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All Outputs (25)

Evaluating the complementary roles of an SJT and academic assessment for entry into clinical practice (2017)
Journal Article
Cousans, F., Patterson, F., Edwards, H., Walker, K., McLachlan, J. C., & Good, D. (2017). Evaluating the complementary roles of an SJT and academic assessment for entry into clinical practice. Advances in Health Sciences Education, 22(2), 401-413. https://doi.org/10.1007/s10459-017-9755-4

Although there is extensive evidence confirming the predictive validity of situational judgement tests (SJTs) in medical education, there remains a shortage of evidence for their predictive validity for performance of postgraduate trainees in their f... Read More about Evaluating the complementary roles of an SJT and academic assessment for entry into clinical practice.

Learning in underserved UK areas: A novel approach (2015)
Journal Article
Crampton, P., Hetherington, J., McLachlan, J., & Illing, J. (2016). Learning in underserved UK areas: A novel approach. Clinical Teacher, 13(2), 102-106. https://doi.org/10.1111/tct.12385

Background There is an insufficient number of medical students intending to pursue general practitioner (GP) careers. The undergraduate curriculum has traditionally prioritised teaching in large hospital settings despite most National Health Service... Read More about Learning in underserved UK areas: A novel approach.

A study to investigate the effectiveness of SimMan® as an adjunct in teaching preclinical skills to medical students (2014)
Journal Article
Swamy, M., Sawdon, M., Chaytor, A., Barbaro-Brown, J., & McLachlan, J. (2014). A study to investigate the effectiveness of SimMan® as an adjunct in teaching preclinical skills to medical students. BMC Medical Education, 14, https://doi.org/10.1186/1472-6920-14-231

Background: Following the GMC’s report on Tomorrow’s Doctors, greater emphasis has been placed on training in clinical skills, and the integration of clinical and basic sciences within the curriculum to promote the development of effective doctors. T... Read More about A study to investigate the effectiveness of SimMan® as an adjunct in teaching preclinical skills to medical students.

Annual Review of Competence Progression (ARCP) performance of doctors who passed Professional and Linguistic Assessments Board (PLAB) tests compared with UK medical graduates: national data linkage study (2014)
Journal Article
Tiffin, P., Illing, J., Kasim, A., & McLachlan, J. (2014). Annual Review of Competence Progression (ARCP) performance of doctors who passed Professional and Linguistic Assessments Board (PLAB) tests compared with UK medical graduates: national data linkage study. eBMJ (London), 348, https://doi.org/10.1136/bmj.g2622

Objective To determine whether use of the Professional and Linguistic Assessments Board (PLAB) examination system used to grant registration for international medical graduates results in equivalent postgraduate medical performance, as evaluated at A... Read More about Annual Review of Competence Progression (ARCP) performance of doctors who passed Professional and Linguistic Assessments Board (PLAB) tests compared with UK medical graduates: national data linkage study.

Comparison of the sensitivity of the UKCAT and A levels to sociodemographic characteristics: a national study (2014)
Journal Article
Tiffin, P., McLachlan, J., Webster, L., & Nicholson, S. (2014). Comparison of the sensitivity of the UKCAT and A levels to sociodemographic characteristics: a national study. BMC Medical Education, 14, Article 7. https://doi.org/10.1186/1472-6920-14-7

Background: The UK Clinical Aptitude Test (UKCAT) was introduced to facilitate widening participation in medical and dental education in the UK by providing universities with a continuous variable to aid selection; one that might be less sensitive to... Read More about Comparison of the sensitivity of the UKCAT and A levels to sociodemographic characteristics: a national study.

The Clinical Conscientiousness Index: a valid tool for exploring professionalism in the clinical undergraduate setting (2012)
Journal Article
Kelly, M., O'Flynn, S., McLachlan, J., & Sawdon, M. (2012). The Clinical Conscientiousness Index: a valid tool for exploring professionalism in the clinical undergraduate setting. Academic Medicine, 87(9), 1218-1224. https://doi.org/10.1097/acm.0b013e3182628499

Purpose: The need to develop effective tools to measure professionalism continues to challenge medical educators; thus, as a follow-up to a recent examination of the “Conscientiousness Index” (CI, a novel measure of one facet of professionalism) in o... Read More about The Clinical Conscientiousness Index: a valid tool for exploring professionalism in the clinical undergraduate setting.

Do students learn to be more conscientious at medical school? (2012)
Journal Article
Chaytor, A., Spence, J., Armstrong, A., & McLachlan, J. (2012). Do students learn to be more conscientious at medical school?. BMC Medical Education, 12, Article 54. https://doi.org/10.1186/1472-6920-12-54

Background Professionalism in medical students is not only difficult to define but difficult to teach and measure. As negative behaviour in medical students is associated with post-graduate disciplinary action it would be useful to have a model where... Read More about Do students learn to be more conscientious at medical school?.

Widening access to UK medical education for under-represented socioeconomic groups: Modelling the impact of the UKCAT in the 2009 cohort (2012)
Journal Article
Tiffin, P., Dowell, J., & McLachlan, J. (2012). Widening access to UK medical education for under-represented socioeconomic groups: Modelling the impact of the UKCAT in the 2009 cohort. eBMJ (London), Article e1805. https://doi.org/10.1136/bmj.e1805

Objective: To determine whether the use of the UK clinical aptitude test (UKCAT) in the medical schools admissions process reduces the relative disadvantage encountered by certain sociodemographic groups. Design: Prospective cohort study. Setting: Ap... Read More about Widening access to UK medical education for under-represented socioeconomic groups: Modelling the impact of the UKCAT in the 2009 cohort.

Evaluating professionalism in medical undergraduates using selected response questions: findings from an item response modelling study (2011)
Journal Article
Tiffin, P., Finn, G., & McLachlan, J. (2011). Evaluating professionalism in medical undergraduates using selected response questions: findings from an item response modelling study. BMC Medical Education, 11, Article 43. https://doi.org/10.1186/1472-6920-11-43

Background: Professionalism is a difficult construct to define in medical students but aspects of this concept may be important in predicting the risk of postgraduate misconduct. For this reason attempts are being made to evaluate medical students' p... Read More about Evaluating professionalism in medical undergraduates using selected response questions: findings from an item response modelling study.

The impact of wearing scrubs on contextual learning (2010)
Journal Article
Finn, G., Patten, D., & McLachlan, J. (2010). The impact of wearing scrubs on contextual learning. Medical Teacher, 32(5), 381-384. https://doi.org/10.3109/01421590903437196

Background: Godden and Baddeley (1975) suggested strong contextual influence on recall, suggesting learning in an educational context might not transfer well to practice. Aim: To explore the impact of an authentic context (wearing hospital scrubs) on... Read More about The impact of wearing scrubs on contextual learning.

A Qualitative Study of Student Responses to Body Painting (2010)
Journal Article
Finn, G. M., & McLachlan, J. C. (2010). A Qualitative Study of Student Responses to Body Painting. Anatomical Sciences Education, 3(1), 33-38. https://doi.org/10.1002/ase.119

One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 2007-2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structur... Read More about A Qualitative Study of Student Responses to Body Painting.

Peer estimation of lack of professionalism correlates with low Conscientiousness Index scores (2009)
Journal Article
Finn, G. M., Sawdon, M. A., Clipsham, L., & McLachlan, J. C. (2009). Peer estimation of lack of professionalism correlates with low Conscientiousness Index scores. Medical Education, 43(10), 960-967. https://doi.org/10.1111/j.1365-2923.2009.03453.x

Context Measures of professionalism in undergraduate medical students are generally subjective in nature, and based on limited observations of behaviours in observed settings. We have previously described an objective scalar measure of conscientiousn... Read More about Peer estimation of lack of professionalism correlates with low Conscientiousness Index scores.

The Conscientiousness Index: A Novel Tool to Explore Students’ Professionalism (2009)
Journal Article
McLachlan, J. C., Finn, G. M., & Macnaughton, J. (2009). The Conscientiousness Index: A Novel Tool to Explore Students’ Professionalism. Academic Medicine, 84(5), 559-565. https://doi.org/10.1097/acm.0b013e31819fb7ff

Purpose: Measuring professional behavior is problematic not least because the concept of professionalism is difficult to define. The authors describe a measurement tool that does not rely on qualitative judgments from respondents but, nonetheless, cl... Read More about The Conscientiousness Index: A Novel Tool to Explore Students’ Professionalism.

Anatomy teaching: ghosts of the past, present and future (2006)
Journal Article
McLachlan, J., & Patten, D. (2006). Anatomy teaching: ghosts of the past, present and future. Medical Education, 40(3), 243-253. https://doi.org/10.1111/j.1365-2929.2006.02401.x

'Ghost of the Future,' he exclaimed, 'I fear you more than any spectre I have seen. But as I know your purpose is to do me good, and as I hope to live to be another man from what I was, I am prepared to bear you company, and do it with a thankful hea... Read More about Anatomy teaching: ghosts of the past, present and future.

'Over my dead body?': the influence of demographics on students' willingness to participate in peer physical examination (2005)
Journal Article
Rees, C., Bradley, P., Collett, T., & McLachlan, J. (2005). 'Over my dead body?': the influence of demographics on students' willingness to participate in peer physical examination. Medical Teacher, 27(7), 599-605. https://doi.org/10.1080/01421590500237671

This study aims to explore quantitatively and qualitatively students' attitudes towards peer physical examination (PPE) and the influence of demographics on students' willingness to participate in PPE. A total of 296 first-year medical students from... Read More about 'Over my dead body?': the influence of demographics on students' willingness to participate in peer physical examination.

Assessment of progress tests (2005)
Journal Article
McHarg, J., Bradley, P., Chamberlain, S., Ricketts, C., Searle, J., & McLachlan, J. (2005). Assessment of progress tests. Medical Education, 39(2), 221-227. https://doi.org/10.1111/j.1365-2929.2004.02060.x

Background Progress testing is a form of longitudinal examination which, in principle, samples at regular intervals from the complete domain of knowledge considered a requirement for medical students on completion of the undergraduate programme. Over... Read More about Assessment of progress tests.

Teaching anatomy without cadavers (2004)
Journal Article
McLachlan, J., Bligh, J., Bradley, P., & Searle, J. (2004). Teaching anatomy without cadavers. Medical Education, 38(4), 418-424. https://doi.org/10.1046/j.1365-2923.2004.01795.x

Background: Anatomy learning is generally seen as essential to medicine, and exposure to cadavers is generally seen as essential to anatomy learning around the world. Few voices dissenting from these propositions can be identified. Aims: This paper a... Read More about Teaching anatomy without cadavers.

The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners (2002)
Journal Article
Simpson, J., Furnace, J., Crosby, J., Cumming, A., Evans, P., Friedman, B., …MacPherson, S. (2002). The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners. Medical Teacher, 24(2), 136-143. https://doi.org/10.1080/01421590220120713

This paper describes a set of learning outcomes that clearly define the abilities of medical graduates from any of the five Scottish medical schools. The outcomes are divided into 12 domains that fit into one of three essential elements for the compe... Read More about The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners.