| Experiences of medical students who are first in family to attend university C Brosnan, E Southgate, S Outram, H Lempp, S Wright, T Saxby, G Harris, ... Medical education 50 (8), 842-851, 2016 | 128 | 2016 |
| Nurses’ attitudes towards complementary therapies: A systematic review and meta-synthesis H Hall, M Leach, C Brosnan, M Collins International Journal of Nursing Studies 69, 47-56, 2017 | 110 | 2017 |
| Making sense of differences between medical schools through Bourdieu’s concept of ‘field’ C Brosnan Medical education 44 (7), 645-652, 2010 | 104 | 2010 |
| Handbook of the sociology of medical education C Brosnan, BS Turner Routledge, 2009 | 81 | 2009 |
| ‘Quackery’in the academy? professional knowledge, autonomy and the debate over complementary medicine degrees C Brosnan Sociology 49 (6), 1047-1064, 2015 | 72 | 2015 |
| Enacting the ‘neuro’in practice: Translational research, adhesion and the promise of porosity C Brosnan, M Michael Social Studies of Science 44 (5), 680-700, 2014 | 67 | 2014 |
| Travels in extreme social mobility: how first-in-family students find their way into and through medical education E Southgate, C Brosnan, H Lempp, B Kelly, S Wright, S Outram, A Bennett Critical Studies in Education 58 (2), 242-260, 2017 | 64 | 2017 |
| Pierre Bourdieu and the theory of medical education: Thinking'relationally'about medical students and medical curricula C Brosnan Handbook of the sociology of medical education, 51-68, 2009 | 62 | 2009 |
| Epistemic cultures in complementary medicine: knowledge-making in university departments of osteopathy and Chinese medicine C Brosnan Health Sociology Review 25 (2), 171-186, 2016 | 58 | 2016 |
| The consequences of authentic early experience for medical students: creation of mētis S Yardley, C Brosnan, J Richardson Medical education 47 (1), 109-119, 2013 | 57 | 2013 |
| Introduction: Reconceptualising complementary and alternative medicine as knowledge production and social transformation C Brosnan, P Vuolanto, JAB Danell Complementary and alternative medicine: Knowledge production and social …, 2018 | 53 | 2018 |
| Alternative futures: fields, boundaries, and divergent professionalisation strategies within the chiropractic profession C Brosnan Social Science & Medicine 190, 83-91, 2017 | 53 | 2017 |
| Nurses’ communication regarding patients’ use of complementary and alternative medicine H Hall, C Brosnan, J Frawley, J Wardle, M Collins, M Leach Collegian 25 (3), 285-291, 2018 | 49 | 2018 |
| Authentic early experience in medical education: A socio-cultural analysis identifying important variables in learning interactions within workplaces S Yardley, C Brosnan, J Richardson, R Hays Advances in Health Sciences Education 18, 873-891, 2013 | 40 | 2013 |
| Transitional journeys into, and through medical education for First-in-Family (FiF) students: a qualitative interview study AM Bassett, C Brosnan, E Southgate, H Lempp BMC medical education 18, 1-12, 2018 | 38 | 2018 |
| Neuroscientists’ everyday experiences of ethics: the interplay of regulatory, professional, personal and tangible ethical spheres C Brosnan, A Cribb, SP Wainwright, C Williams Sociology of Health & Illness 35 (8), 1133-1148, 2013 | 36 | 2013 |
| The significance of scientific capital in UK medical education C Brosnan Minerva 49 (3), 317-332, 2011 | 33 | 2011 |
| Introducing medical students to reflective practice S Chambers, C Brosnan, A Hassell Education for primary care 22 (2), 100-105, 2011 | 33 | 2011 |
| ‘Jack of all trades and master of none’? Exploring social work’s epistemic contribution to team-based health care H Cootes, M Heinsch, C Brosnan The British Journal of Social Work 52 (1), 256-273, 2022 | 32 | 2022 |
| The sociology of neuroethics: expectational discourses and the rise of a new discipline C Brosnan Sociology Compass 5 (4), 287-297, 2011 | 31 | 2011 |
Associate Professor Matthew LeachUniversity of Adelaideadelaide.edu.au üzerinde doğrulanmış e-posta adresine sahip