Christy Noble
Christy Noble
Office of Medical Education, Faculty of Medicine, The University of Queensland
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Cited by
Cited by
Becoming a pharmacist: students’ perceptions of their curricular experience and professional identity formation
C Noble, M O’Brien, I Coombes, PN Shaw, L Nissen, A Clavarino
Currents in Pharmacy Teaching and Learning 6 (3), 327-339, 2014
Becoming a pharmacist: the role of curriculum in professional identity formation
C Noble, I Coombes, PN Shaw, LM Nissen, A Clavarino
Pharmacy Practice 12 (1), 2014
Making the transition from pharmacy student to pharmacist: Australian interns’ perceptions of professional identity formation
C Noble, I Coombes, L Nissen, PN Shaw, A Clavarino
International Journal of Pharmacy Practice 23 (4), 292-304, 2015
Concept mapping to evaluate an undergraduate pharmacy curriculum
C Noble, M O'Brien, I Coombes, PN Shaw, L Nissen
American journal of pharmaceutical education 75 (3), 2011
Preceptors, interns, and newly registered pharmacists' perceptions of New Zealand pharmacy graduates' preparedness to practice
T Kairuz, C Noble, J Shaw
American journal of pharmaceutical education 74 (6), 2010
Learning to prescribe through co-working: junior doctors, pharmacists and consultants
C Noble, S Billett
Medical Education, 2017
Challenging feedback myths: values, learner involvement and promoting effects beyond the immediate task
E Molloy, R Ajjawi, M Bearman, C Noble, J Rudland, A Ryan
Medical education 54 (1), 33-39, 2020
Curriculum for uncertainty: certainty may not be the answer
C Noble, PN Shaw, L Nissen, I Coombes, M O'Brien
American journal of pharmaceutical education 75 (1), 2011
Strategies for research engagement of clinicians in allied health (STRETCH): a mixed methods research protocol
S Mickan, R Wenke, K Weir, A Bialocerkowski, C Noble
BMJ open 7 (9), e014876, 2017
Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities
C Noble, V Brazil, T Teasdale, M Forbes, S Billett
Journal of Interprofessional Care, 10, 2017
“It’s yours to take”: generating learner feedback literacy in the workplace
C Noble, S Billett, L Armit, L Collier, J Hilder, C Sly, E Molloy
Advances in Health Sciences Education, 20, 2019
Enhancing feedback literacy in the workplace: A learner-centred approach.
C Noble, C Sly, L Collier, L Armit, J Hilder, E Molloy
Augmenting health and social care students' clinical experiences: Outcomes …, 2019
Individuals’ mediation of learning professional practice: Co-working and learning to prescribe
S Billett, C Noble
Agency at Work, 205-227, 2017
Pharmacy student professional identity formation: a scoping review
C Noble, L McKauge, A Clavarino
Integrated pharmacy research & practice 8, 15, 2019
Not enough time for research? Use of supported funding to promote allied health research activity
R Wenke, KA Weir, C Noble, J Mahoney, S Mickan
Journal of multidisciplinary healthcare 11, 269, 2018
Supporting resident research learning in the workplace: a rapid realist review
C Noble, SR Billett, DTY Phang, S Sharma, F Hashem, GD Rogers
Academic Medicine 93 (11), 1732-1740, 2018
How can end of life care excellence be normalized in hospitals? Lessons from a qualitative framework study.
C Noble, L Grealish, A Teodorczuk, B Shanahan, B Hiremagular, J Morris, ...
BMC Palliative Care, 2018
Pharmacy educators’ intention for the curriculum: an Australian pilot study
C Noble, I Coombes, L Nissen, N Shaw, A Clavarino
Pharmacy Education 14, 2014
Sustaining and transforming the practice of communities: Developing professionals working practice
C Noble, S Billett
Supporting learning across working life: Models, processes and practices …, 2016
Informal learning in the workplace: what are the environmental barriers for junior hospital pharmacists?
C Noble, K Hassell
International Journal of Pharmacy Practice 16 (4), 257-263, 2008
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