All Outputs (15)

Clinical academics' experiences of REF2021. (2024)
Journal Article
Davies, A. P., McKinley, R., Gabbay, M., Katz, D., & Strain, W. D. (2024). Clinical academics' experiences of REF2021. Clinical Medicine, 24(1), Article 100002. https://doi.org/10.1016/j.clinme.2023.100002

The UK Research Excellence Framework (REF) is an assessment of the quality of research carried out in UK Higher Education Institutions (HEIs), performed in 7-year cycles. The outcome impacts the rankings and funding of UK HEIs, which afford the exerc... Read More about Clinical academics' experiences of REF2021..

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..

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)..

Understanding patient involvement in judging students' communication skills in OSCEs (2021)
Journal Article
Moult, A., McKinley, R. K., & Yeates, P. (2021). Understanding patient involvement in judging students' communication skills in OSCEs. Medical Teacher, 43(9), 1070 - 1078. https://doi.org/10.1080/0142159X.2021.1915467

INTRODUCTION: Communication skills are assessed by medically-enculturated examiners using consensus frameworks which were developed with limited patient involvement. Assessments consequently risk rewarding performance which incompletely serves patien... Read More about Understanding patient involvement in judging students' communication skills in OSCEs.

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..

‘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.

Non-disclosure of symptoms in primary care: an observational study (2018)
Journal Article
Paskins, Z., Sanders, T., Croft, P. R., Green, J., McKinley, R., & Hassell, A. B. (2018). Non-disclosure of symptoms in primary care: an observational study. Family Practice, https://doi.org/10.1093/fampra/cmy023

Background: Symptoms form a major component of patient agendas, with the need for an explanation of symptoms being a prominent reason for consultation. Objectives: To estimate the prevalence of different symptoms pre-consultation, to investigate whet... Read More about Non-disclosure of symptoms in primary care: an observational study.

Qualitative research using realist evaluation to explain preparedness for doctors' memorable 'firsts' (2017)
Journal Article
Lefroy, J., Yardley, S., Kinston, R., Gay, S., McBain, S., & McKinley, R. (2017). Qualitative research using realist evaluation to explain preparedness for doctors' memorable 'firsts'. Medical Education, 1037-1048. https://doi.org/10.1111/medu.13370

CONTEXT: Doctors must be competent from their first day of practice if patients are to be safe. Medical students and new doctors are acutely aware of this, but describe being variably prepared. OBJECTIVES: This study aimed to identify causal chai... Read More about Qualitative research using realist evaluation to explain preparedness for doctors' memorable 'firsts'.

Chronic venous leg ulcer care – are we missing a vital piece of the jigsaw? (2017)
Journal Article
Pooler, A., Green, J., Jester, R., & McKinley, R. (2017). Chronic venous leg ulcer care – are we missing a vital piece of the jigsaw?. Wounds UK, 30 - 37 (7)

Background: This project explored the lived experiences of patients with leg ulcers to ascertain the impact on their quality of life. Aim: To outline the development of a new Leg Ulcer Consultation Template (LUCT). Methods: Unstructured interviews we... Read More about Chronic venous leg ulcer care – are we missing a vital piece of the jigsaw?.

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?.

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.

The impact of chronic venous leg ulcers: a systematic review. (2014)
Journal Article
Green, J., Jester, R., McKinley, R., & Pooler, A. (2014). The impact of chronic venous leg ulcers: a systematic review. Journal of Wound Care, 601 - 612. https://doi.org/10.12968/jowc.2014.23.12.601

OBJECTIVE: Chronic venous leg ulcers are common, intractable and often recurrent, but care tends to be wound focused, potentially overlooking the significant impact the condition has on patients' lives. A systematic review was undertaken to explore t... Read More about The impact of chronic venous leg ulcers: a systematic review..

Nurse-patient consultations in primary care: do patients disclose their concerns? (2013)
Journal Article
Green, J., Jester, R., McKinley, R., & Pooler, A. (2013). Nurse-patient consultations in primary care: do patients disclose their concerns?. Journal of Wound Care, 534 - 539. https://doi.org/10.12968/jowc.2013.22.10.534

OBJECTIVE: To quantify the extent to which patients disclose their concerns to community nurses during wound care consultations. METHOD: Using an 'observation checklist' based on themes and subthemes that were identified in a previous study of the sa... Read More about Nurse-patient consultations in primary care: do patients disclose their concerns?.

Patient perspectives of their leg ulcer journey. (2013)
Journal Article
Green, J., Jester, R., McKinley, R., & Pooler, A. (2013). Patient perspectives of their leg ulcer journey. Journal of Wound Care, 58 - 66. https://doi.org/10.12968/jowc.2013.22.2.58

OBJECTIVE: To understand the personal impact of venous leg ulceration from the patients' perspective. METHOD: Face-to-face, unstructured interviews were conducted with nine patient participants with venous leg ulcers. The interviews were digitally re... Read More about Patient perspectives of their leg ulcer journey..

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.