Tangerine Holt

Health promotion in curricula: Examples of integration

T Holt, C Hassed, K Sokal-Gutierrez, JE Swartzberg, A Azzam, E Garland, E Friedman, R Bordowitz

Book Chapter  |  2016

Preface

A Wylie, T Holt

Book  |  2016

Facilitators and teachers: Are health promotion learning outcomes pragmatic?

A Wylie, M Soethout, T Holt

Book Chapter  |  2016

Health promotion in medical education: From rhetoric to action

A Wylie, T Holt

Book  |  2016

Topics or principles: Health promotion under other names

A Wylie, T Holt

Book Chapter  |  2016

Health promotion resources for teaching

T Holt, A Wylie

Book Chapter  |  2016

Health promotion in curricula: Levels of responsibility and accountability

T Holt, A Wylie, M Herrmann, A Klement, C Hassed, P Nolan, A Lee, R Shircore

Book Chapter  |  2016

Health promotion teaching: Some examples of sessions and programmes

T Holt, A Wylie, A Lee, E Garland, R Bordowitz, C Hassed, M de Courten, D Ilic

Book Chapter  |  2016

Predictors of attitudes to e-learning of Australian health care students

T Brown, B Williams, S Jaberzadeh, L Roller, C Palermo, L McKenna, C Wright, M Baird, M Schneider-Kolsky, L Hewitt, T Holt, M Zoghi, J Sim

Journal article  |  2010  |  Journal of Applied Research in Higher Education

Computers and computer-assisted instruction are being used with increasing frequency in the area of health science student educati..

Learning style preferences of Australian health science students.

Maryam Zoghi, Ted Brown, Brett Williams, Louis Roller, Shapour Jaberzadeh, Claire Palermo, Lisa McKenna, Caroline Wright, Marilyn Baird, Michal Schneider-Kolsky, Lesley Hewitt, Jenny Sim, Tangerine-Ann Holt

Journal article  |  2010  |  J Allied Health

OBJECTIVES: It has been identified that health science student groups may have distinctive learning needs. By university educators..