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Emily J Hibbert

Researcher at University of Sydney

Publications -  21
Citations -  703

Emily J Hibbert is an academic researcher from University of Sydney. The author has contributed to research in topics: Pregnancy & Gestational diabetes. The author has an hindex of 8, co-authored 17 publications receiving 606 citations. Previous affiliations of Emily J Hibbert include Concord Hospital & Nepean Hospital.

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Journal ArticleDOI

Clinical skills in junior medical officers: a comparison of self-reported confidence and observed competence

TL;DR: Self‐reported confidence and experience for a number of clinical skills, finding high levels of confidence among Australian junior doctors, has never been correlated with an objective measure of competence.
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Vitamin D supplementation and bone mineral density in early postmenopausal women.

TL;DR: In younger postmenopausal women whose average baseline serum 25-hydroxyvitamin D concentration was well within the normal range, the addition of 10 000 U vitamin D(2)/wk to calcium supplementation at 1000 mg/d did not confer benefits on BMD beyond those achieved with calcium supplementation alone.
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Clinical skills in early postgraduate medical trainees: patterns of acquisition of confidence and experience among junior doctors in a university teaching hospital.

TL;DR: Little is known about patterns of clinical skills acquisition among junior doctors undertaking clinical training in the early postgraduate period and a better understanding would assist in the design of effective educational interventions for this group.
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A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills

TL;DR: Exposure to high quality videos demonstrating clinical skills can significantly improve medical student skill performance in an observed structured clinical examination of these skills, when used as an adjunct to clinical skills face-to-face tutorials and deliberate practice of skills in a blended learning format.