Deborah Murdoch-Eaton

Deborah Murdoch-Eaton

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Deborah Murdoch-Eaton

Deborah Murdoch-Eaton

Publications by authors named "Deborah Murdoch-Eaton"

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42Publications

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Pre-University education curriculum reform and the generic learning skills of medical school entrants: Lessons learned from South Africa.

Educ Health (Abingdon) 2018 Jan-Apr;31(1):25-31

Academic Unit of Medical Education, The Medical School, University of Sheffield, Sheffield, United Kingdom.

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August 2018

Medical Student Perceptions of Feedback and Feedback Behaviors Within the Context of the "Educational Alliance".

Acad Med 2017 09;92(9):1303-1312

L. Bowen was a science graduate intern and research assistant, Academic Unit of Medical Education, University of Sheffield, Sheffield, United Kingdom, at the time of the study. M. Marshall is director of learning and teaching, Academic Unit of Medical Education, University of Sheffield, Sheffield, United Kingdom. D. Murdoch-Eaton is dean of medical education and departmental head, Academic Unit of Medical Education, University of Sheffield, Sheffield, United Kingdom.

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September 2017

What can medical educators learn from the Rio 2016 Olympic Games?

Med Teach 2017 Jun 28;39(6):665-666. Epub 2017 Feb 28.

c Postgraduate Medical Institute, Faculty of Health & Social Care , Edge Hill University , Ormskirk , UK.

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June 2017

Feedback mapping - The curricular cornerstone of an "educational alliance".

Med Teach 2017 May 10;39(5):540-547. Epub 2017 Mar 10.

a Academic Unit of Medical Education , University of Sheffield , Sheffield , UK.

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May 2017

Appreciative inquiry in medical education.

Med Teach 2017 Feb 17;39(2):123-127. Epub 2016 Nov 17.

a Academic Unit of Medical Education , The Medical School, The University of Sheffield , Sheffield , UK.

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February 2017

Questionnaire design: the good, the bad and the pitfalls.

Arch Dis Child Educ Pract Ed 2016 Aug 24;101(4):210-2. Epub 2016 Feb 24.

Academic Unit of Medical Education, The Medical School, University of Sheffield, Sheffield, UK.

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August 2016

A qualitative study of enablers and barriers influencing the incorporation of social accountability values into organisational culture: a perspective from two medical schools.

Isr J Health Policy Res 2015 10;4:48. Epub 2015 Dec 10.

Faculty of Medicine in the Galilee, Bar Ilan University, Ramat Gan, 5290002 Israel.

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December 2015

Supervisor or mentor: is there a difference? Implications for paediatric practice.

Arch Dis Child 2015 Sep 21;100(9):873-8. Epub 2015 Apr 21.

The Medical School, University of Sheffield, Sheffield, UK.

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September 2015

A model of professional self-identity formation in student doctors and dentists: a mixed method study.

BMC Med Educ 2015 Apr 29;15:83. Epub 2015 Apr 29.

Medical Education, University of Sheffield Medical School, Beech Hill Road, Sheffield, S10 2RX, UK.

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April 2015

Effectiveness of melatonin for sleep impairment post paediatric acquired brain injury: evidence from a systematic review.

Dev Neurorehabil 2014 Oct 8;17(5):355-62. Epub 2013 Oct 8.

Programme in Clinical Psychology, Leeds Institute of Health Sciences, University of Leeds , Clarendon Road, Leeds LS2 9LJ , UK.

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October 2014

How do undergraduate medical students perceive social accountability?

Med Teach 2014 Oct 29;36(10):867-75. Epub 2014 Jul 29.

University of Leeds , UK and.

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October 2014

Electives in undergraduate medical education: AMEE Guide No. 88.

Med Teach 2014 Jul 2;36(7):557-72. Epub 2014 May 2.

University of Leeds , UK and.

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July 2014

How can medical schools contribute to bringing about health equity?

Isr J Health Policy Res 2014 27;3:17. Epub 2014 May 27.

Bar Ilan Faculty of Medicine in the Galilee, POB 1589, Henrietta Szold 8, 1311502 Safed, Israel.

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June 2014

Reflection: moving from a mandatory ritual to meaningful professional development.

Arch Dis Child 2014 Mar 23;99(3):279-83. Epub 2013 Aug 23.

Department of Paediatrics/Medical Education, Leeds Institute of Medical Education, School of Medicine, University of Leeds, , Leeds, UK.

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March 2014

Managing difficult issues: does training have any impact?

Arch Dis Child 2013 Jan 1;98(1):1-2. Epub 2012 Nov 1.

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January 2013

Maturational differences in undergraduate medical students' perceptions about feedback.

Med Educ 2012 Jul;46(7):711-21

Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK.

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July 2012

Generic skills in medical education: developing the tools for successful lifelong learning.

Med Educ 2012 Jan;46(1):120-8

Medical Education Unit, Faculty of Medicine and Health, University of Leeds, Leeds, UK.

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January 2012

The contribution and challenges of electives in the development of social accountability in medical students.

Med Teach 2011 ;33(8):643-8

Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK LS2 9NS.

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December 2011

What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projects.

Med Teach 2010 ;32(3):e152-60

Northern Medical Schools SSC Consortium, Leeds Institute of Medical Education, University of Leeds, Leeds LS2 9NL, UK.

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January 2011

Archimedes. Question 3. Should carbamazepine be administered to manage agitation and aggressive behaviour following paediatric acquired brain injury?

Arch Dis Child 2010 Nov;95(11):950-2

Paediatric Neuropsychology, The Leeds Teaching Hospitals NHS Trust, Leeds, UK.

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November 2010

Learning about plagiarism using Turnitin detection software.

Med Educ 2008 May;42(5):528

Faculty of Biological Sciences, Institute of Life Sciences Education, Garstang Building, University of Leeds, Leeds LS2 9JT, UK.

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May 2008

Research governance: impeding both research and teaching? A survey of impact on undergraduate research opportunities.

Med Educ 2007 Aug;41(8):729-36

Department of Primary Care, School of Medicine, University of Newcastle upon Tyne, Newcastle upon Tyne, UK.

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August 2007

Changing approach to undergraduate studies documented during annual appraisal of medical students.

Med Teach 2007 Mar;29(2-3):111-8

Medical Education Unit, School of Medicine, Level 7, Worsley Building, University of Leeds, Leeds LS2 9NL, UK.

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March 2007

Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on assessable key tasks.

Med Teach 2005 Dec;27(8):720-5

Academic Unit of Medical Education, University of Sheffield, Coleridge House, Northern General Hospital, Sheffield S5 7AU, UK.

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December 2005

Lifelong learning skills: how experienced are students when they enter medical school?

Med Teach 2004 Sep;26(6):576-8

School of Biochemistry and Molecular Biology, University of Leeds, Leeds LS2 9JT, UK.

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September 2004

Study habits audit.

Med Educ 2004 May;38(5):566-7

School of Biochemistry and Microbiology, University of Leeds, UK.

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May 2004

Formal appraisal of undergraduate medical students: is it worth the effort?

Med Teach 2004 Feb;26(1):28-32

Medical Education Unit, School of Medicine, University of Leeds, UK.

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February 2004

Alternative learning environments: what do they contribute to professional development of medical students?

Med Teach 2002 Nov;24(6):609-15

School of Biomedical Sciences, University of Leeds, UK.

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November 2002

Reflective practice skills in undergraduates.

Acad Med 2002 Jul;77(7):734

Department of Medical Education, School of Medicine, University of Leeds, Leeds, United Kingdom.

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July 2002

Development of transferable skills during short special study modules: students' self-appraisal.

Med Teach 2002 Mar;24(2):202-4

Academic Department of Obstetrics and Gynaecology, St James's Hospital, Leeds, UK.

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March 2002

Student-selected projects: can they enhance lifelong learning skills?

Med Teach 2002 Jan;24(1):41-4

School of Biochemistry & Molecular Biology, University of Leeds, UK.

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January 2002

Complementary and alternative medicine in the undergraduate curriculum.

Med Teach 2002 Jan;24(1):100-2

Medical Education Unit, School of Medicine, University of Leeds, UK.

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January 2002