Outputs (3)

Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study. (2022)
Journal Article
Yeates, P., Maluf, A., Kinston, R., Cope, N., McCray, G., Cullen, K., …Wong, G. (2022). Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study. BMJ Open, 12(12), Article e064387. https://doi.org/10.1136/bmjopen-2022-064387

INTRODUCTION: Objective structured clinical exams (OSCEs) are a cornerstone of assessing the competence of trainee healthcare professionals, but have been criticised for (1) lacking authenticity, (2) variability in examiners' judgements which can cha... Read More about Enhancing authenticity, diagnosticity and equivalence (AD-Equiv) in multicentre OSCE exams in health professionals education: protocol for a complex intervention study..

implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language (2022)
Journal Article
Joan Oakley, M., Kormos, J., & McCray, G. (2022). implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language. Instructed Second Language Acquisition, 6(1), https://doi.org/10.1558/isla.18885

The aim of this study was to investigate the effects of focused reading interventions on the eye movement patterns and reading scores of second language (L2) learners. We compared two groups of proficiency matched Arabic L2 learners before and after... Read More about implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language.

Determining the influence of different linking patterns on the stability of students' score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA). (2022)
Journal Article
Yeates, P., McCray, G., Moult, A., Cope, N., Fuller, R., & McKinley, R. (2022). Determining the influence of different linking patterns on the stability of students' score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA). BMC Medical Education, 22, Article 41. https://doi.org/10.1186/s12909-022-03115-1

BACKGROUND: Ensuring equivalence of examiners' judgements across different groups of examiners is a priority for large scale performance assessments in clinical education, both to enhance fairness and reassure the public. This study extends insight i... Read More about Determining the influence of different linking patterns on the stability of students' score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA)..