Biography

In 2014 I graduated from the University of Salford gaining a BSc (Hons) in Psychology, I then went on to complete an MSc in Health Psychology at the University of Westminster in 2015. I completed my PhD in 2019, my thesis was a qualitative study which explored how older adults self-manage distress. I am now a post-doctoral researcher working at Keele Medical School and I am also studying for a PG Certificate in Teaching in Higher Education.

Research and scholarship

I work on an NIHR funded body of research which is investigating the use of video in observation based assessments. I was also awarded a small grant from ASME to lead a study exploring patients’ perceptions of medical students’ communication skills. Overall, my research interests include: assessment, patient involvement and qualitative methodology.

Teaching

I help to teach on the Masters in Medical Education ran by Keele Medical School. I also have experience facilitating Qualitative research seminars to undergraduate Medical Students and of being a Problem Based Learning (PBL) tutor. I currently supervise one MSc student.

Further information

Within the Medical School I am the Public Involvement co-ordinator, a member of the Medical Education Research Group (MERG) committee, sit on the School-Student Project Ethics Committee (S-SPEC), organise and jointly facilitate an assessment focused journal club and help with the selection of students. Within the wider university, I am a member of the Social Science group within the School of Primary, Community amd Social Care, and I am an active member of Keele University’s Qualitative Research Forum. I am also a member of the Association for the Study of Medical Education.

I provide peer-review for journals including: Perspectives on Medical Education, BMC Family Practice and Health Expectations.

Selected Publications

  • Yeates P, McCray G, Moult A, Cope N, Fuller R, McKinley R. 2022. Determining the influence of different linking patterns on the stability of students' score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA). BMC Med Educ, 41, vol. 22(1). link> doi> full text>
  • Yeates P, Moult A, Cope N, McCray G, Fuller R, McKinley R. 2022. Determining influence, interaction and causality of contrast and sequence effects in objective structured clinical exams. Med Educ, 292-302, vol. 56(3). link> doi> full text>
  • Moult A, McKinley RK, Yeates P. 2021. Understanding patient involvement in judging students' communication skills in OSCEs. Med Teach, 1070-1078, vol. 43(9). link> doi> full text>
  • Yeates P, Moult A, Cope N, McCray G, Xilas E, Lovelock T, Vaughan N, Daw D, Fuller R, McKinley RKB. 2021. Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE). Acad Med. link> doi> full text>
  • Yeates P, Moult A, Lefroy J, Walsh-House J, Clews L, McKinley R, Fuller R. 2020. Understanding and developing procedures for video-based assessment in medical education. Med Teach, 1250-1260, vol. 42(11). link> doi> full text>

Full Publications Listshow

Journal Articles

  • Yeates P, McCray G, Moult A, Cope N, Fuller R, McKinley R. 2022. Determining the influence of different linking patterns on the stability of students' score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA). BMC Med Educ, 41, vol. 22(1). link> doi> full text>
  • Yeates P, Moult A, Cope N, McCray G, Fuller R, McKinley R. 2022. Determining influence, interaction and causality of contrast and sequence effects in objective structured clinical exams. Med Educ, 292-302, vol. 56(3). link> doi> full text>
  • Moult A, McKinley RK, Yeates P. 2021. Understanding patient involvement in judging students' communication skills in OSCEs. Med Teach, 1070-1078, vol. 43(9). link> doi> full text>
  • Yeates P, Moult A, Cope N, McCray G, Xilas E, Lovelock T, Vaughan N, Daw D, Fuller R, McKinley RKB. 2021. Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE). Acad Med. link> doi> full text>
  • Yeates P, Moult A, Lefroy J, Walsh-House J, Clews L, McKinley R, Fuller R. 2020. Understanding and developing procedures for video-based assessment in medical education. Med Teach, 1250-1260, vol. 42(11). link> doi> full text>
  • Moult A, Kingstone T, Chew-Graham CA. 2020. How do older adults understand and manage distress? A qualitative study. BMC Fam Pract, 77, vol. 21(1). link> doi> full text>
  • Moult A and Yeates P. 2019. Perils, pitfalls and potential for the use of reporting guidelines in experimental research in medical education. Perspect Med Educ, 207-208, vol. 8(4). link> doi> full text>
  • Moult A, Burroughs H, Kingstone T, Chew-Graham CA. 2018. How older adults self-manage distress - does the internet have a role? A qualitative study. BMC Fam Pract, 185, vol. 19(1). link> doi> full text>

School of Medicine
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Keele University
Staffordshire
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