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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.

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.

Development and face validation of strategies for improving consultation skills. (2014)
Journal Article
Lefroy, J., Thomas, A., Harrison, C., Williams, S., O'Mahony, F., Gay, S., …McKinley, R. K. (2014). Development and face validation of strategies for improving consultation skills. Advances in Health Sciences Education, 19, 661 - 685. https://doi.org/10.1007/s10459-014-9493-9

While formative workplace based assessment can improve learners' skills, it often does not because the procedures used do not facilitate feedback which is sufficiently specific to scaffold improvement. Provision of pre-formulated strategies to addres... Read More about Development and face validation of strategies for improving consultation skills..

Minding the gap between communication skills simulation and authentic experience (2013)
Journal Article
Yardley, S., Irvine, A. W., & Lefroy, J. (2013). Minding the gap between communication skills simulation and authentic experience. Medical Education, 495 -510. https://doi.org/10.1111/medu.12146

CONTEXT: Concurrent exposure to simulated and authentic experiences during undergraduate medical education is increasing. The impact of gaps or differences between contemporaneous experiences has not been adequately considered. We address two questio... Read More about Minding the gap between communication skills simulation and authentic experience.

Development and face validation of an instrument to assess and improve clinical consultation skills (2011)
Journal Article
Lefroy, Gay, S., Gibson, S., Williams, S., & McKinley, R. K. (2011). Development and face validation of an instrument to assess and improve clinical consultation skills

Context: Development of medical students’ consultation skills with patients is at the core of the UK General Medical Council’s 'Tomorrow’s Doctors' guide (2009). Teaching and assessment of these skills must therefore be a core component of the medica... Read More about Development and face validation of an instrument to assess and improve clinical consultation skills.

Action research: towards excellence in teaching, assessment and feedback for clinical consultation skills
Thesis
Lefroy, J. (2018). Action research: towards excellence in teaching, assessment and feedback for clinical consultation skills

Background Consultation skills are the core competencies required at graduation of the doctor as a practitioner. Every medical school has its own system of teaching and assessing consultation skills. These are generally amalgams of previous curricu... Read More about Action research: towards excellence in teaching, assessment and feedback for clinical consultation skills.