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Medical Education|July 15, 2011
Getting the questions right: non-compound questions are more reliable than compound questions on matched multi-source feedback instrumentsLucy Mackillop, Jo Parker-Swift, Jim CrossleyThe Clinical Teacher|November 17, 2011
Student doctors taking responsibilityPirashanthie Vivekananda-Schmidt, Jim Crossley, Nigel BaxMedical Education|July 29, 2005
Children and their parents assessing the doctor-patient interaction: a rating system for doctors' communication skillsJim Crossley, Christine Eiser, Helena A DaviesClinical Medicine (London, England)|December 4, 2014
Lessons learnt from a pilot of assessment for learningSiu Pan Cho, David Parry, Winnie WadeMedical Education|July 20, 2010
Should candidate scores be adjusted for interviewer stringency or leniency in the multiple mini-interview?Chris Roberts, Imogene Rothnie, Nathan Zoanetti, et al.Medical Education|April 2, 2009
Implementing the undergraduate mini-CEX: a tailored approach at Southampton UniversityFaith Hill, Kathleen Kendall, Kevin Galbraith, et al.Medical Education|October 23, 2002
Generalisability: a key to unlock professional assessmentJim Crossley, Helena Davies, Gerry Humphris, et al.BMC Medical Education|November 17, 2017
Am I getting an accurate picture: a tool to assess clinical handover in remote settings?Malcolm Moore, Chris Roberts, Jonathan Newbury, et al.Medical Education|April 1, 2006
The reliability and validity of a matrix to assess the completed reflective personal development plans of general practitionersChris Roberts, Iain Cromarty, Jim Crossley, et al.Medical Education|January 13, 2017
Peer assessment of professional behaviours in problem-based learning groupsChris Roberts, Christine Jorm, Stacey Gentilcore, et al.Pageof 7