Dr Tim Clement

Providing quality improvement workplace-based professional development to Australian general practice clinical educators: findings from a feasibility study

Tim Clement, Gerard Ingham, Katrina Anderson

(2023), pp. 1-21, Professional Development in Education, C1-1

Using organisational role theory and job analysis to identify and define the roles of an effective Australian general practice supervisor

T Clement, G Ingham, J Willems

(2022), pp. 1-7, Education for Primary Care, Abingdon, Eng., C1

'Noticing' in health professions education: Time to pay attention?

T Clement, J Bolton, L Griffiths, C Cracknell, E Molloy

(2022), Medical Education, England, C1-1

Using a logic model to evaluate a novel video-based professional development activity for general practice clinical educators

T Clement, D Howard, E Lyon, E Molloy

(2022), Teacher Development, C1

Video-triggered professional learning for general practice trainers: using the 'cauldron of practice' to explore teaching and learning

T Clement, D Howard, E Lyon, J Silverman, E Molloy

(2020), Vol. 31, pp. 112-118, Education for Primary Care, London, Eng., C1

The supervisory encounter and the senior GP trainee: managing for, through and with

J Brown, D Nestel, T Clement, M Goldszmidt

(2018), Vol. 52, pp. 192-205, Medical education, Chichester, Eng., C1-1

Ad hoc supervision of general practice registrars as a 'community of practice': analysis, interpretation and re-presentation

T Clement, J Brown, J Morrison, D Nestel

(2016), Vol. 21, pp. 415-437, Advances in health sciences education, Dordrecht, The Netherlands, C1

"Underdiscussed, underused and underreported": pilot work in team-based qualitative research

J Morrison, T Clement, D Nestel, J Brown

(2016), Vol. 16, pp. 314-330, Qualitative research journal, Bingley, Eng., C1

Perceptions of ad hoc supervision encounters in general practice training: a qualitative interview-based study

J Morrison, T Clement, D Nestel, J Brown

(2015), Vol. 44, pp. 926-932, Australian family physician, East Melbourne, Vic., C1

'We just call them people': positive regard as a dimension of culture in group homes for people with severe intellectual disability

C Bigby, M Knox, J Beadle-Brown, T Clement

(2015), Vol. 28, pp. 283-295, Journal of applied research in intellectual disabilities, London, Eng., C1-1

Ethical challenges in researching in group homes for people with severe learning difficulties: shifting the balance of power

T Clement, C Bigby

(2013), Vol. 28, pp. 486-499, Disability & society, Abingdon, Eng., C1-1

Competencies of front-line managers in supported accommodation: issues for practice and future research

T Clement, C Bigby

(2012), Vol. 37, pp. 131-140, Journal of intellectual developmental disability, Abingdon, Eng., C1-1

Uncovering dimensions of culture in underperforming group homes for people with severe intellectual disability

C Bigby, M Knox, J Beadle-Brown, T Clement, J Mansell

(2012), Vol. 50, pp. 452-467, Intellectual and development disabilities, Washington, D.C., C1-1

The development and utility of a program theory: lessons from an evaluation of a reputed exemplary residential support service for adults with intellectual disability and severe challenging behaviour in Victoria, Australia

T Clement, C Bigby

(2011), Vol. 24, pp. 554-565, Journal of applied research in intellectual disabilities, Chichester, Eng., C1-1

Breaking out of a distinct social space: reflections on supporting community participation for people with severe and profound intellectual disability

T Clement, C Bigby

(2009), Vol. 22, pp. 264-275, Journal of applied research in intellectual disabilities, London, Eng., C1-1