syndrome coronavirus 2, Medical education, Pandemic and Thematic analysis. Throughout her 2019-20 coronavirus outbreak studies, Jennifer Cleland incorporates elements of other sciences such as Health education, Pneumonia, Intensive care medicine, Viral Epidemiology and Sociomateriality. Her research in the fields of Medical school overlaps with other disciplines such as Workplace learning.
Pandemic is integrated with Postgraduate training, Globe, Clinical teaching and Health professions in her research. Thematic analysis is connected with Narcissism, Patient satisfaction, Second opinion, Openness to experience and Conscientiousness in her study. Her research in Social psychology intersects with topics in Learning environment and Professional development.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
How effective are selection methods in medical education? A systematic review
Fiona Patterson;Alec Knight;Johnathan Dowell;Sandra Nicholson.
Medical Education (2016)
The use of simulated patients in medical education: AMEE Guide No 42
Jennifer A Cleland;Keiko Abe;Jan-Joost Rethans.
Medical Teacher (2009)
Stress, debt and undergraduate medical student performance.
Sarah Ross;Jennifer Anne Cleland;Mary Joan MacLeod.
Medical Education (2006)
Glasgow supported self-management trial (GSuST) for patients with moderate to severe COPD: randomised controlled trial
C E Bucknall;G Miller;S M Lloyd;J Cleland.
The Living & Breathing Study: a study of patients' views of asthma and its treatment.
John Haughney;Greta Barnes;Martyn Partridge;Jennifer Cleland.
Primary Care Respiratory Journal (2004)
Associations of depression and anxiety with gender, age, health-related quality of life and symptoms in primary care COPD patients
Jennifer A Cleland;Amanda J Lee;Susan Hall.
Family Practice (2007)
Is it me or is it them? Factors that influence the passing of underperforming students.
Jennifer A Cleland;Lynn V Knight;Charlotte E Rees;Susan Tracey.
Medical Education (2008)
Patient safety: helping medical students understand error in healthcare
Rona Patey;Rhona Flin;Brian H Cuthbertson;Louise MacDonald.
Quality & Safety in Health Care (2007)
The remediation challenge: theoretical and methodological insights from a systematic review.
Jennifer Cleland;Heather Leggett;John Sandars;Manuel João Costa.
Medical Education (2013)
Undergraduate students' attitudes to communication skills learning differ depending on year of study and gender.
Jennifer Cleland;Karen Foster;Mandy Moffat.
Medical Teacher (2005)
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