|
2018-05-19
|
A qualitative synthesis of video feedback in higher education
published
| article-journal
doi:10.1080/13562517.2018.1471457
|
|
2018
|
The service/teaching tension: a window into the soul of a hospital
published
| article-journal
doi:10.1111/medu.13527
|
|
2016-05-05
|
Undertaking and reporting qualitative research
published
| article-journal
doi:10.1111/tct.12552
|
|
2017-04-20
|
Balancing health care education and patient care in the UK workplace: a realist synthesis
published
| article-journal
| CC-BY-NC
doi:10.1111/medu.13290
|
|
2018-02-02
|
Examining the nature and effects of feedback dialogue
published
| article-journal
doi:10.1080/02602938.2018.1434128
|
|
2019-07-15
|
Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context
published
| article-journal
doi:10.1080/02602938.2019.1639613
|
|
2019-08-08
|
Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/03075079.2019.1637842
|
|
2019
|
Identifying Feedback That Has Impact
published
| chapter
doi:10.1007/978-3-030-25112-3_2
|
|
2019
|
Improving Feedback Research in Naturalistic Settings
published
| chapter
doi:10.1007/978-3-030-25112-3_14
|
|
2019
|
Designing Feedback for Impact
published
| chapter
doi:10.1007/978-3-030-25112-3_15
|
|
2019
|
Why Focus on Feedback Impact?
published
| chapter
doi:10.1007/978-3-030-25112-3_1
|
|
2018-12-13
|
Surfacing tensions through making explicit our evaluative judgements of research
published
| article-journal
doi:10.1111/medu.13777
|
|
2019-09-01
|
Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task
published
| article-journal
doi:10.1111/medu.13802
|
|
2020-03-14
|
Using video‐reflexive ethnography to understand complexity and change practice
published
| article-journal
doi:10.1111/medu.14156
|
|
2020-08-11
|
The Applicability of Generalizability and Bias to Health Professions Education's Research
published
| article-journal
doi:10.1111/medu.14348
|
|
2021-03-02
|
Feedback that works: a realist review of feedback interventions for written tasks
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/03075079.2021.1894115
|
|
2021-08-26
|
An empirical study of student action from ipsative design of feedback processes
published
| article-journal
doi:10.1080/02602938.2021.1968338
|
|
2021-08-31
|
Re-imagining Exams: Workshop Slides
published
| article
| CC-BY
doi:10.6084/m9.figshare.16543845
|
|
2021-08-31
|
Re-imagining exams: Workshop materials
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.16543863.v1
|
|
2021-08-31
|
Re-imagining Exams: Workshop Slides
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.16543845.v1
|
|
2021-09-15
|
Re-imagining exams: Workshop materials [Plain text]
published
| article
| v2
| CC-BY
doi:10.6084/m9.figshare.16543863.v2
|
|
2022-02-21
|
Navigating feedback practices across learning contexts: implications for feedback literacy
published
| article-journal
doi:10.1080/02602938.2022.2041544
|
|
2022-05-28
|
How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis
published
| article-journal
| CC-BY
doi:10.1080/02602938.2022.2077910
|
|
2022-06-20
|
Designing the digital in authentic assessment: is it fit for purpose?
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/02602938.2022.2089627
|
|
2022-08-12
|
<i>Life-on-campus</i> or <i>my-time-and-screen</i>: identity and agency in online postgraduate courses
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/13562517.2022.2109014
|
|
2022-05-04
|
Designing assessment in a digital world: an organising framework
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/02602938.2022.2069674
|
|
2022-12-08
|
Moving Forward
published
| chapter
| CC-BY-NC-ND
doi:10.4324/9781003293101-25
|
|
2022-12-15
|
"Attending lectures in your pyjamas": student agency in constrained circumstances
published
| article-journal
| CC-BY
doi:10.1007/s10734-022-00976-9
|
|
2017
|
Developing a national dental education research strategy: priorities, barriers and enablers
published
| article-journal
doi:10.1136/bmjopen-2016-013129
|
|
2019
|
Attending to Emotion in Feedback
published
| chapter
doi:10.1007/978-3-030-25112-3_6
|
|
2019-10-14
|
Performing standards: a critical perspective on the contemporary use of standards in assessment
published
| article-journal
doi:10.1080/13562517.2019.1678579
|
|
2019-12-23
|
Approaching culture in medical education: Three perspectives
published
| article-journal
doi:10.1111/medu.14037
|
|
2018-10-21
|
When I say … feedback
published
| article-journal
doi:10.1111/medu.13746
|
|
2020-06-29
|
Assessing work-integrated learning programs: a guide to effective assessment design
published
| article
| CC-BY
doi:10.6084/m9.figshare.12580736
|
|
2021-02-25
|
Belonging as situated practice
published
| article-journal
doi:10.1080/03075079.2021.1894118
|
|
2021-07-13
|
Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure
published
| article-journal
doi:10.1080/13562517.2021.1952569
|
|
2021-08-31
|
Five ways to develop inclusive assessment in higher education
published
| article
| CC-BY
doi:10.6084/m9.figshare.16543794
|
|
2021-08-31
|
Five ways to develop inclusive assessment in higher education
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.16543794.v1
|
|
2021-08-31
|
Inclusive Assessment Design Framework
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.16543761.v1
|
|
2021-09-15
|
Inclusive Assessment Design Framework [Plain text]
published
| article
| v2
| CC-BY
doi:10.6084/m9.figshare.16543761.v2
|
|
2022-01-17
|
Promoting inclusivity in health professions education publishing
published
| article-journal
doi:10.1111/medu.14724
|
|
2022-06-15
|
Assessment for inclusion: rethinking contemporary strategies in assessment design
published
| article-journal
| CC-BY
doi:10.1080/07294360.2022.2057451
|
|
2021-11-21
|
Emotion as Reflexive Practice: A new discourse for feedback practice and research
published
| article-journal
doi:10.1111/medu.14700
|
|
2022-11-10
|
Student partners as co-contributors in research: a collective autoethnographic account
published
| article-journal
doi:10.1080/07294360.2022.2139359
|
|
2022-12-08
|
Introduction
published
| chapter
| CC-BY-NC-ND
doi:10.4324/9781003293101-1
|
|
2022-12-14
|
Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback
published
| article-journal
doi:10.1080/02602938.2022.2155610
|
|
2020-08-27
|
Harmony or dissonance? The affordances of palliative care learning for emerging professional identity
published
| article-journal
| CC-BY
doi:10.1007/s40037-020-00608-x
|
|
2023-07-02
|
Striving to thrive or striving to survive: Professional identity constructions of medical trainees in clinical assessment activities
published
| article-journal
| CC-BY-NC-ND
doi:10.1111/medu.15152
|
|
2023-11-21
|
Deakin University's teaching and assessment approaches pre- and post-COVID 19: A review
published
| article
| CC-BY
doi:10.6084/m9.figshare.24562786
|
|
2016-08-26
|
Feedback and the educational alliance: examining credibility judgements and their consequences
published
| article-journal
doi:10.1111/medu.13063
|
|
2019
|
Beware the Simple Impact Measure: Learning from the Parallels with Student Engagement
published
| chapter
doi:10.1007/978-3-030-25112-3_3
|
|
2019-10-09
|
Persisting students' explanations of and emotional responses to academic failure
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/07294360.2019.1664999
|
|
2019-12-13
|
How Do Students Adapt in Response to Academic Failure?
published
| article-journal
| CC-BY
doi:10.5204/ssj.v10i3.1403
|
|
2019-08-22
|
Enriching medical trainees' learning through practice: a video reflexive ethnography study protocol
published
| article-journal
doi:10.1136/bmjopen-2019-031577
|
|
2020-02-13
|
Ethnography, methodology: striving for clarity
published
| article-journal
doi:10.1111/medu.14129
|
|
2020-07-29
|
Assessing work-integrated learning programs: a guide to effective assessment design
published
| article
| CC-BY
doi:10.6084/m9.figshare.12580736.v1
|
|
2021
|
The problem with solutions
published
| editorial
doi:10.1111/medu.14413
|
|
2021-04-29
|
Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys
published
| article-journal
doi:10.1080/03075079.2021.1916909
|
|
2021-08-31
|
Inclusive Assessment Design Framework
published
| article
| CC-BY
doi:10.6084/m9.figshare.16543761
|
|
2021-08-31
|
Re-imagining exams: Workshop materials
published
| article
| CC-BY
doi:10.6084/m9.figshare.16543863
|
|
2021-09-15
|
Five ways to develop inclusive assessment in higher education [Plain text]
published
| article
| v2
| CC-BY
doi:10.6084/m9.figshare.16543794.v2
|
|
2021-12-10
|
How do students experience inclusive assessment? A critical review of contemporary literature
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/13603116.2021.2011441
|
|
2022-06-07
|
Designing assessment for inclusion: an exploration of diverse students' assessment experiences
published
| article-journal
| CC-BY
doi:10.1080/02602938.2022.2082373
|
|
2022-07-19
|
The influence of psychological safety on feedback conversations in general practice training
published
| article-journal
doi:10.1111/medu.14881
|
|
2022-10-01
|
Goal co-construction and dialogue in an internal medicine longitudinal coaching program
published
| article-journal
doi:10.1111/medu.14942
|
|
2022-12-08
|
Assessment for Inclusion in Higher Education
published
| book
| CC-BY-NC-ND
doi:10.4324/9781003293101
|
|
2022-12-08
|
Promoting Equity and Social Justice through Assessment for Inclusion
published
| chapter
| CC-BY-NC-ND
doi:10.4324/9781003293101-3
|
|
2022-12-14
|
Intersections of space with wellbeing and learning: awakening space research
published
| article-journal
doi:10.1111/medu.15007
|
|
2023-03-06
|
The power of stories: supporting professional identity transitions through longitudinal coaching
published
| article-journal
doi:10.1111/medu.15078
|
|
2023-05-04
|
Meaning making about performance: A comparison of two specialty feedback cultures
published
| article-journal
doi:10.1111/medu.15118
|
|
2024-03-04
|
Researching lived experience in health professional education
published
| article-journal
doi:10.1111/medu.15361
|
|
2023-03-17
|
Changing representations of student achievement: The need for innovation
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/14703297.2023.2192513
|
|
2017-03-23
|
Exploring the tensions of being and becoming a medical educator
published
| article-journal
| v1
doi:10.60692/f3jx4-bfq08
|
|
2023-05-09
|
Conceptualising responsibility and hostility within work-integrated learning placements for students with disabilities
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/09687599.2023.2209276
|
|
2023-11-14
|
The politics of student belonging: identity and purpose
published
| article-journal
| CC-BY
doi:10.1080/13562517.2023.2280261
|
|
2025-01-21
|
How to Approach Qualitative Observational Research in Workplace Learning
published
| article-journal
| CC-BY-NC
doi:10.1111/tct.70005
|
|
2023-09-07
|
Topologies of belonging in the digital university
published
| article-journal
| CC-BY
doi:10.1080/14681366.2023.2256342
|
|
2025-03-31
|
Three advanced feedback strategies for intensive care medicine supervisors
published
| article
| CC-BY
doi:10.6084/m9.figshare.28665443
|
|
2025-03-31
|
Five simple feedback strategies for intensive care medicine supervisors
published
| article
| CC-BY
doi:10.6084/m9.figshare.28665431
|
|
2025-03-31
|
Three advanced feedback strategies for surgical supervisors
published
| article
| CC-BY
doi:10.6084/m9.figshare.28665455
|
|
2025-03-31
|
Five simple feedback strategies for surgical supervisors
published
| article
| CC-BY
doi:10.6084/m9.figshare.28665395
|
|
2025-04-29
|
Enhancing Workplace Learning: A Video Reflexive Ethnography Study
published
| article-journal
| CC-BY-NC-ND
doi:10.1111/tct.70096
|
|
2018-07-24
|
What really matters for successful research environments? A realist synthesis
published
| article-journal
| CC-BY-NC-ND
doi:10.1111/medu.13643
|
|
2024-04-27
|
Unravelling epistemic injustice in medical education: The case of the underperforming learner
published
| article-journal
doi:10.1111/medu.15410
|
|
2024-05-31
|
Work-integrated learning for students with disabilities: time for meaningful change
published
| article-journal
doi:10.1080/07294360.2024.2354242
|
|
2017-03-23
|
Exploring the tensions of being and becoming a medical educator
published
| article-journal
| v1
doi:10.60692/4d4a1-wc331
|
|
2023-09-21
|
Belonging as flickering and in flux in academic work: a collective biography
published
| article-journal
| CC-BY
doi:10.1080/09518398.2023.2258095
|
|
2024-04-10
|
Developing evaluative judgement for a time of generative artificial intelligence
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/02602938.2024.2335321
|
|
2024-07-08
|
Feedback, learning and becoming: Narratives of feedback in complex performance challenges
published
| article-journal
doi:10.1111/medu.15469
|
|
2025-02-11
|
The house of cards: equity-group students' experiences of structural inequity in higher education
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/07294360.2025.2456819
|
|
2025-03-31
|
Five feedback strategies for intensive care medicine trainees
published
| article
| CC-BY
doi:10.6084/m9.figshare.28646486
|
|
2025-03-31
|
Five feedback strategies for surgical trainees
published
| article
| CC-BY
doi:10.6084/m9.figshare.28646588
|
|
2025-03-31
|
Five feedback strategies for surgical trainees
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.28646588.v1
|
|
2025-03-31
|
Three advanced feedback strategies for surgical supervisors
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.28665455.v1
|
|
2023-05-22
|
Learning to work with the black box: Pedagogy for a world with artificial intelligence
published
| article-journal
| CC-BY-NC-ND
doi:10.1111/bjet.13337
|
|
2023-11-21
|
Deakin University's teaching and assessment approaches pre- and post-COVID 19: A review
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.24562786.v1
|
|
2024-04-20
|
When I say … artificial intelligence
published
| article-journal
doi:10.1111/medu.15408
|
|
2024-05-04
|
The guideline multiple: beyond the dilemma of either relationships or standards
published
| article-journal
doi:10.1111/medu.15419
|
|
2023-10-19
|
From authentic assessment to authenticity in assessment: broadening perspectives
published
| article-journal
| CC-BY-NC-ND
doi:10.1080/02602938.2023.2271193
|
|
2018-02-16
|
The influence of postgraduate qualifications on educational identity formation of healthcare professionals
published
| article-journal
| v1
doi:10.60692/k9qmy-chy88
|
|
2018-02-16
|
The influence of postgraduate qualifications on educational identity formation of healthcare professionals
published
| article-journal
| v1
doi:10.60692/63v7z-ttp76
|
|
2024-10-16
|
Considerations of equity, diversity and inclusion in peer reviews conducted for Medical Education
published
| article-journal
| CC-BY-NC-ND
doi:10.1111/medu.15560
|
|
2025-01-21
|
The Possibilities of Observational Research in Workplace Learning: The Case of Video‐Reflexive Ethnography
published
| article-journal
| CC-BY-NC
doi:10.1111/tct.70010
|
|
2025-03-10
|
Artificial intelligence and gender equity: An integrated approach for health professional education
published
| article-journal
doi:10.1111/medu.15657
|
|
2025-03-31
|
Five feedback strategies for intensive care medicine trainees
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.28646486.v1
|
|
2025-03-31
|
Five simple feedback strategies for intensive care medicine supervisors
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.28665431.v1
|
|
2025-03-31
|
Three advanced feedback strategies for intensive care medicine supervisors
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.28665443.v1
|
|
2025-03-31
|
Five simple feedback strategies for surgical supervisors
published
| article
| v1
| CC-BY
doi:10.6084/m9.figshare.28665395.v1
|
|
2025-05-20
|
Pick me, pick me: Proposed indicators for collaboration in medical education research
published
| article-journal
doi:10.1111/medu.15691
|