All Outputs (2)

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.