Incorporating FRAX into a nurse-delivered integrated care review: a multi-method qualitative study. (2023)
Journal Article
Hawarden, A., Bullock, L., Chew-Graham, C., Herron, D., Hider, S., Jinks, C., …Paskins, Z. (2023). Incorporating FRAX into a nurse-delivered integrated care review: a multi-method qualitative study. British Journal of General Practice Open (BJGP Open), 7(2), https://doi.org/10.3399/BJGPO.2022.0146

Background: People with inflammatory rheumatological conditions (IRCs) are at increased risk of common comorbidities including osteoporosis.

Aim: To explore the barriers to and facilitators of implementing nurse-delivered fracture risk assessments... Read More about Incorporating FRAX into a nurse-delivered integrated care review: a multi-method qualitative study..

Evaluation of quality and readability of online patient information on osteoporosis and osteoporosis drug treatment and recommendations for improvement (2021)
Journal Article
Crawford Manning, F., Greenall, C., Hawarden, A., Bullock, L., Leyland, S., Jinks, C., …Paskins, Z. (2021). Evaluation of quality and readability of online patient information on osteoporosis and osteoporosis drug treatment and recommendations for improvement. Osteoporosis International, 32, pages1567–1584. https://doi.org/10.1007/s00198-020-05800-7

Purpose: Identify commonly accessed patient information resources about osteoporosis and osteoporosis drug treatment, appraise the quality and make recommendations for improvement. Methods: Patient information resources were purposively sampled and t... Read More about Evaluation of quality and readability of online patient information on osteoporosis and osteoporosis drug treatment and recommendations for improvement.

Qualitative findings from the Hip Injection Trial (HIT): experiences of living with hip osteoarthritis and receiving trial treatments (2020)
Journal Article
Paskins, Holden, Mallen, Jinks, Hawarden, & Roddy. (2020). Qualitative findings from the Hip Injection Trial (HIT): experiences of living with hip osteoarthritis and receiving trial treatments. Rheumatology, https://doi.org/10.1093/rheumatology/keaa111.125

Background
The HIT trial compared ultrasound-guided intra-articular hip injection (USGI) of triamcinolone acetonide and 1% lidocaine hydrochloride combined with best current treatment (BCT) with (i) BCT alone and (ii) an USGI of 1% lidocaine only co... Read More about Qualitative findings from the Hip Injection Trial (HIT): experiences of living with hip osteoarthritis and receiving trial treatments.

Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs (2018)
Journal Article
Yeates, P., Cope, N., Hawarden, A., Bradshaw, H., McCray, G., & Homer, M. (2019). Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs. Medical Education, 53(3), 250-263. https://doi.org/10.1111/medu.13783

Background:
Whilst averaging across multiple examiners judgements reduces unwanted overall score variability in Objective Structured Clinical Examinations (OSCE), designs involving several parallel circuits of the OSCE require that different examin... Read More about Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs.

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.