Journal Articles

• 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>
• Hyde C, Yardley S, Lefroy J, Gay S, McKinley RK. 2020. Clinical assessors' working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice. Adv Health Sci Educ Theory Pract, 845-875, vol. 25(4). link> doi> full text>
• Stephenson C, Yeates P, Lefroy J. 2020. Comparing the influence of ‘describing findings to the examiner’ or ‘examining as in usual practice’ on the students’ performance and assessors’ judgements during physical examination skills assessment. MedEdPublish, Article 10.15694/mep.2020.000018.1, vol. 9(1). doi> link> full text>
• Lefroy J, Yardley S, Kinston R, Gay S, McBain S, McKinley R. 2017. Qualitative research using realist evaluation to explain preparedness for doctors' memorable 'firsts'. Med Educ, 1037-1048, vol. 51(10). link> doi> full text>
• Gray D, Cozar O, Lefroy J. 2017. Medical students' perceptions of bedside teaching. Clin Teach, 205-210, vol. 14(3). link> doi> full text>
• Lefroy J, Roberts N, Molyneux A, Bartlett M, Gay S, McKinley R. 2017. Utility of an app-based system to improve feedback following workplace-based assessment. Int J Med Educ, 207-216, vol. 8. link> doi> full text>
• Lefroy JE, Hawarden A, Gay SP, McKinley RK. 2017. Does formal workplace based assessment add value to informal feedback?. MedEdPublish. doi> full text>
• Lefroy JE, Watling C, Teunissen PW, Brand P. 2015. Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspectives on Medical Education, 1-16. doi> full text>
• Lefroy J and Yardley S. 2015. Embracing complexity theory can clarify best practice frameworks for simulation education. Med Educ, 344-346, vol. 49(4). link> doi> full text>
• Lefroy J, Hawarden A, Gay SP, McKinley RK, Cleland J. 2015. Grades in formative workplace-based assessment: a study of what works for whom and why. Med Educ, 307-320, vol. 49(3). link> doi> full text>
• Lefroy JE. 2015. Learning the difficult tasks of caring for dying children. Perspectives on medical education. doi> full text>
• Lefroy J, Thomas A, Harrison C, Williams S, O'Mahony F, Gay S, Kinston R, McKinley RK. 2014. Development and face validation of strategies for improving consultation skills. Adv Health Sci Educ Theory Pract, 661-685, vol. 19(5). link> doi> full text>
• Yardley S, Hookey C, Lefroy J. 2013. Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry. Educ Prim Care, 436-443, vol. 24(6). link> doi>
• Yardley S, Irvine AW, Lefroy J. 2013. Minding the gap between communication skills simulation and authentic experience. Med Educ, 495-510, vol. 47(5). link> doi> full text>
• Lefroy J and McKinley RK. 2011. Skilled communication: comments further to 'Creativity in clinical communication: from communication skills to skilled communication'. Med Educ, 958, vol. 45(9). link> doi> full text>
• Lefroy JE, Gay SP, Gibson S, Williams S, McKinley RK. 2011. Development and validation of an instrument to assess and improve clinical consultation skills. IJOCS, 115-125, vol. 2(5). full text>
• Lefroy J, Brosnan C, Creavin S. 2011. Some like it hot: medical student views on choosing the emotional level of a simulation. Med Educ, 354-361, vol. 45(4). link> doi> full text>
• Lefroy JE. 2008. Should I ask my patient with cancer to teach students?. The Clinical Teacher, 138-142, vol. 5(3). full text>
• Lefroy JE, Swai S, Hoopman R, van Hell L. 1995. How effective is community health education in preventing worm infestation?. Trop Doct, 194, vol. 25(4). link> doi>
• Yardley S, Kinston R, Lefroy J, Gay S, McKinley RK. 2020. 'What do we do, doctor?' Transitions of identity and responsibility: a narrative analysis. Adv Health Sci Educ Theory Pract, 825-843, vol. 25(4). link> doi> full text>