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..

Qualitative research using realist evaluation to explain preparedness for doctors' memorable 'firsts' (2017)
Journal Article
Lefroy, J., Yardley, S., Kinston, R., Gay, S., McBain, S., & McKinley, R. (2017). Qualitative research using realist evaluation to explain preparedness for doctors' memorable 'firsts'. Medical Education, 1037-1048. https://doi.org/10.1111/medu.13370

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'.

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.

Qualitative and quantitative: the yin and the yang or the light and the dark sides of medical education? (2015)
Journal Article
McKinley, R. K. (2015). Qualitative and quantitative: the yin and the yang or the light and the dark sides of medical education?. Perspectives on Medical Education, 4(1), 1-3. https://doi.org/10.1007/s40037-015-0162-3

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.