Brian Jolly | Monash University (original) (raw)

Papers by Brian Jolly

Research paper thumbnail of Medical education in the millennium

Research paper thumbnail of Psychometric characteristics of simulation‐based assessment in anaesthesia and accuracy of self‐assessed scores*

Research paper thumbnail of Community pharmacy: a method of assessing quality of care

Social Science & Medicine, Jan 1, 1990

Generalisability theory is presented as a research method for assessing the quality of health adv... more Generalisability theory is presented as a research method for assessing the quality of health advice. The theory is applied to make a comprehensive assessment of primary health care advice given by community pharmacists.

Research paper thumbnail of Learning opportunities for Australian prevocational hospital doctors: exposure, perceived quality and desired methods of learning

Medical journal of …, Jan 1, 2006

Research paper thumbnail of Does observation add to the validity of the long case?

Medical Education, Jan 1, 2001

Background A London medical school ®nal MBBS examination for 155 candidates.

Research paper thumbnail of Evidence‐based education: development of an instrument to critically appraise reports of educational interventions

Medical Education, Jan 1, 1999

Research paper thumbnail of A framework for effective training for supervisors

Medical teacher, Jan 1, 2002

The purpose of this paper is to identify the key theoretical and empirical considerations that sh... more The purpose of this paper is to identify the key theoretical and empirical considerations that should underpin effective training for supervisors. Decisions about the content of training courses are complex because there is no appropriate model of supervision in medicine. This paper argues that, in the absence of an explanatory model, effective training for supervisors should be based on existing relevant understandings about learning processes and models of supervision, together with relevant empirical data. It explores some useful models of supervision, considers helpful aspects of theories about learning from experience and identifies some relevant empirical findings to identify some key theoretical and empirical considerations that should underpin effective training for supervisors. This paper offers a framework, derived from both empirical and theoretical work, to guide the content of effective supervision training courses. It does not prescribe structure or organization of training but suggests a basis for devising specific courses for response to local needs.

Research paper thumbnail of Clinical supervision of SpRs: where does it happen, when does it happen and is it effective?

Medical education, Jan 1, 2003

Research paper thumbnail of Lack of integration of medical education in Australia: the need for change

Medical journal of Australia, Jan 1, 2006

Research paper thumbnail of Predictive validity and estimated cut score of an objective structured clinical examination (OSCE) used as an assessment of clinical skills at the end of the first clinical …

Medical education, Jan 1, 2002

Background Assessment plays a key role in the learning process. The validity of any given assessm... more Background Assessment plays a key role in the learning process. The validity of any given assessment tool should ideally be established. If an assessment is to act as a guide to future teaching and learning then its predictive validity must be established.

Research paper thumbnail of What is effective supervision and how does it happen? A critical incident study

Medical education, Jan 1, 2002

Objectives To identify the key features of supervision from the perspectives of educational super... more Objectives To identify the key features of supervision from the perspectives of educational supervisors and specialist registrars.

Research paper thumbnail of Relationships between students' clinical experiences in introductory clinical courses and their performances on an objective structured clinical examination (OSCE)

… medicine: journal of …, Jan 1, 1996

PURPOSE: To elucidate the link between the quantity and quality of clinical exposure gained by fi... more PURPOSE: To elucidate the link between the quantity and quality of clinical exposure gained by first-year clinical students in hospital settings and their performance on a subsequent comprehensive assessment of clinical skills (the objective structured clinical examination, or OSCE). ...

Research paper thumbnail of Benefiting from clinical experience: the influence of learning style and clinical experience on performance in an undergraduate objective structured clinical …

Medical education, Jan 1, 2000

Objective To assess the relationship between clinical experience, learning style and performance ... more Objective To assess the relationship between clinical experience, learning style and performance in an objective structured clinical examination (OSCE) in medical students at the end of their ®rst clinical year.

Research paper thumbnail of The General Medical Council's Performance Procedures: peer review of performance in the workplace

Medical …, Jan 1, 2001

Objective This paper describes the development of the tests of competence used as part of the Gen... more Objective This paper describes the development of the tests of competence used as part of the General Medical Council's assessment of potentially seriously de®cient doctors. It is illustrated by reference to tests of knowledge and clinical and practical skills created for general practice.

Research paper thumbnail of The assessment of poorly performing doctors: the development of the assessment programmes for the General Medical Council's Performance Procedures

Research paper thumbnail of The certification and recertification of doctors: issues in the assessment of clinical competence

BMJ, Jan 1, 1994

It is a truth (almost) universally acknowledged that assessment of both postgraduate and undergra... more It is a truth (almost) universally acknowledged that assessment of both postgraduate and undergraduate medical students should be valid, reliable, and fair, but unfortunately it is rarely any of these and never all. Why? Valid means that it tests what we want it to test and ...

Research paper thumbnail of AMEE Guide No. 27: Effective educational and clinical supervision

Medical Teacher, Jan 1, 2007

Research paper thumbnail of Can students learn clinical method in general practice? A randomised crossover trial based on objective structured clinical examinations

Bmj, Jan 1, 1997

OBJECTIVE: To determine whether students acquired clinical skills as well in general practice as ... more OBJECTIVE: To determine whether students acquired clinical skills as well in general practice as in hospital and whether there was any difference in the acquisition of specific skills in the two environments. DESIGN: Randomised crossover trial. SUBJECTS AND SETTING: Annual intake of first year clinical students at one medical school. INTERVENTION: A 10 week block of general internal medicine, one half taught in general practice, the other in hospital. Students started at random in one location and crossed over after five weeks. OUTCOME MEASURES: Students' performance in two equivalent nine station objective structured clinical examinations administered at the mid and end points of the block: a direct comparison of the two groups' performance at five weeks; analysis of covariance, using their first examination scores as a covariate, to determine students' relative improvement over the second five weeks of their attachment. RESULTS: 225 students rotated through the block; all took at least one examination and 208 (92%) took both. For the first half of the year there was no significant difference in the students' acquisition of clinical skills in the two environments; later, however, students taught in general practice improved slightly more than those taught in hospital (P = 0.007). CONCLUSIONS: Students can learn clinical skills as well in general practice as in hospital; more work is needed to clarify where specific skills, knowledge, and attitudes are best learnt to allow rational planning of the undergraduate curriculum.

Research paper thumbnail of Generalisability: a key to unlock professional assessment

Medical education, Jan 1, 2002

The user has requested enhancement of the downloaded file.

Research paper thumbnail of Assessing health professionals

Medical education, Jan 1, 2002

Research paper thumbnail of Medical education in the millennium

Research paper thumbnail of Psychometric characteristics of simulation‐based assessment in anaesthesia and accuracy of self‐assessed scores*

Research paper thumbnail of Community pharmacy: a method of assessing quality of care

Social Science & Medicine, Jan 1, 1990

Generalisability theory is presented as a research method for assessing the quality of health adv... more Generalisability theory is presented as a research method for assessing the quality of health advice. The theory is applied to make a comprehensive assessment of primary health care advice given by community pharmacists.

Research paper thumbnail of Learning opportunities for Australian prevocational hospital doctors: exposure, perceived quality and desired methods of learning

Medical journal of …, Jan 1, 2006

Research paper thumbnail of Does observation add to the validity of the long case?

Medical Education, Jan 1, 2001

Background A London medical school ®nal MBBS examination for 155 candidates.

Research paper thumbnail of Evidence‐based education: development of an instrument to critically appraise reports of educational interventions

Medical Education, Jan 1, 1999

Research paper thumbnail of A framework for effective training for supervisors

Medical teacher, Jan 1, 2002

The purpose of this paper is to identify the key theoretical and empirical considerations that sh... more The purpose of this paper is to identify the key theoretical and empirical considerations that should underpin effective training for supervisors. Decisions about the content of training courses are complex because there is no appropriate model of supervision in medicine. This paper argues that, in the absence of an explanatory model, effective training for supervisors should be based on existing relevant understandings about learning processes and models of supervision, together with relevant empirical data. It explores some useful models of supervision, considers helpful aspects of theories about learning from experience and identifies some relevant empirical findings to identify some key theoretical and empirical considerations that should underpin effective training for supervisors. This paper offers a framework, derived from both empirical and theoretical work, to guide the content of effective supervision training courses. It does not prescribe structure or organization of training but suggests a basis for devising specific courses for response to local needs.

Research paper thumbnail of Clinical supervision of SpRs: where does it happen, when does it happen and is it effective?

Medical education, Jan 1, 2003

Research paper thumbnail of Lack of integration of medical education in Australia: the need for change

Medical journal of Australia, Jan 1, 2006

Research paper thumbnail of Predictive validity and estimated cut score of an objective structured clinical examination (OSCE) used as an assessment of clinical skills at the end of the first clinical …

Medical education, Jan 1, 2002

Background Assessment plays a key role in the learning process. The validity of any given assessm... more Background Assessment plays a key role in the learning process. The validity of any given assessment tool should ideally be established. If an assessment is to act as a guide to future teaching and learning then its predictive validity must be established.

Research paper thumbnail of What is effective supervision and how does it happen? A critical incident study

Medical education, Jan 1, 2002

Objectives To identify the key features of supervision from the perspectives of educational super... more Objectives To identify the key features of supervision from the perspectives of educational supervisors and specialist registrars.

Research paper thumbnail of Relationships between students' clinical experiences in introductory clinical courses and their performances on an objective structured clinical examination (OSCE)

… medicine: journal of …, Jan 1, 1996

PURPOSE: To elucidate the link between the quantity and quality of clinical exposure gained by fi... more PURPOSE: To elucidate the link between the quantity and quality of clinical exposure gained by first-year clinical students in hospital settings and their performance on a subsequent comprehensive assessment of clinical skills (the objective structured clinical examination, or OSCE). ...

Research paper thumbnail of Benefiting from clinical experience: the influence of learning style and clinical experience on performance in an undergraduate objective structured clinical …

Medical education, Jan 1, 2000

Objective To assess the relationship between clinical experience, learning style and performance ... more Objective To assess the relationship between clinical experience, learning style and performance in an objective structured clinical examination (OSCE) in medical students at the end of their ®rst clinical year.

Research paper thumbnail of The General Medical Council's Performance Procedures: peer review of performance in the workplace

Medical …, Jan 1, 2001

Objective This paper describes the development of the tests of competence used as part of the Gen... more Objective This paper describes the development of the tests of competence used as part of the General Medical Council's assessment of potentially seriously de®cient doctors. It is illustrated by reference to tests of knowledge and clinical and practical skills created for general practice.

Research paper thumbnail of The assessment of poorly performing doctors: the development of the assessment programmes for the General Medical Council's Performance Procedures

Research paper thumbnail of The certification and recertification of doctors: issues in the assessment of clinical competence

BMJ, Jan 1, 1994

It is a truth (almost) universally acknowledged that assessment of both postgraduate and undergra... more It is a truth (almost) universally acknowledged that assessment of both postgraduate and undergraduate medical students should be valid, reliable, and fair, but unfortunately it is rarely any of these and never all. Why? Valid means that it tests what we want it to test and ...

Research paper thumbnail of AMEE Guide No. 27: Effective educational and clinical supervision

Medical Teacher, Jan 1, 2007

Research paper thumbnail of Can students learn clinical method in general practice? A randomised crossover trial based on objective structured clinical examinations

Bmj, Jan 1, 1997

OBJECTIVE: To determine whether students acquired clinical skills as well in general practice as ... more OBJECTIVE: To determine whether students acquired clinical skills as well in general practice as in hospital and whether there was any difference in the acquisition of specific skills in the two environments. DESIGN: Randomised crossover trial. SUBJECTS AND SETTING: Annual intake of first year clinical students at one medical school. INTERVENTION: A 10 week block of general internal medicine, one half taught in general practice, the other in hospital. Students started at random in one location and crossed over after five weeks. OUTCOME MEASURES: Students' performance in two equivalent nine station objective structured clinical examinations administered at the mid and end points of the block: a direct comparison of the two groups' performance at five weeks; analysis of covariance, using their first examination scores as a covariate, to determine students' relative improvement over the second five weeks of their attachment. RESULTS: 225 students rotated through the block; all took at least one examination and 208 (92%) took both. For the first half of the year there was no significant difference in the students' acquisition of clinical skills in the two environments; later, however, students taught in general practice improved slightly more than those taught in hospital (P = 0.007). CONCLUSIONS: Students can learn clinical skills as well in general practice as in hospital; more work is needed to clarify where specific skills, knowledge, and attitudes are best learnt to allow rational planning of the undergraduate curriculum.

Research paper thumbnail of Generalisability: a key to unlock professional assessment

Medical education, Jan 1, 2002

The user has requested enhancement of the downloaded file.

Research paper thumbnail of Assessing health professionals

Medical education, Jan 1, 2002