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Number of items at this level: 42.


Alden, B, Van Labeke, N, Field, D et al. (3 more authors) (2013) Using student experience to inform the design of an automated feedback system for essay answers. In: Proceedings of the International Computer Assisted Assessment Conference. CAA 2013, 09-10 Jul 2013, Southampton, UK. .


Bassey, O, Csikar, J, Hallam, J et al. (3 more authors) (2020) Non-traumatic dental presentations at accident and emergency departments in the UK: a systematic review. British Dental Journal, 228 (3). pp. 171-176. ISSN 0007-0610

Bell, J, Donnelly, J, Homer, MS et al. (1 more author) (2009) A value-added study of the impact of science curriculum reform using the National Pupil Database. British Educational Research Journal, 35 (1). pp. 119-135. ISSN 0141-1926


Conner, M, Abraham, C, Prestwich, A et al. (5 more authors) (2016) Impact of goal priority and goal conflict on the intention–health-behavior relationship: Tests on physical activity and other health behaviors. Health Psychology, 35 (9). pp. 1017-1026. ISSN 0278-6133


Farnsworth, V, Kleanthous, I and Wenger-Trayner, E (2016) Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64 (2). pp. 139-160. ISSN 0007-1005

Field, D, Pulman, S, Van Labeke, N et al. (2 more authors) (2013) Did I really mean that? Applying automatic summarisation techniques to formative feedback. In: Angelova, G, Bontcheva, K and Mitkov, R, (eds.) Proceedings. International Conference Recent Advances in Natural Language Processing, 07-13 Sep 2013, Hissar, Bulgaria. Association for Computational Linguistics , pp. 277-284.

Fuller, R, Homer, MS, Pell, G et al. (1 more author) (2017) Managing extremes of assessor judgement within the OSCE. Medical Teacher, 39 (1). pp. 58-66. ISSN 0142-159X

Fuller, R and Joynes, VCT (2015) Should mobile learning be compulsory for preparing students for learning in the workplace? British Journal of Educational Technology, 46 (1). 153 - 158. ISSN 0007-1013

Fuller, R, Pell, G and Homer, MS (2013) Longitudinal interrelationships of OSCE station level analyses, quality improvement and overall reliability. Medical Teacher, 35 (6). pp. 515-517. ISSN 0142-159X


Hallam, J (2020) “From ‘Disrupting’ to ‘Disrupted’”. The Clinical Teacher, 17 (S1). pp. 6-7. ISSN 1743-4971

Hoare, DJ, Van Labeke, N, McCormack, A et al. (6 more authors) (2014) Gameplay as a source of intrinsic motivation in a randomized controlled trial of auditory training for tinnitus. PLoS ONE, 9 (9). e107430. ISSN 1932-6203

Homer, M, Fuller, R, Hallam, J et al. (1 more author) (2020) Setting defensible standards in small cohort OSCEs: Understanding better when borderline regression can ‘work’. Medical Teacher, 42 (3). pp. 306-315. ISSN 0142-159X

Homer, MS, Darling, J and Pell, G (2012) Psychometric characteristics of integrated multi-specialty examinations: Ebel ratings and unidimensionality. Assessment and Evaluation in Higher Education, 37 (7). pp. 787-804. ISSN 0260-2938

Homer, MS, Fuller, R and Pell, G (2018) The benefits of sequential testing: Improved diagnostic accuracy and better outcomes for failing students. Medical Teacher, 40 (3). pp. 275-284. ISSN 0142-159X

Homer, MS and Pell, G (2009) The impact of the inclusion of simulated patient ratings on the reliability of OSCE assessments under the borderline regression method. Medical Teacher, 31 (5). pp. 420-425. ISSN 0142-159X

Homer, MS, Pell, G and Fuller, R (2017) Problematizing the concept of the ‘borderline’ group in performance assessments. Medical Teacher, 39 (5). pp. 469-475. ISSN 0142-159X

Homer, MS, Pell, G, Fuller, R et al. (1 more author) (2016) Quantifying error in OSCE standard setting for varying cohort sizes: A resampling approach to measuring assessment quality. Medical Teacher, 38 (2). pp. 181-188. ISSN 0142-159X

Homer, MS, Setna, Z, Jha, V et al. (3 more authors) (2013) Estimating and comparing the reliability of a suite of workplace-based assessments: an obstetrics and gynaecology setting. Medical Teacher, 35 (8). pp. 684-691. ISSN 0142-159X

Homer, M, Fuller, R, Hallam, J et al. (1 more author) (2021) Response to comments on: Shining a spotlight on scoring in the OSCE: Checklists and item weighting. Medical Teacher, 43 (3). pp. 365-366. ISSN 0142-159X

Homer, M, Fuller, R, Hallam, J et al. (1 more author) (2020) Shining a spotlight on scoring in the OSCE: Checklists and item weighting. Medical Teacher, 42 (9). pp. 1037-1042. ISSN 0142-159X


Jha, V, Brockbank, S and Roberts, T (2016) A Framework for Understanding Lapses in Professionalism Among Medical Students: Applying the Theory of Planned Behavior to Fitness to Practice Cases. Academic Medicine, 91 (12). pp. 1622-1627. ISSN 1040-2446

Joynes, V and Fuller, R (2016) Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning. Medical Teacher, 38 (6). pp. 621-627. ISSN 0142-159X

Joynes, VCT and Fuller, R (2015) Enhancement or replacement? Understanding how legitimised use of mobile learning resources is shaping how healthcare students are learning. Journal of the European Association for Health Information and Libraries, 11 (2). 7 - 10 (4). ISSN 1841-0715


Ledger, A and Kilminster, S (2015) Developing understandings of clinical placement learning in three professions: Work that is critical to care. Medical Teacher, 37 (4). 360 - 365. ISSN 0142-159X

Ledger, A and McCaffrey, T (2015) Performative, Arts-Based, or Arts-Informed? Reflections on the Development of Arts-Based Research in Music Therapy. Journal of Music Therapy, 52 (4). pp. 441-456. ISSN 0022-2917

Ley, T, Laanpere, M, Pata, K et al. (8 more authors) (2013) Scaling informal learning: An integrative systems view on scaffolding at the workplace. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 8095 L. 484 - 489. ISSN 0302-9743


Morris, C, Reid, A-M, Ledger, A et al. (1 more author) (2021) Expansive learning in medical education: Putting Change Laboratory to work. Medical Teacher, 43 (1). pp. 38-43. ISSN 0142-159X

Murdoch-Eaton, D and Sandars, J (2013) Reflection: moving from a mandatory ritual to meaningful professional development. Archives of Disease in Childhood. ISSN 0003-9888


Pell, G, Fuller, R, Homer, M et al. (1 more author) (2013) Advancing the objective structured clinical examination: sequential testing in theory and practice. Medical Education, 47 (6). pp. 569-577. ISSN 0308-0110

Pell, G, Fuller, R, Homer, M et al. (1 more author) (2012) Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments. Medical Teacher, 34 (2). pp. 146-150. ISSN 0142-159X

Pell, G, Fuller, R, Homer, MS et al. (1 more author) (2010) How to measure the quality of the OSCE: A review of metrics – AMEE guide no. 49. Medical Teacher, 32 (10). pp. 802-811. ISSN 0142-159X

Pickering, JD, Lazarus, MD and Hallam, JL (2019) A Practitioner’s Guide to Performing a Holistic Evaluation of Technology-Enhanced Learning in Medical Education. Medical Science Educator, 29 (4). pp. 1095-1102. ISSN 2156-8650

Piotrkowicz, A, Dimitrova, V and Roberts, TE (2018) Temporal Analytics of Workplace-based Assessment Data to Support Self-Regulated Learning. In: Lecture Notes in Computer Science. EC-TEL 2018: 13th European Conference on Technology Enhanced Learning, 03-06 Sep 2018, Leeds, UK. Springer, Cham . ISBN 978-3-319-98572-5

Piotrkowicz, A, Dimitrova, V, Hallam, J et al. (1 more author) (2020) Towards Personalisation for Learner Motivation in Healthcare: A Study on Using Learner Characteristics to Personalise Nudges in an e-Learning Context. In: Adjunct Publication of the 28th ACM Conference on User Modeling, Adaptation and Personalization, 2020 Proceeding. UMAP '20: 28th ACM Conference on User Modeling, Adaptation and Personalization, 14-17 Jul 2020, Genoa Italy. ACM , pp. 287-292. ISBN 9781450379502


Reid, AM, Brown, JM, Smith, JM et al. (2 more authors) (2018) Ethical dilemmas and reflexivity in qualitative research. Perspectives on Medical Education, 7 (2). pp. 69-75. ISSN 2212-2761

Roberts, TE (2016) The ASPIRE initiative: Excellence in assessment. Educación Médica, 17 (3). pp. 106-108. ISSN 1575-1813


Sandars, J (2013) When I say … self-regulated learning. Medical Education, 47 (12). 1162 - 1163. ISSN 0308-0110


Van Labeke, N, Kirby, J and Roberts, TE (2016) Personalised and Adaptive Mentoring in Medical Education – the myPAL project. In: Proceedings. First International Workshop on Intelligent Mentoring Systems (IMS 2016), 07 Jun 2016, Zagreb, Croatia. First International Workshop on Intelligent Mentoring Systems (IMS 2016) .

Vollmar, H.C., Mayer, H., Ostermann, T. et al. (4 more authors) (2010) Knowledge transfer for the management of dementia: a cluster-randomised trial of blended learning in general practice. Implementation Science , 5. ISSN 1748-5908


Wakefield, RJ, Weerasinghe, A, Tung, P et al. (2 more authors) (2020) Reply to: Graduate-entry medical students’ perspectives on the development of ultrasound teaching in UK Medical schools. Medical Teacher, 42 (3). pp. 358-359. ISSN 0142-159X

Wardman, MJ, Yorke, VC and Hallam, JL (2018) Evaluation of a multi‐methods approach to the collection and dissemination of feedback on OSCE performance in dental education. European Journal of Dental Education, 22 (2). e203-e211. ISSN 1396-5883


Zuberi, RW, Klamen, DL, Hallam, J et al. (5 more authors) (2019) The journeys of three ASPIRE winning medical schools toward excellence in student assessment. Medical Teacher, 41 (4). pp. 457-464. ISSN 0142-159X

This list was generated on Fri Sep 30 03:57:35 2022 BST.