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Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people

Medical education, 2012-01, Vol.46 (1), p.28-37

2012

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The development and evaluation of a Professional Self Identity Questionnaire to measure evolving professional self-identity in health and social care students

Medical teacher, 2009-01, Vol.31 (12), p.e603-e607

2009

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Am I getting an accurate picture: a tool to assess clinical handover in remote settings?

BMC medical education, 2017-11, Vol.17 (1), p.213-213, Article 213

2017

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Vive la difference! A recall from knowing to exploring

Medical education, 2010-10, Vol.44 (10), p.946-948

Crossley, Jim G M

2010

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Validity and truth in assessment

Medical education, 2013-12, Vol.47 (12), p.1152-1154

Crossley, Jim

2013

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Good questions, good answers: construct alignment improves the performance of workplace-based assessment scales

Medical education, 2011-06, Vol.45 (6), p.560-569

2011

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Peer assessment of professional behaviours in problem‐based learning groups

Medical education, 2017-04, Vol.51 (4), p.390-400

2017

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Implementing the undergraduate mini-CEX: a tailored approach at Southampton University

Medical education, 2009-04, Vol.43 (4), p.326-334

2009

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Should candidate scores be adjusted for interviewer stringency or leniency in the multiple mini-interview?

Medical education, 2010-07, Vol.44 (7), p.690-698

2010

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Vive la difference! A recall from knowing to exploring: commentaries

Medical education, 2010-10, Vol.44 (10), p.946-948

Crossley, Jim G M

2010

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A final clinical examination using a sequential design to improve cost-effectiveness

Medical education, 2011-07, Vol.45 (7), p.741-747

2011

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Do the supervision needs of 'clerkship students' change as they become more experienced?

Medical education, 2006-10, Vol.40 (10), p.1053-1053

Crossley, Jim

2006

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Factors affecting the utility of the multiple mini-interview in selecting candidates for graduate-entry medical school

Medical education, 2008-04, Vol.42 (4), p.396-404

2008

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An opener - and a plea for the baby still in the bathwater

Medical education, 2006-08, Vol.40 (8), p.825-825

Crossley, Jim

2006

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Assessing health professionals

Medical education, 2002-09, Vol.36 (9), p.800-804

2002

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Generalisability: a key to unlock professional assessment

Medical education, 2002-10, Vol.36 (10), p.972-978

2002

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Do assessor comments on a multi-source feedback instrument provide learner-centred feedback?

Medical education, 2013-11, Vol.47 (11), p.1080-1088

2013

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Doctors' consultations with children and their parents: a model of competencies, outcomes and confounding influences

Medical education, 2005-08, Vol.39 (8), p.807-819

2005

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'I'm pickin' up good regressions': the governance of generalisability analyses

Medical education, 2007-10, Vol.41 (10), p.926-934

2007

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Getting the questions right: non-compound questions are more reliable than compound questions on matched multi-source feedback instruments

Medical education, 2011-08, Vol.45 (8), p.843-848

2011

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Getting the questions right: non-compound questions are more reliable than compound questions on matched multi-source feedback instruments: Non-compound questions are more reliable than compound questions

Medical education, 2011-08, Vol.45 (8), p.843-848

2011

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Specialty-specific multi-source feedback: assuring validity, informing training

Medical education, 2008-10, Vol.42 (10), p.1014-1020

2008

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Assessing trainees in the workplace: results of a pilot study

Clinical medicine (London, England), 2011-02, Vol.11 (1), p.48-53

2011

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Children and their parents assessing the doctor-patient interaction: a rating system for doctors' communication skills

Medical education, 2005-08, Vol.39 (8), p.820-828

2005

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A single generic multi-source feedback tool for revalidation of all UK career-grade doctors: Does one size fit all?

Medical teacher, 2011-02, Vol.33 (2), p.e75-e83

2011

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Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people

The development and evaluation of a Professional Self Identity Questionnaire to measure evolving professional self-identity in health and social care students

Am I getting an accurate picture: a tool to assess clinical handover in remote settings?

Vive la difference! A recall from knowing to exploring

Validity and truth in assessment

Good questions, good answers: construct alignment improves the performance of workplace-based assessment scales

Peer assessment of professional behaviours in problem‐based learning groups

Implementing the undergraduate mini-CEX: a tailored approach at Southampton University

Should candidate scores be adjusted for interviewer stringency or leniency in the multiple mini-interview?

Vive la difference! A recall from knowing to exploring: commentaries

A final clinical examination using a sequential design to improve cost-effectiveness

Do the supervision needs of 'clerkship students' change as they become more experienced?

Factors affecting the utility of the multiple mini-interview in selecting candidates for graduate-entry medical school

An opener - and a plea for the baby still in the bathwater

Assessing health professionals

Generalisability: a key to unlock professional assessment

Do assessor comments on a multi-source feedback instrument provide learner-centred feedback?

Doctors' consultations with children and their parents: a model of competencies, outcomes and confounding influences

'I'm pickin' up good regressions': the governance of generalisability analyses

Getting the questions right: non-compound questions are more reliable than compound questions on matched multi-source feedback instruments

Getting the questions right: non-compound questions are more reliable than compound questions on matched multi-source feedback instruments: Non-compound questions are more reliable than compound questions

Specialty-specific multi-source feedback: assuring validity, informing training

Assessing trainees in the workplace: results of a pilot study

Children and their parents assessing the doctor-patient interaction: a rating system for doctors' communication skills

A single generic multi-source feedback tool for revalidation of all UK career-grade doctors: Does one size fit all?

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