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Professor Annette Burgess

PFHEA, BBusStud, MBT, MEd, MMedEd, MBioethics, PhD.

Professor of Medical Education, Education Office, Sydney Medical School

Phone

+61 2 90367692

Email

annette.burgess@sydney.edu.au

Details

Member of Sydney Southeast Asia Centre

Biographical details

Annette Burgess is Professor of Medical Education, The University of Sydney School of Medicine. She is a Principal Fellow (PFHEA), Advance HE. She co-leads the Clinical Teaching Fellowship program. In 2016 and 2017 she led the development and implementation of the interprofessional Clinical Teacher Training (CTT) program for health professionals, and the Peer Teacher Training (PTT) program for students. She has received a number of University and national awards for her contributions to medical education programs and student engagement, including a Faculty of Medicine and Health Team Award for the Interprofessional Peer Teacher Training and Clinical Teacher Training programs (2018); Australian University Teaching Award (2015) for Programs that Enhance Learning; Australian Office of Teaching and Learning Citation (2014); and Vice-Chancellor’s Award for Support of the Student Experience (2013). She has more than 90 publications in peer reviewed journals. Her current research focuses on Team-based learning, peer assisted learning and faculty development, using research results to improve medicine and health professional curricula.

Awards and honours

2021 Principal Fellow, Advance HE

2021 ASPIRE-to-Excellence award in Inspirational Appraches to Health Professions Education, Association for medical Education Europe (AMEE)

2018 Faculty of Medicine and Health Team Award for the Interprofessional Peer Teacher Training and Clinical Teacher Training programs

2015 Australian Award for University Teaching: Award for programs that Enhance Learning. peer Assisted Learning Programme.

2014 Australian Award for University Teaching: Citation for Outstanding Contributions, 'For providing a collaborative and dynamic social learning network which enhances the critically important graduate attributes of professionalism and clinical skills required by medical students'.

2013 Vice-Chancellor's Award for Support of the Student Experience. Peer Assisted Learning (PAL) Program in recognition of an outstanding contribution to support of the student experience at the University.

Keywords

Education, Medical education, Team-based learning (TBL), Peer assisted learning, Peer assessment

((UM1,UM2, University of Mandalay, University of Medicine, Taunggyi in Myanmar)) Extended consultancy as part of AAF awards to develop an integrated curriculum.

Mongolia

(UNFPA) UNFPA Mongolia “Developing the undergraduate curriculum in Obstetrics and Gynaecology in Mongolia”

Vietnam

(Hoc Mai, The Australia Vietnam Medical Foundation) Teaching in Team-based learning (TBL)

Current research students

Project title	Research student
Clinical Teaching in Medicine The Current Landscape and a TeleEducation Future	Akhil BANSAL

Publications

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Book Chapters

Burgess, A., Matar, E. (2020). Team-Based Learning (TBL): Theory, Planning, Practice, and Implementation. In Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough (Eds.), Clinical Education for the Health Professions, (pp. 1-29). Singapore: Springer Singapore. [More Information]

Journals

Roberts, C., Khanna, P., Burgess, A. (2024). Capital sharing and socialization in an interprofessional student-led clinic: a Bourdieuan analysis. BMC Medical Education, 24(1). [More Information]
Ong, N., Lucien, A., Long, J., Weise, J., Burgess, A., Walton, M. (2024). What do parents think about the quality and safety of care provided by hospitals to children and young people with an intellectual disability? A qualitative study using thematic analysis. Health Expectations, 27(1), e13925. [More Information]
Saricilar, E., Burgess, A., Freeman, A. (2023). A pilot study of the use of artificial intelligence with high-fidelity simulations in assessing endovascular procedural competence independent of a human examiner. ANZ Journal of Surgery. [More Information]
Burgess, A., van Diggele, C., Schneider, C., Haq, I., Leadbeatter, D. (2023). An Interprofessional Peer Teacher Training program for health professional students: ‘face to face’ versus ‘online only’. Journal of University Teaching & Learning Practice, 20(1), 71-89. [More Information]
Burgess, A., Toribio, J., Tiwari, H., Vost, M., Green, A., Dhand, N. (2023). Design and Evaluation of the Veterinary Epidemiology Teaching Skills (VETS) Workshop: Building Capacity in the Asia-Pacific Region. Journal of Veterinary Medical Education, 50(5), 599-610. [More Information]
Chen, D., Chang, S., Burgess, A., Tang, B., Tsao, K., Shen, C., Chang, P. (2023). Exploration of the external and internal factors that affected learning effectiveness for the students: a questionnaire survey. BMC Medical Education, 23(1). [More Information]
Clarke, A., Burgess, A., van Diggele, C., Bloomfield, J., Schneider, C., Kalman, E., Walton, M. (2023). Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL). Journal of University Teaching & Learning Practice, 5(2), 1-17. [More Information]
Karia, C., Anderson, E., Burgess, A., Carr, S. (2023). Peer teacher training develops “lifelong skills”. Medical Teacher. [More Information]
Taoube, L., Khanna, P., Schneider, C., Burgess, A., Bleasel, J., Haq, I., Roberts, C. (2023). Situated learning in community environments (SLICE): Systems design of an immersive and integrated curriculum for community-based learning. Medical Teacher, 45(1), 80-88. [More Information]
Khanna, P., Roberts, C., Burgess, A., Lane, A., Bleasel, J. (2023). Unpacking the impacts of programmatic approach to assessment system in a medical programme using critical realist perspectives. Journal of Critical Realism, 22(5), 840-858. [More Information]
Ong, N., Lucien, A., Long, J., Weise, J., Walton, M., Burgess, A. (2023). What do healthcare staff think about the quality and safety of care provided to children and young people with an intellectual disability? A qualitative study using the framework method of analysis. BMJ Open, 13(7). [More Information]
Kobayashi, S., Allen, K., Bennell, K., Bowden, J., Briggs, A., Burgess, A., Hinman, R., Holden, M., Østerås, N., Godaker Risberg, M., Eyles, J., et al (2022). A Framework to Guide the Development of Health Care Professional Education and Training in Best Evidence Osteoarthritis Care. Clinics in Geriatric Medicine, 38(2), 361-384. [More Information]
Burgess, A., Luscombe, G., Ramsey-Stewart, G. (2022). An intensive anatomy by whole-body dissection elective: A longitudinal study. Clinical Anatomy, 35(5), 550-559. [More Information]
Oates, K., Burgess, A., Clark, T. (2022). An interdisciplinary program for emerging leaders in patient safety. The Clinical Teacher, 19(4), 323-332. [More Information]
Burgess, A., Roberts, C. (2022). Interprofessional student-led clinics: the volunteer patient experience. BMC Medical Education, 22(1). [More Information]
Roberts, C., Khanna, P., Bleasel, J., Lane, A., Burgess, A., Charles (nee Slaviero), K., Howard, R., O'Mara, D., Hag, I., Rutzou, T. (2022). Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis. Medical Education, 56(9), 901-914. [More Information]
Burgess, A., McGregor, D. (2022). Use of Established Guidelines When Reporting on Interprofessional Team-Based Learning in Health Professions Student Education: A Systematic Review. Academic Medicine, 97(1), 143-151. [More Information]
Huynh, N., Burgess, A., Wing, L., Mellis, C. (2021). Anatomy by Whole Body Dissection as an Elective: Student Outcomes. Journal of Surgical Education, 78(2), 492-501. [More Information]
Burgess, A., Bansal, A., Clarke, A., Ayton, T., van Diggele, C., Clark, T., Matar, E. (2021). Clinical Teacher Training for health professionals: From blended to online and (maybe) back again? The Clinical Teacher, 18(6), 630-640. [More Information]
Saricilar, E., Freeman, A., Burgess, A. (2021). Evaluation of tools to assess operative competence in endovascular procedures: a systematic review. ANZ Journal of Surgery, 91(9), 1682-1695. [More Information]
Burgess, A., Roberts, C., Lane, A., Haq, I., Clark, T., Kalman, E., Pappalardo, N., Bleasel, J. (2021). Peer review in team-based learning: influencing feedback literacy. BMC Medical Education, 21(1), 426. [More Information]
Burgess, A., Matar, E., Roberts, C., Haq, I., Wynter, L., Singer, J., Kalman, E., Bleasel, J. (2021). Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL). BMC Medical Education, 21(1), 238. [More Information]
McKenzie, S., Burgess, A., Mellis, C. (2020). "A Taste of Real Medicine" : Third Year Medical Students' Report Experiences of Early Workplace Encounters. Advances in Medical Education and Practice, 11, 717-725. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Facilitating small group learning in the health professions. BMC Medical Education, 20, 457. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Feedback in the clinical setting. BMC Medical Education, 20(Suppl 2), 460. [More Information]
van Diggele, C., Roberts, C., Burgess, A., Mellis, C. (2020). Interprofessional education: tips for design and implementation. BMC Medical Education, 20, 455. [More Information]
Burgess, A., Kalman, E., Haq, I., Leaver, A., Roberts, C., Bleasel, J. (2020). Interprofessional team-based learning (TBL): How do students engage? BMC Medical Education, 20(1), 118. [More Information]
Burgess, A., van Diggele, C., Matar, E. (2020). Interprofessional Team-based Learning: Building Social Capital. Journal of Medical Education and Curricular Development, 7, 1-7. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Introduction to the Peer Teacher Training in health professional education supplement series. BMC Medical Education, 20, 454. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Introduction to the Peer Teacher Training in health professional education supplement series. BMC Medical Education, 20(Suppl 2), 454.
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Key tips for teaching in the clinical setting. BMC Medical Education, 20, 463. [More Information]
van Diggele, C., Burgess, A., Roberts, C., Mellis, C. (2020). Leadership in healthcare education. BMC Medical Education, 20, 456. [More Information]
Karia, C., Anderson, E., Hughes, A., West, J., Lakhani, D., Kirtley, J., Burgess, A., Carr, S. (2020). Peer teacher training (PTT) in action. The Clinical Teacher, 17(5), 531-537. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Planning peer assisted learning (PAL) activities in clinical schools. BMC Medical Education, 20(Suppl 2), 453. [More Information]
van Diggele, C., Burgess, A., Mellis, C. (2020). Planning, preparing and structuring a small group teaching session. BMC Medical Education, 20(Suppl 2), 462. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Teaching clinical handover with ISBAR. BMC Medical Education, 20, 459. [More Information]
Burgess, A., Bleasel, J., Hickson, J., Guler, C., Kalman, E., Haq, I. (2020). Team-based learning replaces problem-based learning at a large medical school. BMC Medical Education, 20(1), 492. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Team-based learning: design, facilitation and participation. BMC Medical Education, 20, 461. [More Information]
Oates, K., Burgess, A., Dalton, S., Sammut, J., Mayer, D. (2020). The Academy for Emerging Leaders in Patient Safety: developing a community of practice. The Clinical Teacher, 17(5), 508-514. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Tips for teaching procedural skills. BMC Medical Education, 20, 458. [More Information]
McLachlan, R., Burgess, A., Wagner, T., Freeman, A. (2019). A Binational Need Assessment to Define the Level of Endovascular Expertise Required by Vascular Surgical Trainees. Journal of Surgical Education, 76(4), 982-989. [More Information]
Burgess, A., Matar, E., Neuen, B., Fox, G. (2019). A longitudinal faculty development program: supporting a culture of teaching. BMC Medical Education, 19(1), 1-9. [More Information]
Burgess, A., van Diggele, C., Mellis, C. (2019). Faculty development for junior health professionals. The Clinical Teacher, 16(3), 189-196. [More Information]
van Diggele, C., Burgess, A., Mellis, C. (2019). Journal clubs in health professional practice. The Clinical Teacher, 16(1), 13-18. [More Information]
Wynter, L., Burgess, A., Kalman, E., Bleasel, J., Heron, J. (2019). Medical students: what educational resources are they using? BMC Medical Education, 19(1), 36. [More Information]
Burgess, A., Bleasel, J., Haq, I., Garsia, R., Roberts, C., Randal, N., Mellis, C. (2019). Team-based learning (TBL): a community of practice. BMC Medical Education, 19(1), 1-7. [More Information]
Clarke, A., Burgess, A., van Diggele, C., Mellis, C. (2019). The role of reverse mentoring in medical education: current insights. Advances in Medical Education and Practice, 10, 693-701. [More Information]
Burgess, A., Oates, K., Goulston, K., Ha, P. (2018). Advanced Course in Medical Education and Research: a Leadership Program for Outstanding Graduates. South East Asian Journal of Medical Education, 12(1), 7-12. [More Information]
Burgess, A., Roberts, C., Ayton, T., Mellis, C. (2018). Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Medical Education, 18(1), 1-7. [More Information]
Burgess, A., van Diggele, C., Mellis, C. (2018). Mentorship in the health professions: a review. The Clinical Teacher, 15(3), 197-202. [More Information]
Burgess, A., Roberts, C., Sureshkumar, P., Mossman, K. (2018). Multiple mini interview (MMI) for general practice training selection in Australia: Interviewers' motivation. BMC Medical Education, 18(1), 1-8. [More Information]
Burgess, A., McGregor, D. (2018). Peer teacher training for health professional students: A systematic review of formal programs 13 Education 1303 Specialist Studies in Education 13 Education 1302 Curriculum and Pedagogy. BMC Medical Education, 18(1). [More Information]
McKenzie, S., Burgess, A., Mellis, C. (2017). In reply to Amin et al. The importance of feedback for medical students' development. Advances in Medical Education and Practice, 8, 249-251.
McKenzie, S., Burgess, A., Mellis, C. (2017). Interns reflect: the effect of formative assessment with feedback during pre-internship. Advances in Medical Education and Practice, 8, 51-56. [More Information]
Burgess, A., Roberts, C., van Diggele, C., Mellis, C. (2017). Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning. BMC Medical Education, 17(1), 1-13. [More Information]
Burgess, A., Bleasel, J., Haq, I., Roberts, C., Garsia, R., Robertson, T., Mellis, C. (2017). Team-based learning (TBL) in the medical curriculum: better than PBL? BMC Medical Education, 17(1), 1-11. [More Information]
Burgess, A., Ramsey-Stewart, G., Mellis, C. (2016). Anatomy by whole body dissection: a new Masters of Surgery course. ANZ Journal of Surgery, 86(9), 665-669. [More Information]
Bleasel, J., Burgess, A., Weeks, R., Haq, I. (2016). Feedback using an ePortfolio for medicine long cases: Quality not quantity. BMC Medical Education, 16(1), 1-11. [More Information]
Burgess, A., Ayton, T., Mellis, C. (2016). Implementation of team-based learning in year 1 of a PBL based medical program: a pilot study. BMC Medical Education, 16(1), 1-7. [More Information]
Burgess, A., Mellis, C. (2016). In reply to Allikmets & Jasper: Importance of incorporating teaching of feedback skills into medical curricula is now published. Advances in Medical Education and Practice, 7.
Burgess, A., Jeffery, H., Hill, D., Black, K. (2016). Introducing Skills-Based Teaching to Mongolia. South-East Asian Journal of Medical Education, 11(1), 3.
Burgess, A., Dornan, T., Clarke, A., Menezes, A., Mellis, C. (2016). Peer tutoring in a medical school: perceptions of tutors and tutees. BMC Medical Education, 16(1), 1-7. [More Information]
Menezes, A., Burgess, A., Clarke, A., Mellis, C. (2016). Peer-assisted learning in medical school: tutees' perspective. Advances in Medical Education and Practice, 7, 31-38. [More Information]
Burgess, A., Oates, K., Goulston, K. (2016). Role modelling in medical education: the importance of teaching skills. The Clinical Teacher, 13(2), 134-137. [More Information]
Burgess, A., Jeffery, H., Bayanbileg, S., Nansalmaa, E., Black, K. (2016). Steps towards Updating the Curriculum and Teaching Methods in Obstetrics, Gynaecology and Neonatology in Mongolia. Journal of Nursing & Care, 5(3), 1000347. [More Information]
Burgess, A., van Diggele, C., Mellis, C. (2016). Student teacher training: participant motivation. The Clinical Teacher, 13(4), 267-270. [More Information]
Chapman-Konarska, R., Burgess, A., McKenzie, S., Mellis, C. (2016). What motivates junior doctors to teach medical students? MedEdPublish, , 1-10. [More Information]
Burgess, A., Ramsey-Stewart, G. (2015). Anatomy by whole body dissection: a focus group study of students' learning experience. Advances in Medical Education and Practice, 6, 533-537. [More Information]
Burgess, A., Mellis, C. (2015). Engaging Medical Students in the Basic Science Years with Clinical Teaching. Journal of Medical Education and Curricular Development, 2015 (2), 49-51. [More Information]
Burgess, A., Mellis, C. (2015). Feedback and assessment for clinical placements: achieving the right balance. Advances in Medical Education and Practice, 6, 373-381. [More Information]
McKenzie, S., Burgess, A., Chapman-Konarska, R., Mellis, C. (2015). Pre-interns: ready to perform? The Clinical Teacher, 12(2), 109-114. [More Information]
Burgess, A., Mellis, C. (2015). Receiving feedback from peers: medical students' perceptions. The Clinical Teacher, 12(3), 203-207. [More Information]
Burgess, A., Goulston, K., Oates, K. (2015). Role modelling of clinical tutors: a focus group study among medical students. BMC Medical Education, 15(17), 1-9. [More Information]
Clarke, A., Burgess, A., Menezes, A., Mellis, C. (2015). Senior students' experience as tutors of their junior peers in the hospital setting. BMC Research Notes, 8(Article number 743), 1-6. [More Information]
Burgess, A., Roberts, C., Black, K., Mellis, C. (2015). Student ability and learning experience in assessing peers alongside supervisors in the long case. Focus on Health Professional Education: A multi-disciplinary journal, 16(2), 27-41. [More Information]
Burgess, A., van Diggele, C., Mellis, C. (2015). Students as facilitators in a teacher training program: motivation for leadership roles. Advances in Medical Education and Practice, 6, 615-620. [More Information]
van Diggele, C., Burgess, A., Mellis, C. (2015). Teacher training program for medical students: Improvements needed. Advances in Medical Education and Practice, 6, 265-270. [More Information]
Burgess, A., Mellis, C. (2015). Team-Based Learning in Health Care Education: Maintaining Key Design Elements. Journal of Nursing & Care, s1, 007. [More Information]
Burgess, A., Ramsey-Stewart, G. (2015). The importance of surgeons teaching anatomy, especially by whole-body dissection. Medical Journal of Australia, 202(1), 18-19. [More Information]
Burgess, A., Ramsey-Stewart, G. (2015). What motivates surgeons to teach dissection anatomy to medical students and surgical trainees? Advances in Medical Education and Practice, 6, 11-16. [More Information]
Walton, M., Harrison, R., Burgess, A., Foster, K. (2015). Workplace training for senior trainees: A systematic review and narrative synthesis of current approaches to promote patient safety. Postgraduate Medical Journal, 91(1080), 579-587. [More Information]
Burgess, A. (2014). Anatomy by whole body dissection: What motivates surgeons to teach? ANZ Journal of Surgery, 84(11), 803-804. [More Information]
Burgess, A., McGregor, D., Mellis, C. (2014). Applying Established Guidelines to Team-Based Learning Programs in Medical Schools: A Systematic Review. Academic Medicine, 89(4), 678-688. [More Information]
Chapman-Konarska, R., Wynter, L., Burgess, A., Mellis, C. (2014). Can we improve the delivery of bedside teaching? The Clinical Teacher, 11(6), 467-471. [More Information]
Burgess, A., Ramsey-Stewart, G. (2014). Elective anatomy by whole body dissection course: what motivates students? BMC Medical Education, 14, 1-6. [More Information]
Burgess, A., Nestel, D. (2014). Facilitating the development of professional identity through peer assisted learning in medical education. Advances in Medical Education and Practice, 5, 403-406. [More Information]
Burgess, A., Oates, K., Goulston, K., Mellis, C. (2014). First year clinical tutorials: students' learning experience. Advances in Medical Education and Practice, 5, 451-456. [More Information]
Burgess, A., Mellis, C. (2014). In Reply to Badgett et al. Academic Medicine, 89(12), 1578-1579. [More Information]
Burgess, A., McGregor, D., Mellis, C. (2014). Medical students as peer tutors: A systematic review. BMC Medical Education, 14(1), 1-8. [More Information]
Burgess, A., Roberts, C., Black, K., Mellis, C. (2014). Student ability to assess peers in long case clinical examination. International Journal of Clinical Skills, 8(1), 14-19.
Nestel, D., Burgess, A. (2014). Surgical education and the theoretical concept of communities of practice. Journal of Health Specialties, 2(2), 49-53. [More Information]
Burgess, A., Wright, C., Qasabian, R., O'Mara, D., Mellis, C. (2014). Surgical teaching program for our senior medical students: room for improvement. Advances in Medical Education and Practice, 5, 369-375. [More Information]
Burgess, A., Roberts, C., Clark, T., Mossman, K. (2014). The social validity of a national assessment centre for selection into general practice training. BMC Medical Education, 14(1), 1-11. [More Information]
Roberts, C., Clark, T., Burgess, A., Frommer, M., Grant, M., Mossman, K. (2014). The validity of a behavioural multiple-mini-interview within an assessment centre for selection into specialty training. BMC Medical Education, 14(1), 1-11. [More Information]
Burgess, A., Clark, T., Chapman-Konarska, R., Mellis, C. (2013). Medical student experience as simulated patients in the OSCE. The Clinical Teacher, 10(4), 246-250. [More Information]
Gaitsgory, O., Burgess, A., Mellis, C. (2013). Opinion piece: 'Medical students - learning from textbooks or electronic media?'. Journal of Paediatrics and Child Health, 49(9), E370-E372. [More Information]
Burgess, A., Roberts, C., Black, K., Mellis, C. (2013). Senior medical student perceived ability and experience in giving peer feedback in formative long case examinations. BMC Medical Education, 13(1), 1-5. [More Information]
Burgess, A., Clark, T., Chapman-Konarska, R., Mellis, C. (2013). Senior medical students as peer examiners in an OSCE. Medical Teacher, 35(1), 58-62. [More Information]
Burgess, A., Ramsey-Stewart, G., May, J., Mellis, C. (2013). Teaching anatomy by whole body dissection: a community of practice. International Journal of Clinical Skills, 7(6), 101-106.
Chapman-Konarska, R., Mellis, C., Burgess, A., Black, K. (2012). Teaching professionalism in the medical program. International Journal of Clinical Skills, 6(1), 6-9.
Burgess, A., Black, K., Chapman-Konarska, R., Clark, T., Roberts, C., Mellis, C. (2012). Teaching skills for students: our future educators. The Clinical Teacher, 9(5), 312-316. [More Information]
Burgess, A., Ramsey-Stewart, G., May, J., Mellis, C. (2012). Team-based learning methods in teaching topographical anatomy by dissection. ANZ Journal of Surgery, 82(6), 457-460. [More Information]
Burgess, A., Black, K. (2011). Factors motivating Clinical Training Associates (CTAs) to work with medical students. International Journal of Clinical Skills, 5(1), 39-41.
Ramsey-Stewart, G., Burgess, A., Hill, D. (2010). Back to the future: teaching anatomy by whole-body dissection. Medical Journal of Australia, 193(11/12), 668-671. [More Information]
Burgess, A. (2010). Evaluation of the paediatric clinical teaching component of a new medical program. International Journal of Clinical Skills, 4(1), 62-64.
Farrar, M., Connolly, A., Lawson, J., Burgess, A., Lonergan, A., Bye, A. (2008). Teaching doctors how to diagnose paroxysmal events: a comparison of two educational methods. Medical Education, 42(9), 909-914. [More Information]
Bye, A., Connolly, A., NETHERTON, C., LOOKER, P., Burgess, A., Lonergan, A. (2007). A triangulated approach to the assessment of teaching in childhood epilepsy. Medical Teacher, 29(2), 255-257. [More Information]

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2024

Roberts, C., Khanna, P., Burgess, A. (2024). Capital sharing and socialization in an interprofessional student-led clinic: a Bourdieuan analysis. BMC Medical Education, 24(1). [More Information]
Ong, N., Lucien, A., Long, J., Weise, J., Burgess, A., Walton, M. (2024). What do parents think about the quality and safety of care provided by hospitals to children and young people with an intellectual disability? A qualitative study using thematic analysis. Health Expectations, 27(1), e13925. [More Information]

2023

Saricilar, E., Burgess, A., Freeman, A. (2023). A pilot study of the use of artificial intelligence with high-fidelity simulations in assessing endovascular procedural competence independent of a human examiner. ANZ Journal of Surgery. [More Information]
Burgess, A., van Diggele, C., Schneider, C., Haq, I., Leadbeatter, D. (2023). An Interprofessional Peer Teacher Training program for health professional students: ‘face to face’ versus ‘online only’. Journal of University Teaching & Learning Practice, 20(1), 71-89. [More Information]
Burgess, A., Toribio, J., Tiwari, H., Vost, M., Green, A., Dhand, N. (2023). Design and Evaluation of the Veterinary Epidemiology Teaching Skills (VETS) Workshop: Building Capacity in the Asia-Pacific Region. Journal of Veterinary Medical Education, 50(5), 599-610. [More Information]
Chen, D., Chang, S., Burgess, A., Tang, B., Tsao, K., Shen, C., Chang, P. (2023). Exploration of the external and internal factors that affected learning effectiveness for the students: a questionnaire survey. BMC Medical Education, 23(1). [More Information]
Clarke, A., Burgess, A., van Diggele, C., Bloomfield, J., Schneider, C., Kalman, E., Walton, M. (2023). Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL). Journal of University Teaching & Learning Practice, 5(2), 1-17. [More Information]
Karia, C., Anderson, E., Burgess, A., Carr, S. (2023). Peer teacher training develops “lifelong skills”. Medical Teacher. [More Information]
Taoube, L., Khanna, P., Schneider, C., Burgess, A., Bleasel, J., Haq, I., Roberts, C. (2023). Situated learning in community environments (SLICE): Systems design of an immersive and integrated curriculum for community-based learning. Medical Teacher, 45(1), 80-88. [More Information]
Khanna, P., Roberts, C., Burgess, A., Lane, A., Bleasel, J. (2023). Unpacking the impacts of programmatic approach to assessment system in a medical programme using critical realist perspectives. Journal of Critical Realism, 22(5), 840-858. [More Information]
Ong, N., Lucien, A., Long, J., Weise, J., Walton, M., Burgess, A. (2023). What do healthcare staff think about the quality and safety of care provided to children and young people with an intellectual disability? A qualitative study using the framework method of analysis. BMJ Open, 13(7). [More Information]

show 6 more

2022

Kobayashi, S., Allen, K., Bennell, K., Bowden, J., Briggs, A., Burgess, A., Hinman, R., Holden, M., Østerås, N., Godaker Risberg, M., Eyles, J., et al (2022). A Framework to Guide the Development of Health Care Professional Education and Training in Best Evidence Osteoarthritis Care. Clinics in Geriatric Medicine, 38(2), 361-384. [More Information]
Burgess, A., Luscombe, G., Ramsey-Stewart, G. (2022). An intensive anatomy by whole-body dissection elective: A longitudinal study. Clinical Anatomy, 35(5), 550-559. [More Information]
Oates, K., Burgess, A., Clark, T. (2022). An interdisciplinary program for emerging leaders in patient safety. The Clinical Teacher, 19(4), 323-332. [More Information]
Burgess, A., Roberts, C. (2022). Interprofessional student-led clinics: the volunteer patient experience. BMC Medical Education, 22(1). [More Information]
Roberts, C., Khanna, P., Bleasel, J., Lane, A., Burgess, A., Charles (nee Slaviero), K., Howard, R., O'Mara, D., Hag, I., Rutzou, T. (2022). Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis. Medical Education, 56(9), 901-914. [More Information]
Burgess, A., McGregor, D. (2022). Use of Established Guidelines When Reporting on Interprofessional Team-Based Learning in Health Professions Student Education: A Systematic Review. Academic Medicine, 97(1), 143-151. [More Information]

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2021

Huynh, N., Burgess, A., Wing, L., Mellis, C. (2021). Anatomy by Whole Body Dissection as an Elective: Student Outcomes. Journal of Surgical Education, 78(2), 492-501. [More Information]
Burgess, A., Bansal, A., Clarke, A., Ayton, T., van Diggele, C., Clark, T., Matar, E. (2021). Clinical Teacher Training for health professionals: From blended to online and (maybe) back again? The Clinical Teacher, 18(6), 630-640. [More Information]
Saricilar, E., Freeman, A., Burgess, A. (2021). Evaluation of tools to assess operative competence in endovascular procedures: a systematic review. ANZ Journal of Surgery, 91(9), 1682-1695. [More Information]
Burgess, A., Roberts, C., Lane, A., Haq, I., Clark, T., Kalman, E., Pappalardo, N., Bleasel, J. (2021). Peer review in team-based learning: influencing feedback literacy. BMC Medical Education, 21(1), 426. [More Information]
Burgess, A., Matar, E., Roberts, C., Haq, I., Wynter, L., Singer, J., Kalman, E., Bleasel, J. (2021). Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL). BMC Medical Education, 21(1), 238. [More Information]

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2020

McKenzie, S., Burgess, A., Mellis, C. (2020). "A Taste of Real Medicine" : Third Year Medical Students' Report Experiences of Early Workplace Encounters. Advances in Medical Education and Practice, 11, 717-725. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Facilitating small group learning in the health professions. BMC Medical Education, 20, 457. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Feedback in the clinical setting. BMC Medical Education, 20(Suppl 2), 460. [More Information]
van Diggele, C., Roberts, C., Burgess, A., Mellis, C. (2020). Interprofessional education: tips for design and implementation. BMC Medical Education, 20, 455. [More Information]
Burgess, A., Kalman, E., Haq, I., Leaver, A., Roberts, C., Bleasel, J. (2020). Interprofessional team-based learning (TBL): How do students engage? BMC Medical Education, 20(1), 118. [More Information]
Burgess, A., van Diggele, C., Matar, E. (2020). Interprofessional Team-based Learning: Building Social Capital. Journal of Medical Education and Curricular Development, 7, 1-7. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Introduction to the Peer Teacher Training in health professional education supplement series. BMC Medical Education, 20, 454. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Introduction to the Peer Teacher Training in health professional education supplement series. BMC Medical Education, 20(Suppl 2), 454.
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Key tips for teaching in the clinical setting. BMC Medical Education, 20, 463. [More Information]
van Diggele, C., Burgess, A., Roberts, C., Mellis, C. (2020). Leadership in healthcare education. BMC Medical Education, 20, 456. [More Information]
Karia, C., Anderson, E., Hughes, A., West, J., Lakhani, D., Kirtley, J., Burgess, A., Carr, S. (2020). Peer teacher training (PTT) in action. The Clinical Teacher, 17(5), 531-537. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Planning peer assisted learning (PAL) activities in clinical schools. BMC Medical Education, 20(Suppl 2), 453. [More Information]
van Diggele, C., Burgess, A., Mellis, C. (2020). Planning, preparing and structuring a small group teaching session. BMC Medical Education, 20(Suppl 2), 462. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Teaching clinical handover with ISBAR. BMC Medical Education, 20, 459. [More Information]
Burgess, A., Matar, E. (2020). Team-Based Learning (TBL): Theory, Planning, Practice, and Implementation. In Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough (Eds.), Clinical Education for the Health Professions, (pp. 1-29). Singapore: Springer Singapore. [More Information]
Burgess, A., Bleasel, J., Hickson, J., Guler, C., Kalman, E., Haq, I. (2020). Team-based learning replaces problem-based learning at a large medical school. BMC Medical Education, 20(1), 492. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Team-based learning: design, facilitation and participation. BMC Medical Education, 20, 461. [More Information]
Oates, K., Burgess, A., Dalton, S., Sammut, J., Mayer, D. (2020). The Academy for Emerging Leaders in Patient Safety: developing a community of practice. The Clinical Teacher, 17(5), 508-514. [More Information]
Burgess, A., van Diggele, C., Roberts, C., Mellis, C. (2020). Tips for teaching procedural skills. BMC Medical Education, 20, 458. [More Information]

show 16 more

2019

McLachlan, R., Burgess, A., Wagner, T., Freeman, A. (2019). A Binational Need Assessment to Define the Level of Endovascular Expertise Required by Vascular Surgical Trainees. Journal of Surgical Education, 76(4), 982-989. [More Information]
Burgess, A., Matar, E., Neuen, B., Fox, G. (2019). A longitudinal faculty development program: supporting a culture of teaching. BMC Medical Education, 19(1), 1-9. [More Information]
Burgess, A., van Diggele, C., Mellis, C. (2019). Faculty development for junior health professionals. The Clinical Teacher, 16(3), 189-196. [More Information]
van Diggele, C., Burgess, A., Mellis, C. (2019). Journal clubs in health professional practice. The Clinical Teacher, 16(1), 13-18. [More Information]
Wynter, L., Burgess, A., Kalman, E., Bleasel, J., Heron, J. (2019). Medical students: what educational resources are they using? BMC Medical Education, 19(1), 36. [More Information]
Burgess, A., Bleasel, J., Haq, I., Garsia, R., Roberts, C., Randal, N., Mellis, C. (2019). Team-based learning (TBL): a community of practice. BMC Medical Education, 19(1), 1-7. [More Information]
Clarke, A., Burgess, A., van Diggele, C., Mellis, C. (2019). The role of reverse mentoring in medical education: current insights. Advances in Medical Education and Practice, 10, 693-701. [More Information]

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2018

Burgess, A., Oates, K., Goulston, K., Ha, P. (2018). Advanced Course in Medical Education and Research: a Leadership Program for Outstanding Graduates. South East Asian Journal of Medical Education, 12(1), 7-12. [More Information]
Burgess, A., Roberts, C., Ayton, T., Mellis, C. (2018). Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Medical Education, 18(1), 1-7. [More Information]
Burgess, A., van Diggele, C., Mellis, C. (2018). Mentorship in the health professions: a review. The Clinical Teacher, 15(3), 197-202. [More Information]
Burgess, A., Roberts, C., Sureshkumar, P., Mossman, K. (2018). Multiple mini interview (MMI) for general practice training selection in Australia: Interviewers' motivation. BMC Medical Education, 18(1), 1-8. [More Information]
Burgess, A., McGregor, D. (2018). Peer teacher training for health professional students: A systematic review of formal programs 13 Education 1303 Specialist Studies in Education 13 Education 1302 Curriculum and Pedagogy. BMC Medical Education, 18(1). [More Information]

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2017

McKenzie, S., Burgess, A., Mellis, C. (2017). In reply to Amin et al. The importance of feedback for medical students' development. Advances in Medical Education and Practice, 8, 249-251.
McKenzie, S., Burgess, A., Mellis, C. (2017). Interns reflect: the effect of formative assessment with feedback during pre-internship. Advances in Medical Education and Practice, 8, 51-56. [More Information]
Burgess, A., Roberts, C., van Diggele, C., Mellis, C. (2017). Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning. BMC Medical Education, 17(1), 1-13. [More Information]
Burgess, A., Bleasel, J., Haq, I., Roberts, C., Garsia, R., Robertson, T., Mellis, C. (2017). Team-based learning (TBL) in the medical curriculum: better than PBL? BMC Medical Education, 17(1), 1-11. [More Information]

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2016

Burgess, A., Ramsey-Stewart, G., Mellis, C. (2016). Anatomy by whole body dissection: a new Masters of Surgery course. ANZ Journal of Surgery, 86(9), 665-669. [More Information]
Bleasel, J., Burgess, A., Weeks, R., Haq, I. (2016). Feedback using an ePortfolio for medicine long cases: Quality not quantity. BMC Medical Education, 16(1), 1-11. [More Information]
Burgess, A., Ayton, T., Mellis, C. (2016). Implementation of team-based learning in year 1 of a PBL based medical program: a pilot study. BMC Medical Education, 16(1), 1-7. [More Information]
Burgess, A., Mellis, C. (2016). In reply to Allikmets & Jasper: Importance of incorporating teaching of feedback skills into medical curricula is now published. Advances in Medical Education and Practice, 7.
Burgess, A., Jeffery, H., Hill, D., Black, K. (2016). Introducing Skills-Based Teaching to Mongolia. South-East Asian Journal of Medical Education, 11(1), 3.
Burgess, A., Dornan, T., Clarke, A., Menezes, A., Mellis, C. (2016). Peer tutoring in a medical school: perceptions of tutors and tutees. BMC Medical Education, 16(1), 1-7. [More Information]
Menezes, A., Burgess, A., Clarke, A., Mellis, C. (2016). Peer-assisted learning in medical school: tutees' perspective. Advances in Medical Education and Practice, 7, 31-38. [More Information]
Burgess, A., Oates, K., Goulston, K. (2016). Role modelling in medical education: the importance of teaching skills. The Clinical Teacher, 13(2), 134-137. [More Information]
Burgess, A., Jeffery, H., Bayanbileg, S., Nansalmaa, E., Black, K. (2016). Steps towards Updating the Curriculum and Teaching Methods in Obstetrics, Gynaecology and Neonatology in Mongolia. Journal of Nursing & Care, 5(3), 1000347. [More Information]
Burgess, A., van Diggele, C., Mellis, C. (2016). Student teacher training: participant motivation. The Clinical Teacher, 13(4), 267-270. [More Information]
Chapman-Konarska, R., Burgess, A., McKenzie, S., Mellis, C. (2016). What motivates junior doctors to teach medical students? MedEdPublish, , 1-10. [More Information]

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2015

Burgess, A., Ramsey-Stewart, G. (2015). Anatomy by whole body dissection: a focus group study of students' learning experience. Advances in Medical Education and Practice, 6, 533-537. [More Information]
Burgess, A., Mellis, C. (2015). Engaging Medical Students in the Basic Science Years with Clinical Teaching. Journal of Medical Education and Curricular Development, 2015 (2), 49-51. [More Information]
Burgess, A., Mellis, C. (2015). Feedback and assessment for clinical placements: achieving the right balance. Advances in Medical Education and Practice, 6, 373-381. [More Information]
McKenzie, S., Burgess, A., Chapman-Konarska, R., Mellis, C. (2015). Pre-interns: ready to perform? The Clinical Teacher, 12(2), 109-114. [More Information]
Burgess, A., Mellis, C. (2015). Receiving feedback from peers: medical students' perceptions. The Clinical Teacher, 12(3), 203-207. [More Information]
Burgess, A., Goulston, K., Oates, K. (2015). Role modelling of clinical tutors: a focus group study among medical students. BMC Medical Education, 15(17), 1-9. [More Information]
Clarke, A., Burgess, A., Menezes, A., Mellis, C. (2015). Senior students' experience as tutors of their junior peers in the hospital setting. BMC Research Notes, 8(Article number 743), 1-6. [More Information]
Burgess, A., Roberts, C., Black, K., Mellis, C. (2015). Student ability and learning experience in assessing peers alongside supervisors in the long case. Focus on Health Professional Education: A multi-disciplinary journal, 16(2), 27-41. [More Information]
Burgess, A., van Diggele, C., Mellis, C. (2015). Students as facilitators in a teacher training program: motivation for leadership roles. Advances in Medical Education and Practice, 6, 615-620. [More Information]
van Diggele, C., Burgess, A., Mellis, C. (2015). Teacher training program for medical students: Improvements needed. Advances in Medical Education and Practice, 6, 265-270. [More Information]
Burgess, A., Mellis, C. (2015). Team-Based Learning in Health Care Education: Maintaining Key Design Elements. Journal of Nursing & Care, s1, 007. [More Information]
Burgess, A., Ramsey-Stewart, G. (2015). The importance of surgeons teaching anatomy, especially by whole-body dissection. Medical Journal of Australia, 202(1), 18-19. [More Information]
Burgess, A., Ramsey-Stewart, G. (2015). What motivates surgeons to teach dissection anatomy to medical students and surgical trainees? Advances in Medical Education and Practice, 6, 11-16. [More Information]
Walton, M., Harrison, R., Burgess, A., Foster, K. (2015). Workplace training for senior trainees: A systematic review and narrative synthesis of current approaches to promote patient safety. Postgraduate Medical Journal, 91(1080), 579-587. [More Information]

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2014

Burgess, A. (2014). Anatomy by whole body dissection: What motivates surgeons to teach? ANZ Journal of Surgery, 84(11), 803-804. [More Information]
Burgess, A., McGregor, D., Mellis, C. (2014). Applying Established Guidelines to Team-Based Learning Programs in Medical Schools: A Systematic Review. Academic Medicine, 89(4), 678-688. [More Information]
Chapman-Konarska, R., Wynter, L., Burgess, A., Mellis, C. (2014). Can we improve the delivery of bedside teaching? The Clinical Teacher, 11(6), 467-471. [More Information]
Burgess, A., Ramsey-Stewart, G. (2014). Elective anatomy by whole body dissection course: what motivates students? BMC Medical Education, 14, 1-6. [More Information]
Burgess, A., Nestel, D. (2014). Facilitating the development of professional identity through peer assisted learning in medical education. Advances in Medical Education and Practice, 5, 403-406. [More Information]
Burgess, A., Oates, K., Goulston, K., Mellis, C. (2014). First year clinical tutorials: students' learning experience. Advances in Medical Education and Practice, 5, 451-456. [More Information]
Burgess, A., Mellis, C. (2014). In Reply to Badgett et al. Academic Medicine, 89(12), 1578-1579. [More Information]
Burgess, A., McGregor, D., Mellis, C. (2014). Medical students as peer tutors: A systematic review. BMC Medical Education, 14(1), 1-8. [More Information]
Burgess, A., Roberts, C., Black, K., Mellis, C. (2014). Student ability to assess peers in long case clinical examination. International Journal of Clinical Skills, 8(1), 14-19.
Nestel, D., Burgess, A. (2014). Surgical education and the theoretical concept of communities of practice. Journal of Health Specialties, 2(2), 49-53. [More Information]
Burgess, A., Wright, C., Qasabian, R., O'Mara, D., Mellis, C. (2014). Surgical teaching program for our senior medical students: room for improvement. Advances in Medical Education and Practice, 5, 369-375. [More Information]
Burgess, A., Roberts, C., Clark, T., Mossman, K. (2014). The social validity of a national assessment centre for selection into general practice training. BMC Medical Education, 14(1), 1-11. [More Information]
Roberts, C., Clark, T., Burgess, A., Frommer, M., Grant, M., Mossman, K. (2014). The validity of a behavioural multiple-mini-interview within an assessment centre for selection into specialty training. BMC Medical Education, 14(1), 1-11. [More Information]

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2013

Burgess, A., Clark, T., Chapman-Konarska, R., Mellis, C. (2013). Medical student experience as simulated patients in the OSCE. The Clinical Teacher, 10(4), 246-250. [More Information]
Gaitsgory, O., Burgess, A., Mellis, C. (2013). Opinion piece: 'Medical students - learning from textbooks or electronic media?'. Journal of Paediatrics and Child Health, 49(9), E370-E372. [More Information]
Burgess, A., Roberts, C., Black, K., Mellis, C. (2013). Senior medical student perceived ability and experience in giving peer feedback in formative long case examinations. BMC Medical Education, 13(1), 1-5. [More Information]
Burgess, A., Clark, T., Chapman-Konarska, R., Mellis, C. (2013). Senior medical students as peer examiners in an OSCE. Medical Teacher, 35(1), 58-62. [More Information]
Burgess, A., Ramsey-Stewart, G., May, J., Mellis, C. (2013). Teaching anatomy by whole body dissection: a community of practice. International Journal of Clinical Skills, 7(6), 101-106.

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2012

Chapman-Konarska, R., Mellis, C., Burgess, A., Black, K. (2012). Teaching professionalism in the medical program. International Journal of Clinical Skills, 6(1), 6-9.
Burgess, A., Black, K., Chapman-Konarska, R., Clark, T., Roberts, C., Mellis, C. (2012). Teaching skills for students: our future educators. The Clinical Teacher, 9(5), 312-316. [More Information]
Burgess, A., Ramsey-Stewart, G., May, J., Mellis, C. (2012). Team-based learning methods in teaching topographical anatomy by dissection. ANZ Journal of Surgery, 82(6), 457-460. [More Information]

2011

Burgess, A., Black, K. (2011). Factors motivating Clinical Training Associates (CTAs) to work with medical students. International Journal of Clinical Skills, 5(1), 39-41.

2010

Ramsey-Stewart, G., Burgess, A., Hill, D. (2010). Back to the future: teaching anatomy by whole-body dissection. Medical Journal of Australia, 193(11/12), 668-671. [More Information]
Burgess, A. (2010). Evaluation of the paediatric clinical teaching component of a new medical program. International Journal of Clinical Skills, 4(1), 62-64.

2008

Farrar, M., Connolly, A., Lawson, J., Burgess, A., Lonergan, A., Bye, A. (2008). Teaching doctors how to diagnose paroxysmal events: a comparison of two educational methods. Medical Education, 42(9), 909-914. [More Information]

2007

Bye, A., Connolly, A., NETHERTON, C., LOOKER, P., Burgess, A., Lonergan, A. (2007). A triangulated approach to the assessment of teaching in childhood epilepsy. Medical Teacher, 29(2), 255-257. [More Information]

Selected Grants

2022

Translating faculty development for ClinicalEducators into practice: the real impact, Burgess A, Australian and New Zealand Association for Health Professional Educators (ANZAHPE)/ANZAHPE Research Grants

2020

Strengthening Veterinary Workforce in Asia-Pacific for Infectious Disease Detection and Response Vet-APIDDaR, Dhand N, Burgess A, Toribio J, Brookes V, Department of Foreign Affairs and Trade (Federal)/Research Support

2019

Team collaboration: the importance of self and peer review within the TBL process, Burgess A, Team-Based Learning Collaborative (USA)/TBL Research Grant

2018

Development and evaluation of core training materials for health professional delivering Osteoarthritis Management Programs in Sydney, Bowden J, Hunter D, Foster K, Richards B, Burgess A, Redman S, Redman A, Williams M, Maka K, University of Sydney/Musculoskeletal Enabling Research Grants-in-aid (MSK ERG)
Team collaboration: the importance of self and peer review within the TBL process, Burgess A, Roberts C, Haq I, Bleasel J, Lane A, Kalman E, Team-Based Learning Collaborative (USA)/TBL Research Grant

2017

Team-teaching and Interprofessional learning: building interdisciplinary engagement and capacity, Burgess A, Haq I, Bleasel J, Keay K, Randal N, Kalman E, Roberts C, Herkes S, Frommer D, Hinton T, Schneider C, River J, Nisbet G, Spallek H, DVC Education/Small Educational Innovation Grant

2016

Healthcare students as educators: linking theory to practice, Burgess A, Mellis C, Bleasel J, Haq I, Roberts C, Nisbet G, Kenny B, Chen T, Schneider C, Gordon C, Bloomfield J, DVC Education/Small Educational Innovation Grant
Clinicians as teachers: a blended learning, inter-professional Clinical Teacher Training (CTT) program, Burgess A, Mellis C, Bleasel J, Haq I, Fox G, Nisbet G, Kenny B, Roberts C, Chen T, Schneider C, Bloomfield J, Gordon C, Black K, DVC Education/Small Educational Innovation Grant
EQ clinic - Communication skills and cultural awareness teaching using teleconferencing, Lim R, Calvo R, Burgess A, Dunn S, Lane A, Glozier N, Liu C, Rothnie I, Whereat S, Boyle F, DVC Education/Large Educational Innovation Grant

2010

8th Asia Pacific Medical Education conference (APMEC 2011), Burgess A, Ian Potter Foundation/Travel Support

Further Grants

2020

Utility of patient-reported pre-assessment summary for interdisciplinary management of spinal pain in a hospital setting. Maka K, Ceprnja D, Lau, W, Ramachandran A, Kam A, Burgess A, Hancock A, Gorgon E, $10,000 Sullivan J, Leaver A. Allied Health Kickstart Research Grant NSW Health Western Sydney Local Health District.
The Development of an Evidence-Informed Program on Residents-as-Teachers to Residents-as-Role Models: A Knowledge Translation Study. Liao, KC, Fang JT, Jeng CC, Huang CD, Ree SC, Thomas A, Snell L, Burgess A, Monrouxe L. MOST, Chang Gung Medical Education Research Centre, Taiwan TWD605,000

Erasmus staff mobility grant. Burgess A. Technical University of Munich (TUM), Germany $4,334

In the media

Blogs

On the wards. Structuring and facilitating a teaching session: key tips. Published 24 October 2020.

Category: education, Medical education, on the blogs, working & training in healthcare.

https://onthewards.org/structuring-and-facilitating-a-teaching-session-key-tips/

On the wards. Medical Education Research: getting started. Published 31 January 2021.

https://onthewards.org/medical-education-research-getting-started/

Upcoming publications:

Saricilar EC, Freeman A, Burgess A. (2021). Evaluation of tools to assess operative competence in endovascular procedures: a systematic review, ANZ J Surg. doi: 10.1111/ans.16653. Epub ahead of print.

Faculty of Medicine and Health

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Professor Annette Burgess

Publications

By Type

By Year

Selected Grants

2022

2020

2019

2018

2017

2016

2010

Further Grants

2020

In the media

Blogs

Upcoming publications:

Related research articles

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