Outputs (32)

P080 Supporting shared decision-making about osteoporosis medicines: Combining multiple methods to develop the prototype iFraP intervention (2024)
Presentation / Conference

Background/Aims Shared decision-making (SDM) is a joint process in which a person and healthcare professional work together to reach decisions about care. The iFraP (Improving uptake of Fracture Prevention drug treatments) intervention comprises comp... Read More about P080 Supporting shared decision-making about osteoporosis medicines: Combining multiple methods to develop the prototype iFraP intervention.

How do medical schools influence their students’ career choices? A realist evaluation (2024)
Journal Article

Introduction The career choices of medical graduates vary widely between medical schools in the UK and elsewhere and are generally not well matched with societal needs. Research has found that experiences in medical school including formal, informal... Read More about How do medical schools influence their students’ career choices? A realist evaluation.

Training healthcare professionals to be ready for practice in an era of social distancing: A realist evaluation (2023)
Journal Article

Background Programme changes due to the COVID-19 pandemic have impacted variably on preparation for practice of healthcare professional students. Explanations for such variability need exploration. The aim of our study was to understand what clinica... Read More about Training healthcare professionals to be ready for practice in an era of social distancing: A realist evaluation.

Twelve tips for creating a medical education society (2023)
Journal Article

University societies are student-led organisations which provide excellent opportunities for students to collaborate in a shared interest. Peer teaching is gaining recognition as an effective method of medical education. Peer teaching also provides s... Read More about Twelve tips for creating a medical education society.

How well do UK assistantships equip medical students for graduate practice? Think EPAs. (2023)
Journal Article

The goal of better medical student preparation for clinical practice drives curricular initiatives worldwide. Learning theory underpins Entrustable Professional Activities (EPAs) as a means of safe transition to independent practice. Regulators manda... Read More about How well do UK assistantships equip medical students for graduate practice? Think EPAs..

E060 Testing a new prototype osteoporosis shared decision-making intervention in UK Fracture Liaison Services: patient and clinician perspectives of ‘iFraP’ (2023)
Presentation / Conference

Shared decision-making (SDM) is a joint process in which a person and healthcare professional work together to reach decisions about care. The Improving uptake of Fracture Prevention drug treatments (iFraP) study developed a prototype theoretically-i... Read More about E060 Testing a new prototype osteoporosis shared decision-making intervention in UK Fracture Liaison Services: patient and clinician perspectives of ‘iFraP’.

The value of sharing between Institutions: The UKCCC’s response to COVID (2023)
Presentation / Conference

How do medical students’ experiences inform their opinions of general practice and its potential as a future career choice? (2022)
Journal Article

Feasibility study of student telehealth interviews (2022)
Journal Article

Background The COVID-19 pandemic has led to medical students being taught remote clinical communication modalities (telephone and video). Junior students have not generally been included in this and have had less patient contact than previously. Thi... Read More about Feasibility study of student telehealth interviews.

Improving uptake of Fracture Prevention drug treatments: a protocol for Development of a consultation intervention (iFraP-D) (2021)
Journal Article

INTRODUCTION: Prevention of fragility fractures, a source of significant economic and personal burden, is hindered by poor uptake of fracture prevention medicines. Enhancing communication of scientific evidence and elicitation of patient medication-r... Read More about Improving uptake of Fracture Prevention drug treatments: a protocol for Development of a consultation intervention (iFraP-D).

Can learning from workplace feedback be enhanced by reflective writing? A realist evaluation in UK undergraduate medical education (2021)
Journal Article

Introduction Doctors and medical students in the UK are currently required to provide evidence of learning by reflective writing on (among other things) feedback from colleagues. Although the theoretical value of reflecting-on-action is clear, resear... Read More about Can learning from workplace feedback be enhanced by reflective writing? A realist evaluation in UK undergraduate medical education.

Understanding and developing procedures for video-based assessment in medical education (2020)
Journal Article

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

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

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

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.

Using realist evaluation to explain preparedness for doctors’ memorable 'firsts' (2017)
Journal Article

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 Using realist evaluation to explain preparedness for doctors’ memorable 'firsts'.

Qualitative research using realist evaluation to explain preparedness for doctors' memorable 'firsts' (2017)
Journal Article

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'.

Medical students' perceptions of bedside teaching (2017)
Journal Article

Background Bedside teaching is recognised as a valuable tool in medical education by both students and faculty members. Bedside teaching is frequently delivered by consultants; however, junior doctors are increasingly engaging in this form of clinic... Read More about Medical students' perceptions of bedside teaching.

Utility of an app-based system to improve feedback following workplace-based assessment. (2017)
Journal Article

Does formal workplace based assessment add value to informal feedback? (2017)
Journal Article

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?.

Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education (2015)
Journal Article

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

Grades in formative workplace-based assessment: a study of what works for whom and why (2015)
Journal Article

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

Development and face validation of strategies for improving consultation skills. (2014)
Journal Article

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..

Development and face validation of an instrument to assess and improve clinical consultation skills (2014)
Journal Article

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 an instrument to assess and improve clinical consultation skills.

Minding the gap between communication skills simulation and authentic experience (2013)
Journal Article

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.

Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry (2013)
Journal Article

Knowledge and skills to contribute to high-quality patient-centred end-of-life care are essential for newly qualified doctors. End-of-life care is a multifaceted complex task but learning opportunities are often fragmented in undergraduate curricula.... Read More about Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry.

Skilled communication: comments further to 'Creativity in clinical communication: from communication skills to skilled communication' (2011)
Journal Article

Development and face validation of an instrument to assess and improve clinical consultation skills (2011)
Journal Article

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.

Should I ask my patient with cancer to teach students? (2008)
Journal Article

Action research: towards excellence in teaching, assessment and feedback for clinical consultation skills
Thesis

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.