Publications
277 results found
Sadideen H, Hamaoui K, Saadeddin M, et al., 2012, Simulators and the simulation environment: Getting the balance right in simulation-based surgical education, INTERNATIONAL JOURNAL OF SURGERY, Vol: 10, Pages: 458-462, ISSN: 1743-9191
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- Citations: 47
Tang JJ, Maroothynaden J, Kneebone R, et al., 2012, The use of innovations in medical education: A workshop to maximise effectiveness, MEDICAL TEACHER, Vol: 34, Pages: 998-999, ISSN: 0142-159X
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- Citations: 2
Arora S, Miskovic D, Hull L, et al., 2011, Self vs expert assessment of technical and non-technical skills in high fidelity simulation, AMERICAN JOURNAL OF SURGERY, Vol: 202, Pages: 500-506, ISSN: 0002-9610
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- Citations: 100
Nestel D, Tabak D, Tierney T, et al., 2011, Key challenges in simulated patient programs: An international comparative case study, BMC MEDICAL EDUCATION, Vol: 11, ISSN: 1472-6920
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- Citations: 28
Joshi L, Shanmuganathan VA, Kneebone RL, et al., 2011, Performance in the Duke-Elder ophthalmology undergraduate prize examination and future careers in ophthalmology., Eye (Lond), Vol: 25, Pages: 1027-1033
AIMS: Cognitive factors (eg, academic achievement) have had a significant role in selecting postgraduate surgical trainees in the past. This project sought to determine the role of a national undergraduate ophthalmology prize examination (Duke-Elder examination) in the selection of postgraduate ophthalmology trainees. This would also serve as a quality assurance exercise for the assessment, in which the ultimate aim is to encourage trainees into ophthalmology. METHODS: A retrospective analysis of the top 20 ranked candidates in the Duke-Elder examination from 1989 to 2005 (except 1995) was carried out to determine which of them subsequently entered the ophthalmic training and General Medical Council Specialist Registers. RESULTS: Out of the top 20 candidates in the exam, 29.5% went into specialist training in ophthalmology. Some appeared in the top 20 more than once, with 56% of them going into ophthalmic training, but they had a similar median time to enter training as those who appeared in the top 20 once. There was no significant evidence to suggest that the overall median ranking scores between the UK medical schools differed (P=0.23; Kruskal-Wallis test). However, there was a marked difference in frequency of top 20 candidates from each medical school, which could not be explained by the size of the medical school alone. CONCLUSION: It is difficult to conclude from these findings the importance that the Duke-Elder examination has in the selection of trainees into ophthalmology. The role of cognitive factors in selection into postgraduate medical/surgical training is discussed, along with the potential academic criteria, which may influence interview scores.
Kassab E, Tun JK, Arora S, et al., 2011, "Blowing up the Barriers" in Surgical Training: Exploring and Validating the Concept of Distributed Simulation, Ann Surg
Arora S, Aggarwal R, Sirimanna P, et al., 2011, Mental Practice Enhances Surgical Technical Skills: A Randomized Controlled Study, OBSTETRICAL & GYNECOLOGICAL SURVEY, Vol: 66, Pages: 336-338, ISSN: 0029-7828
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- Citations: 2
Cope A, Bezemer J, Kress G, et al., 2011, "One cannot learn to play the piano by attending concerts" - factors affecting level of participation in the operating theatre for post graduate surgical trainees, International Surgical Congress of the Association-of-Surgeons-of-Great-Britain-and-Ireland, Publisher: WILEY-BLACKWELL, Pages: 24-24, ISSN: 0007-1323
Cope A, Bezemer J, Kress G, et al., 2011, Work-place based teaching - the operating theatre, International Surgical Congress of the Association-of-Surgeons-of-Great-Britain-and-Ireland, Publisher: WILEY-BLACKWELL, Pages: 24-24, ISSN: 0007-1323
Wetzel CM, George A, Hanna GB, et al., 2011, Stress Management Training for Surgeons-A Randomized, Controlled, Intervention Study, ANNALS OF SURGERY, Vol: 253, Pages: 488-494, ISSN: 0003-4932
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- Citations: 80
Arora S, Lamb B, Undre S, et al., 2011, Framework for incorporating simulation into urology training, BJU INTERNATIONAL, Vol: 107, Pages: 806-810, ISSN: 1464-4096
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- Citations: 36
Tun JK, Kneebone R, 2011, Bridging worlds: applying the science of motor learning to clinical education, MEDICAL EDUCATION, Vol: 45, Pages: 111-114, ISSN: 0308-0110
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- Citations: 8
Hull L, Arora S, Kassab E, et al., 2011, Observational Teamwork Assessment for Surgery: Content Validation and Tool Refinement, JOURNAL OF THE AMERICAN COLLEGE OF SURGEONS, Vol: 212, Pages: 234-243, ISSN: 1072-7515
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- Citations: 138
Arora S, Aggarwal R, Moran A, et al., 2011, Mental Practice: Effective Stress Management Training for Novice Surgeons, JOURNAL OF THE AMERICAN COLLEGE OF SURGEONS, Vol: 212, Pages: 225-233, ISSN: 1072-7515
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- Citations: 85
Arora S, Aggarwal R, Sirimanna P, et al., 2011, Mental Practice Enhances Surgical Technical Skills <i>A Randomized Controlled Study</i>, ANNALS OF SURGERY, Vol: 253, Pages: 265-270, ISSN: 0003-4932
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- Citations: 161
Hull L, Arora S, Kassab E, et al., 2011, Assessment of stress and teamwork in the operating room: an exploratory study, AMERICAN JOURNAL OF SURGERY, Vol: 201, Pages: 24-30, ISSN: 0002-9610
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- Citations: 56
Low-Beer N, Kinnison T, Baillie S, et al., 2011, Hidden practice revealed: using task analysis and novel simulator design to evaluate the teaching of digital rectal examination, AMERICAN JOURNAL OF SURGERY, Vol: 201, Pages: 46-53, ISSN: 0002-9610
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- Citations: 20
Bezemer J, Murtagh GM, Cope A, et al., 2011, 'Scissors please': The practical accomplishment of surgical work in the operating theatre, Symbolic Interaction, Vol: 34, Pages: 398-414
Nestel D, Kneebone R, Nolan C, et al., 2011, Formative assessment of procedural skills: students' responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument, ASSESSMENT & EVALUATION IN HIGHER EDUCATION, Vol: 36, Pages: 171-183, ISSN: 0260-2938
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- Citations: 5
Amin Z, Boulet JR, Cook DA, et al., 2011, Technology-enabled assessment of health professions education: consensus statement and recommendations from the Ottawa 2010 Conference., Med Teach, Vol: 33, Pages: 364-369
The uptake of information and communication technologies (ICTs) in health professions education can have far-reaching consequences on assessment. The medical education community still needs to develop a deeper understanding of how technology can underpin and extend assessment practices. This article was developed by the 2010 Ottawa Conference Consensus Group on technology-enabled assessment to guide practitioners and researchers working in this area. This article highlights the changing nature of ICTs in assessment, the importance of aligning technology-enabled assessment with local context and needs, the need for better evidence to support use of technologies in health profession education assessment, and a number of challenges, particularly validity threats, that need to be addressed while incorporating technology in assessment. Our recommendations are intended for all practitioners across health professional education. Recommendations include adhering to principles of good assessment, the need for developing coherent institutional policy, using technologies to broaden the competencies to be assessed, linking patient-outcome data to assessment of practitioner performance, and capitalizing on technologies for the management of the entire life-cycle of assessment.
Verma A, Bhatt H, Booton P, et al., 2011, The Ventriloscope® as an innovative tool for assessing clinical examination skills: Appraisal of a novel method of simulating auscultatory findings, MEDICAL TEACHER, Vol: 33, Pages: E388-E396, ISSN: 0142-159X
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- Citations: 8
Kneebone R, 2011, The art, science and simulation of performance., International Symposium on Performance Science
Mastoridis S, Shanmugarajah K, Kneebone R, 2011, Undergraduate education in trauma medicine: The students' verdict on current teaching, MEDICAL TEACHER, Vol: 33, Pages: 585-587, ISSN: 0142-159X
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- Citations: 16
Arora S, Sevdalis N, Aggarwal R, et al., 2010, Stress impairs psychomotor performance in novice laparoscopic surgeons, SURGICAL ENDOSCOPY AND OTHER INTERVENTIONAL TECHNIQUES, Vol: 24, Pages: 2588-2593, ISSN: 0930-2794
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- Citations: 105
Kneebone R, 2010, Simulation, safety and surgery, QUALITY & SAFETY IN HEALTH CARE, Vol: 19, Pages: I47-I52, ISSN: 1475-3898
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- Citations: 47
Nestel D, Kneebone R, Barnet A, et al., 2010, Evaluation of a clinical communication programme for perioperative and surgical care practitioners, QUALITY & SAFETY IN HEALTH CARE, Vol: 19, ISSN: 1475-3898
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- Citations: 5
Arora S, Tierney T, Sevdalis N, et al., 2010, The Imperial Stress Assessment Tool (ISAT): A Feasible, Reliable and Valid Approach to Measuring Stress in the Operating Room, WORLD JOURNAL OF SURGERY, Vol: 34, Pages: 1756-1763, ISSN: 0364-2313
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- Citations: 78
Hull L, Kassab E, Arora S, et al., 2010, Increasing the Realism of a Laparoscopic Box Trainer: A Simple, Inexpensive Method, JOURNAL OF LAPAROENDOSCOPIC & ADVANCED SURGICAL TECHNIQUES, Vol: 20, Pages: 559-562, ISSN: 1092-6429
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- Citations: 5
Nestel D, Kneebone R, 2010, Perspective: Authentic Patient Perspectives in Simulations for Procedural and Surgical Skills, ACADEMIC MEDICINE, Vol: 85, Pages: 889-893, ISSN: 1040-2446
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- Citations: 34
Black SA, Nestel DF, Kneebone RL, et al., 2010, Assessment of surgical competence at carotid endarterectomy under local anaesthesia in a simulated operating theatre, BRITISH JOURNAL OF SURGERY, Vol: 97, Pages: 511-516, ISSN: 0007-1323
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- Citations: 53
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