All Outputs (4)

Understanding and developing procedures for video-based assessment in medical education (2020)
Journal Article
Yeates, P., Moult, A., Lefroy, J., Walsh-House, J., Clews, L., McKinley, R., & Fuller, R. (2020). Understanding and developing procedures for video-based assessment in medical education. Medical Teacher, 42(11), https://doi.org/10.1080/0142159X.2020.1801997

Introduction Novel uses of video aim to enhance assessment in health-professionals education. Whilst these uses presume equivalence between video and live scoring, some research suggests that poorly understood variations could challenge validity. We... Read More about Understanding and developing procedures for video-based assessment in medical education.

Clinical assessors' working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice. (2020)
Journal Article
Hyde, C., Yardley, S., Lefroy, J., Gay, S., & McKinley, R. K. (2020). Clinical assessors' working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice. Advances in Health Sciences Education, 1-31. https://doi.org/10.1007/s10459-020-09960-3

Undergraduate clinical assessors make expert, multifaceted judgements of consultation skills in concert with medical school OSCE grading rubrics. Assessors are not cognitive machines: their judgements are made in the light of prior experience and soc... Read More about Clinical assessors' working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice..

Comparing the influence of ‘describing findings to the examiner’ or ‘examining as in usual practice’ on the students’ performance and assessors’ judgements during physical examination skills assessment (2020)
Journal Article
Stephenson, C., Yeates, P., & Lefroy, J. (2020). Comparing the influence of ‘describing findings to the examiner’ or ‘examining as in usual practice’ on the students’ performance and assessors’ judgements during physical examination skills assessment. MedEdPublish, 9(18), https://doi.org/10.15694/mep.2020.000018.1

Background: Within assessment of physical examination skills, two approaches are common: “Describing Findings” (students comment throughout); and examining as “Usual Practice” (students only report findings at the end). Despite numerous potential... Read More about Comparing the influence of ‘describing findings to the examiner’ or ‘examining as in usual practice’ on the students’ performance and assessors’ judgements during physical examination skills assessment.

‘What do we do, doctor?’ Transitions of identity and responsibility: a narrative analysis (2020)
Journal Article
Yardley, S., Kinston, R., Lefroy, J., Gay, S., & McKinley, R. K. (2020). ‘What do we do, doctor?’ Transitions of identity and responsibility: a narrative analysis. Advances in health sciences education : theory and practice, 825-843. https://doi.org/10.1007/s10459-020-09959-w

Transitioning from student to doctor is notoriously challenging. Newly qualified doctors feel required to make decisions before owning their new identity. It is essential to understand how responsibility relates to identity formation to improve trans... Read More about ‘What do we do, doctor?’ Transitions of identity and responsibility: a narrative analysis.