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Outputs (29)

169 Patient priorities in osteoporosis research: generating meaningful research questions (2019)
Presentation / Conference
Hawarden, A., Jinks, C., Mahmood, W., Gwilym, S., & Paskins, Z. (2019, April). 169 Patient priorities in osteoporosis research: generating meaningful research questions. Presented at British Society for Rheumatology Annual Conference 2019

Background: We have previously conducted a national e-survey to identify patient and public research priorities in osteoporosis. The e-survey identified broad topics as research priorities rather than research questions. Translating research priority... Read More about 169 Patient priorities in osteoporosis research: generating meaningful research questions.

Early demise from high grade serous ovarian cancer is predictable and likely related to tumour biology (2019)
Conference Proceeding
Hawarden, A., Russell, B., Gee, M., Skayali, F., Edmondson, M., Clamp, A., …Edmondson, R. (2019). Early demise from high grade serous ovarian cancer is predictable and likely related to tumour biology.

Introduction: Despite improvements in median survival for patients with advanced ovarian cancer there remains a cohort of patients who suffer early demise; the reasons for which remain poorly understood. A nested case control study was performed to i... Read More about Early demise from high grade serous ovarian cancer is predictable and likely related to tumour biology.

Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs (2018)
Journal Article
Yeates, P., Cope, N., Hawarden, A., Bradshaw, H., McCray, G., & Homer, M. (2019). Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs. Medical Education, 53(3), 250-263. https://doi.org/10.1111/medu.13783

Background:
Whilst averaging across multiple examiners judgements reduces unwanted overall score variability in Objective Structured Clinical Examinations (OSCE), designs involving several parallel circuits of the OSCE require that different examin... Read More about Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs.

Does formal workplace based assessment add value to informal feedback? (2017)
Journal Article
Lefroy, J., Hawarden, A., Gay, S., & McKinley, R. (2017). Does formal workplace based assessment add value to informal feedback?. MedEdPublish, 27-27. https://doi.org/10.15694/mep.2017.000027

Feedback is a key component of learning but effective feedback is a complex process with many aspects. One aspect may be a written summary which is passed to the learner but this may not be valued by learners. We examined the role of written feedback... Read More about Does formal workplace based assessment add value to informal feedback?.

Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programmes: a BEME systematic review BEME Review 37 (2016)
Journal Article
Rees, E. L., Hawarden, A. W., Dent, G., Hays, R., Bates, J., & Hassell, A. B. (2016). Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programmes: a BEME systematic review BEME Review 37. Medical Teacher, 38(5), 443-455. https://doi.org/10.3109/0142159X.2016.1158799

Background: In the 11 years since its development at McMaster University Medical School, the multiple mini-interview (MMI) has become a popular selection tool. We aimed to systematically explore, analyze and synthesize the evidence regarding MMIs for... Read More about Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programmes: a BEME systematic review BEME Review 37.

Grades in formative workplace-based assessment: a study of what works for whom and why (2015)
Journal Article
Lefroy, J., Hawarden, A., Gay, S. P., McKinley, R. K., & Cleland, J. (2015). Grades in formative workplace-based assessment: a study of what works for whom and why. Medical Education, 307-320. https://doi.org/10.1111/medu.12659

CONTEXT: Grades are commonly used in formative workplace-based assessment (WBA) in medical education and training, but may draw attention away from feedback about the task. A dilemma arises because the self-regulatory focus of a trainee must include... Read More about Grades in formative workplace-based assessment: a study of what works for whom and why.