You are here: Home / Our people / Our people / Academic staff list / Emeritus Professor Ann Sefton 

Emeritus Professor Ann Sefton

AO
Emeritus Professor
Sydney Medical School

Telephone 9958 4562
Fax 9405 5949

Map

Selected grants

2000

  • Structure and function of the third geniculocortical pathway in primates; Martin P, Sefton A, Grunert U; National Health and Medical Research Council (NHMRC)/Project Grants.
  • Colour vision pathways in marmoset monkeys; Martin P, Sefton A, Goodchild A, Grunert U; National Health and Medical Research Council (NHMRC)/Project Grants.
  • The visual system in dichromatic and trichomatic marmoset monkeys; Martin P, Sefton A; National Health and Medical Research Council (NHMRC)/Project Grants.
Back to Top

Selected publications

Download citations: PDF RTF Endnote

Books

  • Sefton, A., Cossart, Y., Freckelton, L. (2006). 150 years of the Faculty of Medicine. Sydney: Sydney University Press.

Book Chapters

  • Sefton, A. (2009). Problem-based Learning. In Dent J; Harden R (Eds.), A Practical Guide for Medical Teachers 3rd Ed, (pp. 174-180). United Kingdom: Churchill Livingstone.
  • Sefton, A., Hay, I. (2008). Academic Honesty and Ethical Communication. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 26-33). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Street, A. (2008). Case conferences and student case presentations. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 152-158). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Loftus, S. (2008). Communicating in problem-based learning classes. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 85-91). Melbourne, Australia: Oxford University Press.
  • Higgs, J., McAllister, L., Sefton, A. (2008). Communication in the Health and Social Sciences. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 2-10). Melbourne, Australia: Oxford University Press.
  • Hay, I., Sefton, A. (2008). Getting Organised for Effective Study. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 18-25). Melbourne, Australia: Oxford University Press.
  • Street, A., Sefton, A., Loftus, S. (2008). Giving talks in class. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 203-210). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Hay, I. (2008). Preparing posters. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 195-202). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Ajjawi, R., Street, A. (2008). Searching the literature and managing the collected data. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 264-272). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Gordon, J., Field, M. (2008). Teaching clinical reasoning to medical students. In Joy Higgs, Mark A Jones, Stephen Loftus, Nicole Christensen (Eds.), Clinical Reasoning in the Health Professions, (pp. 469-476). Oxford, United Kingdom: Butterworth Heinemann.
  • Sefton, A., Trevena, L., Loftus, S. (2008). Working with groups: Consulting, advocating, mediating and negotiating. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 117-124). Melbourne, Australia: Oxford University Press.
  • Sefton, A. (2006). Education: beyond the medical program. In Ann Jervie Sefton, Yvonne Cossart, Louise Freckelton (Eds.), 150 years of the Faculty of Medicine, (pp. 85-124). Sydney: Sydney University Press.
  • Sefton, A. (2006). Medical education. In Ann Jervie Sefton, Yvonne Cossart, Louise Freckelton (Eds.), 150 years of the Faculty of Medicine, (pp. 37-83). Sydney: Sydney University Press.
  • Sefton, A. (2006). The Faculty. In Ann Jervie Sefton, Yvonne Cossart, Louise Freckelton (Eds.), 150 years of the Faculty of Medicine, (pp. 1-36). Sydney: Sydney University Press.
  • Sefton, A. (2005). Problem-based learning. In John Dent and Ronald Harden (Eds.), Practical Guide for Medical Teachers, (2nd edition), (pp. 205-215). United Kingdom: Churchill Livingstone.
  • Sefton, A., Trevena, L. (2004). Working with groups: Consulting, advocating, mediating and resolving conflict. In Joy Higgs, Ann Sefton, Annette Street and Iain McAllister (Eds.), Communicating in the Health and Social Sciences, (pp. 230-238). United Kingdom: Oxford University Press.
  • Sefton, A., Carlile, S., Barnet, S. (2003). Implementing web-based educational support for a problem-based medical curriculum. In Geibert, Harvey (Eds.), Web-wise Learning: Wisdom from the Field, (pp. 173-195). USA: Xlibris.
  • Sefton, A. (2002). Demonstrations: problem-based learning and implementing problem-based learning in the developing world: practical considerations. In A Siddiqui, HR Ahmad, J Talati, JW Herzog, RG Carroll (Eds.), Teaching Physiology in the Developing World: Models for Quality Learning: Proceeding of the International Workshop .. 1999, (pp. 147-182). United States: Oxford University Press.
  • Sefton, A. (2002). Enhancing physiology education with computer-based teaching and learning. In A Siddiqui, HR Ahmad, J Talati, JW Herzog, RG Carroll (Eds.), Teaching Physiology in the Developing World: Models for Quality Learning: Proceeding of the International Workshop .. 1999, (pp. 46-58). United States: Oxford University Press.
  • Sefton, A. (2002). Foreword. In A Siddiqui, HR Ahmad, J Talati, JW Herzog, RG Carroll (Eds.), Teaching Physiology in the Developing World: Models for Quality Learning: Proceeding of the International Workshop .. 1999. United States: Oxford University Press.
  • Sefton, A. (2002). Panel discussions: Interactive teaching and role of basic scientists in physiology education. In A Siddiqui, HR Ahmad, J Talati, JW Herzog, RG Carroll (Eds.), Teaching Physiology in the Developing World: Models for Quality Learning: Proceeding of the International Workshop .. 1999, (pp. 87-111). United States: Oxford University Press.
  • Sefton, A. (2001). Integrating knowledge and practice in medicine. In Joy Higgs & Angie Titchen (Eds.), Practice Knowledge and Expertise in the Health Professions, (pp. 29-34). United States: Butterworth Heinemann.
  • Sefton, A. (2001). Overcoming Obtacles. In Peter Schwartz, Stewart Mennin, and Graham Webb (Eds.), Problem-Based Learning: Case Studies, Experience and Practice, (pp. 52-59). United Kingdom: RoutledgeFalmer imprint of Taylor & Francis.
  • Sefton, A. (2001). Problem-based learning. In John A. Dent and Ronald M. Harden (Eds.), A Practical Guide for Medical Teachers, (pp. 158-167). London: Academic Press.
  • Field, M., Sefton, A., Gordon, J. (2000). Teaching clinical reasoning to medical students. In Joy Higgs, Mark A Jones, Stephen Loftus, Nicole Christensen (Eds.), Clinical Reasoning in the Health Professions, (pp. 184-189). Oxford, United Kingdom: Butterworth Heinemann.

Journals

  • Hyde, S., Craig, P., Sefton, A., Ryan, G., Arnold, S., Naganathan, V. (2010). Perceptions of preparation for further training: how our medical schools prepare graduates and the perceived factors influencing access to training. Medical Journal of Australia, 193(5), 277-280. [More Information]
  • Sefton, A. (2006). International Teaching Workshops. The Physiologist, 49, 1-4.
  • Sefton, A. (2005). Charting a global future for education in physiology. Advances in Physiology Education, 29(4), 189-93. [More Information]
  • Hansen, P., Sefton, A. (2005). International union of physiological sciences teaching workshop, april 7-10, 2005, pali mountain, california. Advances in Physiology Education, 29(4), 216-26. [More Information]
  • Sefton, A. (2005). Medical education at the University of Sydney - the last forty years. Cancer Forum, 29, 102-106.
  • Sefton, A. (2003). Modern international trends in designing curricula for health studies: the challenge for physiology. Majalah Ilmu Faal Indonesia (The Indonesian Journal of Physiology), 11, 1-8.
  • Power, B., White, A., Sefton, A. (2003). Research within a medical degree: the combined MBBS-PhD program at the University of Sydney. Medical Journal of Australia, 11, 614-616.
  • Prideaux, D., Teubner, J., Sefton, A., Field, M., Gordon, J., Price, D. (2000). The Consortium of Graduate Medical Schools in Australia: formal and informal collaboration in medical education. Medical Education, 34, 449-454.

Conferences

  • Sefton, A., Naganathan, V., Hyde, S., Arnold, S., Ryan, G., Craig, P. (2008). Access to further training: what are the important factors in meeting career goals? 13th Ottawa International Conference on Clinical Competence, Melbourne, Australia: University of Melbourne.
  • Mahony, M., Russell, C., Shaw, T., Sefton, A., Ryan, G., Barnet, S. (2001). Planning for gerontology online. 17th World Congress of the International Association of Gerontology, : World Scientific Publishing.
  • Russell, C., Mahony, M., Shaw, T., Sefton, A., Ryan, G., Barnet, S. (2001). Transforming gerontology education to meet the needs of 21st century health professionals. 17th World Congress of the International Association of Gerontology, : World Scientific Publishing.

2010

  • Hyde, S., Craig, P., Sefton, A., Ryan, G., Arnold, S., Naganathan, V. (2010). Perceptions of preparation for further training: how our medical schools prepare graduates and the perceived factors influencing access to training. Medical Journal of Australia, 193(5), 277-280. [More Information]

2009

  • Sefton, A. (2009). Problem-based Learning. In Dent J; Harden R (Eds.), A Practical Guide for Medical Teachers 3rd Ed, (pp. 174-180). United Kingdom: Churchill Livingstone.

2008

  • Sefton, A., Hay, I. (2008). Academic Honesty and Ethical Communication. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 26-33). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Naganathan, V., Hyde, S., Arnold, S., Ryan, G., Craig, P. (2008). Access to further training: what are the important factors in meeting career goals? 13th Ottawa International Conference on Clinical Competence, Melbourne, Australia: University of Melbourne.
  • Sefton, A., Street, A. (2008). Case conferences and student case presentations. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 152-158). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Loftus, S. (2008). Communicating in problem-based learning classes. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 85-91). Melbourne, Australia: Oxford University Press.
  • Higgs, J., McAllister, L., Sefton, A. (2008). Communication in the Health and Social Sciences. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 2-10). Melbourne, Australia: Oxford University Press.
  • Hay, I., Sefton, A. (2008). Getting Organised for Effective Study. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 18-25). Melbourne, Australia: Oxford University Press.
  • Street, A., Sefton, A., Loftus, S. (2008). Giving talks in class. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 203-210). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Hay, I. (2008). Preparing posters. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 195-202). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Ajjawi, R., Street, A. (2008). Searching the literature and managing the collected data. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 264-272). Melbourne, Australia: Oxford University Press.
  • Sefton, A., Gordon, J., Field, M. (2008). Teaching clinical reasoning to medical students. In Joy Higgs, Mark A Jones, Stephen Loftus, Nicole Christensen (Eds.), Clinical Reasoning in the Health Professions, (pp. 469-476). Oxford, United Kingdom: Butterworth Heinemann.
  • Sefton, A., Trevena, L., Loftus, S. (2008). Working with groups: Consulting, advocating, mediating and negotiating. In Joy Higgs, Rola Ajjawi, Lindy McAllister, Franziska Trede, Stephen Loftus (Eds.), Communicating in the Health Sciences, (pp. 117-124). Melbourne, Australia: Oxford University Press.

2006

  • Sefton, A., Cossart, Y., Freckelton, L. (2006). 150 years of the Faculty of Medicine. Sydney: Sydney University Press.
  • Sefton, A. (2006). Education: beyond the medical program. In Ann Jervie Sefton, Yvonne Cossart, Louise Freckelton (Eds.), 150 years of the Faculty of Medicine, (pp. 85-124). Sydney: Sydney University Press.
  • Sefton, A. (2006). International Teaching Workshops. The Physiologist, 49, 1-4.
  • Sefton, A. (2006). Medical education. In Ann Jervie Sefton, Yvonne Cossart, Louise Freckelton (Eds.), 150 years of the Faculty of Medicine, (pp. 37-83). Sydney: Sydney University Press.
  • Sefton, A. (2006). The Faculty. In Ann Jervie Sefton, Yvonne Cossart, Louise Freckelton (Eds.), 150 years of the Faculty of Medicine, (pp. 1-36). Sydney: Sydney University Press.

2005

  • Sefton, A. (2005). Charting a global future for education in physiology. Advances in Physiology Education, 29(4), 189-93. [More Information]
  • Hansen, P., Sefton, A. (2005). International union of physiological sciences teaching workshop, april 7-10, 2005, pali mountain, california. Advances in Physiology Education, 29(4), 216-26. [More Information]
  • Sefton, A. (2005). Medical education at the University of Sydney - the last forty years. Cancer Forum, 29, 102-106.
  • Sefton, A. (2005). Problem-based learning. In John Dent and Ronald Harden (Eds.), Practical Guide for Medical Teachers, (2nd edition), (pp. 205-215). United Kingdom: Churchill Livingstone.

2004

  • Sefton, A., Trevena, L. (2004). Working with groups: Consulting, advocating, mediating and resolving conflict. In Joy Higgs, Ann Sefton, Annette Street and Iain McAllister (Eds.), Communicating in the Health and Social Sciences, (pp. 230-238). United Kingdom: Oxford University Press.

2003

  • Sefton, A., Carlile, S., Barnet, S. (2003). Implementing web-based educational support for a problem-based medical curriculum. In Geibert, Harvey (Eds.), Web-wise Learning: Wisdom from the Field, (pp. 173-195). USA: Xlibris.
  • Sefton, A. (2003). Modern international trends in designing curricula for health studies: the challenge for physiology. Majalah Ilmu Faal Indonesia (The Indonesian Journal of Physiology), 11, 1-8.
  • Power, B., White, A., Sefton, A. (2003). Research within a medical degree: the combined MBBS-PhD program at the University of Sydney. Medical Journal of Australia, 11, 614-616.

2002

  • Sefton, A. (2002). Demonstrations: problem-based learning and implementing problem-based learning in the developing world: practical considerations. In A Siddiqui, HR Ahmad, J Talati, JW Herzog, RG Carroll (Eds.), Teaching Physiology in the Developing World: Models for Quality Learning: Proceeding of the International Workshop .. 1999, (pp. 147-182). United States: Oxford University Press.
  • Sefton, A. (2002). Enhancing physiology education with computer-based teaching and learning. In A Siddiqui, HR Ahmad, J Talati, JW Herzog, RG Carroll (Eds.), Teaching Physiology in the Developing World: Models for Quality Learning: Proceeding of the International Workshop .. 1999, (pp. 46-58). United States: Oxford University Press.
  • Sefton, A. (2002). Foreword. In A Siddiqui, HR Ahmad, J Talati, JW Herzog, RG Carroll (Eds.), Teaching Physiology in the Developing World: Models for Quality Learning: Proceeding of the International Workshop .. 1999. United States: Oxford University Press.
  • Sefton, A. (2002). Panel discussions: Interactive teaching and role of basic scientists in physiology education. In A Siddiqui, HR Ahmad, J Talati, JW Herzog, RG Carroll (Eds.), Teaching Physiology in the Developing World: Models for Quality Learning: Proceeding of the International Workshop .. 1999, (pp. 87-111). United States: Oxford University Press.

2001

  • Sefton, A. (2001). Integrating knowledge and practice in medicine. In Joy Higgs & Angie Titchen (Eds.), Practice Knowledge and Expertise in the Health Professions, (pp. 29-34). United States: Butterworth Heinemann.
  • Sefton, A. (2001). Overcoming Obtacles. In Peter Schwartz, Stewart Mennin, and Graham Webb (Eds.), Problem-Based Learning: Case Studies, Experience and Practice, (pp. 52-59). United Kingdom: RoutledgeFalmer imprint of Taylor & Francis.
  • Mahony, M., Russell, C., Shaw, T., Sefton, A., Ryan, G., Barnet, S. (2001). Planning for gerontology online. 17th World Congress of the International Association of Gerontology, : World Scientific Publishing.
  • Sefton, A. (2001). Problem-based learning. In John A. Dent and Ronald M. Harden (Eds.), A Practical Guide for Medical Teachers, (pp. 158-167). London: Academic Press.
  • Russell, C., Mahony, M., Shaw, T., Sefton, A., Ryan, G., Barnet, S. (2001). Transforming gerontology education to meet the needs of 21st century health professionals. 17th World Congress of the International Association of Gerontology, : World Scientific Publishing.

2000

  • Field, M., Sefton, A., Gordon, J. (2000). Teaching clinical reasoning to medical students. In Joy Higgs, Mark A Jones, Stephen Loftus, Nicole Christensen (Eds.), Clinical Reasoning in the Health Professions, (pp. 184-189). Oxford, United Kingdom: Butterworth Heinemann.
  • Prideaux, D., Teubner, J., Sefton, A., Field, M., Gordon, J., Price, D. (2000). The Consortium of Graduate Medical Schools in Australia: formal and informal collaboration in medical education. Medical Education, 34, 449-454.
Back to Top

To update your profile click here. For support on your academic profile contact .