Jill Thistlethwaite
Degree & Credential:
MBBS, MMEd, PhD, FRCGP, FRACGP
Title:
Professor of Medical Education
Organization:
University of Technology Sydney
Profession:
Physician (MD/DO)
Badges:
Professor Jill Thistlethwaite is a health professions education consultant and a practising family physician. She is affiliated to the University of Technology, Sydney (UTS) and the University of Queensland. Jill received her medical degree from the University of London and was a general practitioner in a semi-rural practice in the north of England for 12 years. She became an academic medical educator in 1996, and subsequently obtained her Masters in Medical Education from the University of Dundee and her PhD in shared decision making and medical education from the University of Maastricht. Jill has been working in Australia since 2003. Her major interests are interprofessional education (IPE), communication skills and professionalism. She has written one book on values-based interprofessional collaboration, co-authored 4 books and co-edited three – the most recent on leadership development for IPE and collaborative practice. She has also published over 80 peer-reviewed papers and book chapters. In 2014, Jill spent 4 months as Fulbright senior scholar at the National Center for Interprofessional Practice and Education.
Expertise and Interests:
Additional IPECP interests:
| Group | Member since |
|---|---|
| Curriculum & Competencies | 8 years 9 months ago |
| IPE Resources | 8 years 12 months ago |
| Measurement & Evaluation | 8 years 9 months ago |
| Topics in Interprofessionalism | 8 years 12 months ago |
My Contributions
A listing of all contributions made to the National Center community.Contents
This chapter explores the concept and practice of teamwork and interprofessional collaboration in the support and treatment of clients with mental health problems. Mental health care provision is complex, ethically challenging, and frequently delivered via mental health care teams (MHCT) in both...
The literature is full of references to professional socialization and professional identity, usually around the discourse of professionalism. There is an assumption that one develops a (uni)professional identity. Hammick et al have described 'being interprofessional' as consisting of three...
This report Curriculum Renewal for Interprofessional Education in Health (CRS) is the final deliverable in the Office for Learning and Teaching (OLT) funded study of the same name. It focuses on the design, delivery, development and future of pre-registration interprofessional education (IPE) in...
Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE)...
Interprofessional learning (IPL) is valuable in preparing health care students to work collaboratively in teams, with patients’ needs at the core. Patient-centredness is the impetus for communication and collaboration in health care. Debate continues on when it is best to develop positive student...
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