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..

Professional Dilemmas Experienced by Pharmacy Graduates in the United Kingdom When Transitioning to Practice (2022)
Journal Article
Allinson, M., Black, P., & White, S. (2022). Professional Dilemmas Experienced by Pharmacy Graduates in the United Kingdom When Transitioning to Practice. American journal of pharmaceutical education, 86(5), Article 8643. https://doi.org/10.5688/ajpe8643

Objective. For many UK pharmacy students there are minimal opportunities to learn, or be exposed to, different ways of dealing with ethical and professional dilemmas in real life practice during undergraduate education. This study aimed to explore th... Read More about Professional Dilemmas Experienced by Pharmacy Graduates in the United Kingdom When Transitioning to Practice.

“Make Glorious Mistakes!” Fostering growth and wellbeing in HE transition (2022)
Journal Article
Coyle. (2022). “Make Glorious Mistakes!” Fostering growth and wellbeing in HE transition. Law Teacher, 37-53. https://doi.org/10.1080/03069400.2021.2010406

This paper uses Keele’s Legal Essentials module as a case study to evaluate how curriculum design can promote wellbeing in first-year law students, by supporting their transition to higher education and fostering a sense of belonging to the Law Schoo... Read More about “Make Glorious Mistakes!” Fostering growth and wellbeing in HE transition.

Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams (2022)
Journal Article
Makrides, A., & Yeates, P. (2022). Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams. Medical Teacher, 44(6), 664-671. https://doi.org/10.1080/0142159x.2021.2020232

INTRODUCTION: Providing high-quality feedback from Objective Structured Clinical Exams (OSCEs) is important but challenging. Whilst prior research suggests that video-based feedback (VbF), where students review their own performances alongside usual... Read More about Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams.

A core anatomy syllabus for undergraduate physiotherapy students preparing for entry-level Band-5 physiotherapist posts in the United Kingdom (2021)
Journal Article
Major. (2021). A core anatomy syllabus for undergraduate physiotherapy students preparing for entry-level Band-5 physiotherapist posts in the United Kingdom. Physiotherapy, e108 - e109. https://doi.org/10.1016/j.physio.2021.10.089

Curriculum adaptation as a strategy for curriculum development
Thesis
Heathcote, G. (1987). Curriculum adaptation as a strategy for curriculum development

Curriculum adaptation is defined as the creation of curriculum resource materials to meet 'new' educational needs by changing, In some way, materials that have already been developed for other purposes. As a strategy for curriculum development, it of... Read More about Curriculum adaptation as a strategy for curriculum development.

A critical discourse analysis of history teacher responses to the February 2013 draft National Curriculum for History
Thesis
Smith, J. (2015). A critical discourse analysis of history teacher responses to the February 2013 draft National Curriculum for History

This thesis seeks to explore history teacher engagement in debates surrounding the 2013 draft National Curriculum for History and locates these in the wider context of English history teacher identity. The 2013 draft curriculum, which was announced i... Read More about A critical discourse analysis of history teacher responses to the February 2013 draft National Curriculum for History.

Learning together, evaluating together: An enhanced evaluation of interprofessional postgraduate learning,
Presentation / Conference
Jervis. Learning together, evaluating together: An enhanced evaluation of interprofessional postgraduate learning,. Presented at Interdisciplinary Learning and Teaching: Frameworks and Practice Conference, The Open University, Milton Keynes, U.K