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Prof Janet Lefroy's Outputs (33)

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?.

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 an instrument to assess and improve clinical consultation skills (2014)
Journal Article
Lefroy. (2014). Development and face validation of an instrument to assess and improve clinical consultation skills. Advances in health sciences education : theory and practice, 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 an instrument to assess and improve clinical consultation skills.

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., Kinston, R., & 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.

Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry (2013)
Journal Article
Yardley, S., Hookey, C., & Lefroy, J. (2013). Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry. Education for Primary Care, 24(6), 436-443. https://doi.org/10.1080/14739879.2013.11494214

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.

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.