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Alberti, Cottrell, E., Cullen, J., Rosenthal, J., Pope, L., & Thompson, T. (2020). Promoting general practice in medical schools. Where are we now? Education for Primary Care, 31(3), 162–168. https://doi.org/10.1080/14739879.2020.1744192
Alberti, Rosenthal, J., Kirtchuk, L., Thampy, H., & Harrison, M. (2019). Near peer teaching in general practice: option or expectation? Education for Primary Care, 30(6), 342–346. https://doi.org/10.1080/14739879.2019.1657363
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Barber, Park, S. E., Jensen, K., Marshall, H., McDonald, P., McKinley, R. K., Randles, H., & Alberti, H. (2019). Facilitators and barriers to teaching undergraduate medical students in general practice. Medical Education, 53(8), 778–787. https://doi.org/10.1111/medu.13882
Carlin, Alberti, H., & Davies, K. (2021). Denigration of general practice as a career choice: The students’ perspective. A qualitative study. BJGP Open, 5(1), 2020 Nov 17. https://doi.org/10.3399/bjgpopen20X101132
Cope, & Alberti, H. (2020). Exploring educational integrated training posts in general practice: a phenomenological study of trainees’ perspectives. Education for Primary Care, 31(5), 297–304. https://doi.org/10.1080/14739879.2020.1787230
Cottrell, Alberti, H., Rosenthal, J., Pope, L., & Thompson, T. (2020). Revealing the reality of undergraduate GP teaching in UK medical curricula: a cross-sectional questionnaire study. British Journal of General Practice, 70(698), e644–e650. https://doi.org/10.3399/bjgp20X712325
Coulthard, & Alberti, H. (2018). The epidemiology of teaching and training practices in North-East England. Education for Primary Care, 29(4), 192–198. https://doi.org/10.1080/14739879.2018.1453310
Harrison, & Alberti, H. (2022). How does the introduction of a new year three GP curriculum affect future commitment to teach? An evaluation using a realist approach. Education for Primary Care, 33(2), 92–101. https://doi.org/10.1080/14739879.2021.1974952
Hollis, Streeter, J., Van Hamel, C., Milburn, L., & Alberti, H. (2020). The new cultural norm: reasons why UK foundation doctors are choosing not to go straight into speciality training. BMC Medical Education, 20(1), 282–282. https://doi.org/10.1186/s12909-020-02157-7
Lamb, & Alberti, H. (2021). Focus on medical education research in primary care: an undergraduate medical education faculty’s journey. Education for Primary Care, 32(2), 70–72. https://doi.org/10.1080/14739879.2020.1837019
Lamb, E & Alberti, H (2019) Raising the profile of academic general practice to our medical students. British Journal of General Practice. 69 (683): 309-310. DOI: https://doi.org/10.3399/bjgp19X704045
Lamb, EI, Jenkins N, Male P, McFetrich J, Towart M, Sudlow M. Primary care emergencies: Improved confidence in clinical and non-clinical members of the multidisciplinary team using a simulation programme, BMJ Simulation and Technology Enhanced Learning 2019;5:192-3
Mackie, & Alberti, H. (2021). Longitudinal GP placements – inspiring tomorrow’s doctors? Education for Primary Care, 32(3), 149–156. https://doi.org/10.1080/14739879.2020.1846142
Park, Alberti, H., & Barber, J. R. G. (2021). Transforming existing norms for payment and legitimacy of ‘teaching work’ in medical education. Medical Education, 55(5), 550–552. https://doi.org/10.1111/medu.14452
Reid, & Alberti, H. (2018). Medical students’ perceptions of general practice as a career; a phenomenological study using socialisation theory. Education for Primary Care, 29(4), 208–214. https://doi.org/10.1080/14739879.2018.1460868
Sahota, Goeres, P., Kelly, M., Tang, E., Hofmeister, M., & Alberti, H. (2020). Intellectual stimulation in family medicine: an international qualitative study of student perceptions. BJGP Open, 4(3). https://doi.org/10.3399/bjgpopen20X101045
Singh, & Alberti, H. (2020). Why UK medical students change career preferences: an interview study. Perspectives on Medical Education, 10(1), 41–49. https://doi.org/10.1007/s40037-020-00636-7
Stott, Zamoyski, S., & Alberti, H. (2018). Word clouds: presenting student feedback to clinical teachers. Medical Education, 52(11), 1208–1209. https://doi.org/10.1111/medu.13726
White, P; Amer, J; Booth, W; Moxley, A & Baxter, L. “Creating a virtual ward: impact on student confidence” The Clinical Teacher. 2020 Oct; 17(Suppl 1). https://doi.org/10.1111/tct.13238
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White, P “A double‐edged sword: Does anonymity affect honesty in student evaluation?” The Clinical Teacher. 2020 Oct; 17(Suppl 1). https://doi.org/10.1111/tct.13238
Zamoyski, & Alberti, H. (2018). An evaluation of the views of GP Specialty Trainees on their involvement in medical student teaching. Education for Primary Care, 29(2), 100–103. https://doi.org/10.1080/14739879.2017.1416958