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Profiles And Contributions To This Article

Outcomes of Australian rural clinical schools: a decade of success building the rural medical workforce through the education and training continuum

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Jennene Greenhill

qualifications: PhD

position: Associate Dean

Australia

I am an Associate Professor & Director Flinders University Rural Clinical School. Coordinator for the Masters in Clinical Education Program. Research interests: health services, change management and integration, general practice, aged care and mental health issues.


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Judi Walker

qualifications: PhD

position: Head of School

Australia

Professor Judi Walker holds the inaugural Chair of Rural Health at the University of Tasmania, recognising the significant contribution she has made to the development of academic rural health in Australia. Her background and achievements exemplify the interdisciplinary and multiprofessional nature of rural health. Judi has overall responsibility for the Faculty of Health Science's rural health portfolio. She is Chief Executive of the University's Rural Clinical School - a conjoint appointment with the Tasmanian Department of Health and Human Services. Judi has an international reputation for practice and research in rural medical/health professional education, interdisciplinary education,innovation in health service delivery and education and training for health workforce reform. She leads a research team looking at health care models and policy approaches for rural older people. Judi has a longstanding engagement with paramedic education and is a member of the national Ambulance Education Council. In 2005 she completed a significant consultancy for the Council of Ambulance Authorities and developed Australia's national accreditation system for university paramedic programs.


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Denese Playford

qualifications: PhD

position: Associate Professor

Australia

I work as medical educator for The Rural Clinical School of Western Australia, reaching academics in 14 widely distributed sites and approximately 90 students per annum, to ensure assessment is standardised, curriculum is well supported, and evaluation is conducted each year.

I am interested in the development of a rural workforce, describing workforce trends, and building local communities of practice. I'm also interested in service learning as a way of engaging medical students' values and transformative learning as a way to change students' perspectives about what's important in their work and life.


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