Biography

I’m a consultant in acute and respiratory medicine and a researcher focused on assessment variability within medical education. My research uses varied methods, including social constructivist grounded theory, cognitive experimentation, interventional trials and psychometric analysis.

I qualified from Newcastle University medical school in 2001 and have been involved in medical education since 2005. I studied for a PhD through the University of Manchester between 2009 and 2012. My doctoral research contributed to the beginnings of the field of “assessor cognition”, which studies the origins of judgemental variability in assessment within medical education. In particular that work focused on the influence of “contrast effects” on assessment judgements.

Post-doctorally I was awarded an NIHR matched clinical lectureship in medical education at the University of Manchester in 2013, and then moved to the School of Medicine at Keele University in September 2015.I was awarded an NIHR Clinician Scientist Award in 2018.

Research and scholarship

My NIHR research focuses on developing, testing and implementing a complex intervention called VESCA (Video-based Examiner Score Comparison and Adjustment) to enhance the standardisation of OSCE examiner judgements. This intervention aims to make it possible to compare and dependably adjust for the influence of fully nested cohorts of examiners within OSCEs, and as a result aims to enhance the quality of distributed or national exams.

I’m currently supervising Becky Edwards in her doctoral research which investigates how video-based benchmarking interventions may assist examiners’ judgements in medical education. Other current research interests include educational analytics and the potential to use a combination of computer vision techniques and machine learning to automate judgements on consultation skills. I recently led a commissioned research project on behalf of the Medical Schools Council Assessment Alliance (MSCAA) which investigated the potential origins of variability in individual and group judgements in standard setting in medical education.

I’m currently secretary for the Medical School Education Research Group (MERG) at Keele and academic lead for student evaluation. I lead the Introduction to Medical Education Research (IMER) module of Keele’s masters in medical education. I am an undergraduate personal development tutor, and OSCE examiner, and an external examiner for University of Exeter Medical School. Clinically I work one and half days a week as an acute care physician with an interest in respiratory medicine.

Selected Publications

  • Yeates P, Cope N, Hawarden A, Bradshaw H, McCray G, Homer M. 2019. Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs. Med Educ, 250-263, vol. 53(3). 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>
  • 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>
  • Gingerich A and Yeates P. 2019. The mental workload of conducting research in assessor cognition. Perspect Med Educ, 315-316, vol. 8(6). 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. Perspectives on Medical Education, 207-208, vol. 8(4). link> doi> link> full text>

Full Publications Listshow

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>
  • 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>
  • Gingerich A and Yeates P. 2019. The mental workload of conducting research in assessor cognition. Perspect Med Educ, 315-316, vol. 8(6). 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. Perspectives on Medical Education, 207-208, vol. 8(4). link> doi> link> full text>
  • Yeates P, Cope N, Luksaite E, Hassell A, Dikomitis L. 2019. Exploring differences in individual and group judgements in standard setting. Medical Education. doi> link> full text>
  • Yeates P, Cope N, Hawarden A, Bradshaw H, McCray G, Homer M. 2019. Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs. Med Educ, 250-263, vol. 53(3). link> doi> full text>
  • Gingerich A, Schokking E, Yeates P. 2018. Comparatively salient: examining the influence of preceding performances on assessors' focus and interpretations in written assessment comments. Adv Health Sci Educ Theory Pract, 937-959, vol. 23(5). link> doi> full text>
  • Cleaton N, Yeates P, McCray G. 2018. Exploring the relationship between examiners' memories for performances, domain separation and score variability. Med Teach, 1159-1165, vol. 40(11). link> doi> full text>
  • Yeates P, Woolf K, Benbow E, Davies B, Boohan M, Eva K. 2017. A randomised trial of the influence of racial stereotype bias on examiners' scores, feedback and recollections in undergraduate clinical exams. BMC Med, 179, vol. 15(1). link> doi> full text>
  • Yeates P and Sebok-Syer SS. 2017. Hawks, Doves and Rasch decisions: Understanding the influence of different cycles of an OSCE on students' scores using Many Facet Rasch Modeling. Med Teach, 92-99, vol. 39(1). link> doi> full text>
  • Yeates P, Cardell J, Byrne G, Eva KW. 2015. Relatively speaking: contrast effects influence assessors' scores and narrative feedback. Med Educ, 909-919, vol. 49(9). link> doi>
  • Yeates P, Moreau M, Eva K. 2015. Are Examiners' Judgments in OSCE-Style Assessments Influenced by Contrast Effects?. Acad Med, 975-980, vol. 90(7). link> doi>
  • Gingerich A, Kogan J, Yeates P, Govaerts M, Holmboe E. 2014. Seeing the 'black box' differently: assessor cognition from three research perspectives. Med Educ, 1055-1068, vol. 48(11). link> doi>
  • Yeates P, O'Neill P, Mann K, W Eva K. 2013. 'You're certainly relatively competent': assessor bias due to recent experiences. Med Educ, 910-922, vol. 47(9). link> doi>
  • Yeates P, O'Neill P, Mann K, Eva KW. 2012. Effect of exposure to good vs poor medical trainee performance on attending physician ratings of subsequent performances. JAMA, 2226-2232, vol. 308(21). link> doi>
  • Yeates P, O'Neill P, Mann K, Eva K. 2013. Seeing the same thing differently: mechanisms that contribute to assessor differences in directly-observed performance assessments. Adv Health Sci Educ Theory Pract, 325-341, vol. 18(3). link> doi>
  • Yeates P, O'Neill P, Mann K. 2011. Examining the box's contents. Med Educ, 970-972, vol. 45(10). link> doi>
  • Yeates PJA, Stewart J, Barton JR. 2008. What can we expect of clinical teachers? Establishing consensus on applicable skills, attitudes and practices. Med Educ, 134-142, vol. 42(2). link> doi>
  • Yeates PJ and Thomas SH. 2000. Effectiveness of delayed activated charcoal administration in simulated paracetamol (acetaminophen) overdose. Br J Clin Pharmacol, 11-14, vol. 49(1). link> doi>
  • Yeates P, Moult A, Cope N, Mccray G, Cilas E, Lovelock T, Vaughan N, Daw D, Fuller R, McKinley R. Measuring the impact of examiner variability in a multiple-circuit Objective Structured Clinical Exam (OSCE). Academic Medicine. full text>

Other

  • Yeates P, O'Neill P, Mann K, Byrne G, Eva K. 2014. Bias in assessing trainees' clinical competence: the influence of assessors' recent experiences of other performances on present assessment scores. LANCET (p. 113, vol. 383). link>