Trudie E Roberts

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In this article, we outline criteria for good assessment that include: (1) validity or coherence, (2) reproducibility or consistency, (3) equivalence, (4) feasibility, (5) educational effect, (6) catalytic effect, and (7) acceptability. Many of the criteria have been described before and we continue to support their importance here. However, we place(More)
OBJECTIVES This paper reports relevant findings of a pilot interprofessional education (IPE) project in the Schools of Medicine and Healthcare Studies at the University of Leeds. The purpose of the paper is to make a contribution towards answering 2 questions of fundamental importance to the development of IPE. Is there a demonstrable value to learning(More)
CONTEXT AND OBJECTIVES Good clinical teaching is central to medical education but there is concern about maintaining this in contemporary, pressured health care environments. This paper aims to demonstrate that good clinical practice is at the heart of good clinical teaching. METHODS Seven roles are used as a framework for analysing good clinical(More)
OBJECTIVE To evaluate the feasibility and effectiveness of shared learning of clinical skills for medical and nursing students at the University of Manchester. DESIGN Medical and nursing students learned clinical skills in either uniprofessional or multiprofessional groups. These groups rotated through skills stations taught by multiprofessional(More)
OBJECTIVES Doctors make many transitions whilst they are training and throughout their ensuing careers. Despite studies showing that transitions in other high-risk professions such as aviation have been linked to increased risk in the form of adverse outcomes, the effects of changes on doctors' performance and consequent implications for patient safety have(More)
BACKGROUND Internationally, there are increasing numbers of women entering medicine. Although all countries have different health care systems and social contexts, all still show horizontal (women concentrated in certain areas of work) and vertical (women under represented at higher levels of the professions) segregation. There is much discussion and(More)
OBJECTIVE To evaluate the training and practice of specialist practitioners in musculoskeletal ultrasonography (MUS) with the aim of developing an expert-derived consensus of educational standards for rheumatologists performing MUS. METHODS A panel of worldwide experts in MUS was identified by literature review, consultation with members of training(More)
CONTEXT Although there are increasing numbers of studies of outcomes of high-fidelity patient simulators, few contrast their instruction with that provided by equivalent low-fidelity, inexpensive simulators. Further, examination of decays in learning and application (transfer) to real patient problems is rare. In this study, we compared the effects of(More)
With an increasing use of criterion-based assessment techniques in both undergraduate and postgraduate healthcare programmes, there is a consequent need to ensure the quality and rigour of these assessments. The obvious question for those responsible for delivering assessment is how is this 'quality' measured, and what mechanisms might there be that allow(More)
CONTEXT Medical schools in the UK set their own graduating examinations and pass marks. In a previous study we examined the equivalence of passing standards using the Angoff standard-setting method. To address the limitation this imposed on that work, we undertook further research using a standard-setting method specifically designed for objective(More)