Joyce, Pauline, Cunningham, Melanie and Alexander, Lisa (2025) Evaluation of a hybrid model of a Physician Associate Studies programme: students, teachers, and examiner perspectives. Irish Journal of Medical Science (1971 -), 194 (2). pp. 431-438. ISSN 0021-1265; 1863-4362
Holland, Jane C., Ní Dhónaill, Róisín, Clarke, Maeve and Joyce, Pauline (2021) Physician Associate Students' Experience of Anatomy Dissection. Anatomical Sciences Education, 14 (1). pp. 52-61. ISSN 1935-9772
Deane, Richard P., Joyce, Pauline and Murphy, Deirdre J. (2015) Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study. BMC Medical Education, 15 (1). ISSN 1472-6920
Ferris, Helena and Joyce, Pauline (2015) Factors Influencing Curricular Reform; An Irish Perspective. International Journal of Higher Education, 4 (2). pp. 38-43.
Joyce, Pauline (2002) Shaping the Future of Nursing Education in Ireland. Nurse Educator, 27 (2). pp. 68-70.
Joyce, Pauline (1999) Implementing supernumerary learning in a pre-registration diploma in nursing programme: an action research study. Journal of Clinical Nursing, 8 (5). pp. 567-576. ISSN 09621067
Joyce, Pauline, O’Toole, Michelle, Dolan, Elizabeth, Sreenan, Seamus and Brennan, Marian (2025) Interprofessional Learning improves understanding of Healthcare roles and Collaborative Practice in Healthcare Students. In: INHED 18th Annual Scientific Meeting: Embracing the Future of Health Professions’ Education, 22–23 May 2025, University College Cork, Ireland.
Joyce, Pauline (2012) CROSSING THE THRESHOLD INTO REFLECTIVE PRACTICE. In: National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference. Threshold Concepts: from personal practice to communities of practice, 2012, June 28 - 29 2012, Trinity College Dublin., Trinity College, Dublin, Ireland.
Joyce, Pauline (2011) Action Learning: a process which supports organisational change initiatives. [Conference Proceedings]
Joyce, Pauline (2011) Approaches to learning of postgraduate healthcare professionals in an outcomes-based curriculum. [Conference Proceedings]
