All Outputs (4)

Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education (2015)
Journal Article
Lefroy, J. (2015). Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspectives on Medical Education, 284-299. https://doi.org/10.1007/S40037-015-0231-7

Introduction The guidelines offered in this paper aim to amalgamate the literature on formative feedback into practical Do’s, Don’ts and Don’t Knows for individual clinical supervisors and for the institutions that support clinical learning. Meth... Read More about Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education.

Embracing complexity theory can clarify best practice frameworks for simulation education (2015)
Journal Article
Lefroy, J., & Yardley, S. (2015). Embracing complexity theory can clarify best practice frameworks for simulation education. Medical Education, 344 - 346. https://doi.org/10.1111/medu.12662

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.

Learning the difficult tasks of caring for dying children (2015)
Journal Article
Lefroy, J. (2015). Learning the difficult tasks of caring for dying children. Perspectives on Medical Education, 4-5. https://doi.org/10.1007/s40037-015-0155-2