Items where authors include "Fuller, R"

Article

Hope, D, Kluth, D, Homer, M orcid.org/0000-0002-1161-5938 et al. (3 more authors) (2021) Variation in performance on common content items at UK medical schools. BMC Medical Education, 21. 323. ISSN 1472-6920

Homer, M orcid.org/0000-0002-1161-5938, Fuller, R, Hallam, J orcid.org/0000-0002-1044-0515 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 orcid.org/0000-0002-1161-5938, Fuller, R, Hallam, J orcid.org/0000-0002-1044-0515 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, M orcid.org/0000-0002-1161-5938, Fuller, R, Hallam, J orcid.org/0000-0002-1044-0515 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

Homer, MS orcid.org/0000-0002-1161-5938, 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 orcid.org/0000-0002-1161-5938, 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

Fuller, R, Homer, MS orcid.org/0000-0002-1161-5938, 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

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

Homer, MS orcid.org/0000-0002-1161-5938, 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

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

Pell, G, Homer, MS and Fuller, R (2015) Investigating disparity between global grades and checklist scores in OSCEs. Medical Teacher. 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

Pell, G, Fuller, R, Homer, M orcid.org/0000-0002-1161-5938 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

Fuller, R, Pell, G and Homer, MS orcid.org/0000-0002-1161-5938 (2013) Longitudinal interrelationships of OSCE station level analyses, quality improvement and overall reliability. Medical Teacher, 35 (6). pp. 515-517. ISSN 0142-159X

Pell, G, Fuller, R, Homer, M orcid.org/0000-0002-1161-5938 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 orcid.org/0000-0002-1161-5938 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