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Jane Ferns, Natasha Hawkins, Alexandra Little & Mohammad Hamiduzzaman. (2022) The escape room experience: Exploring new ways to deliver interprofessional education. Innovations in Education and Teaching International 0:0, pages 1-12.
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Maria Clarke, Rachel Rowlands, Sarah Morecroft, Samira Begum, Jennifer Evans, Abigail Ford, Jordan Morgan, Isobel Prior & Caitlin Slater. (2022) Adapting student practice placements in response to COVID-19: ‘Get there together’ a digital stories project for people living with dementia. World Federation of Occupational Therapists Bulletin 78:1, pages 21-28.
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Nicole Megan Edwards & Elizabeth A. Steed. (2021) Building capacity from within: a pilot peer coaching project in an early childhood program. Journal of Early Childhood Teacher Education 42:3, pages 318-344.
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Jaideep S. Talwalkar, Kali D. Cyrus & Auguste H. Fortin. (2020) Twelve tips for running an effective session with standardized patients. Medical Teacher 42:6, pages 622-627.
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Jaideep S. Talwalkar, Tanya D. Murtha, Stephanie Prozora, Auguste H. Fortin$suffix/text()$suffix/text(), Laura J. Morrison & Matthew S. Ellman. (2020) Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors. Teaching and Learning in Medicine 32:3, pages 294-307.
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Bhavani Sridharan & David Boud. (2019) The effects of peer judgements on teamwork and self-assessment ability in collaborative group work. Assessment & Evaluation in Higher Education 44:6, pages 894-909.
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Claire B. Lee, Lorenzo Madrazo, Usman Khan, Tharshika Thangarasa, Meghan McConnell & Karima Khamisa. (2018) A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience. Medical Education Online 23:1.
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Constance Tucker, Beth Choby, Andrew Moore, Robert Scott Parker$suffix/text()$suffix/text(), Benjamin R. Zambetti, Sarah Naids, Jillian Scott, Jennifer Loome, Sierra Gaffney, Anna T. Cianciolo, Leslie A. Hoffman, Jaden R. Kohn, Patricia S. O'Sullivan & Robert L. Trowbridge. (2017) Teachers as Learners: Developing Professionalism Feedback Skills via Observed Structured Teaching Encounters. Teaching and Learning in Medicine 29:4, pages 373-377.
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Sherwyn P. Morreale, Joseph M. Valenzano & Janessa A. Bauer. (2017) Why communication education is important: a third study on the centrality of the discipline’s content and pedagogy. Communication Education 66:4, pages 402-422.
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Carolyn Oliver, Elizabeth Jones, Allyson Rayner, Jay Penner & Ally Jamieson. (2017) Teaching social work students to speak up. Social Work Education 36:6, pages 702-714.
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Rishad Khan, Michael W. C. Payne & Saad Chahine. (2017) Peer assessment in the objective structured clinical examination: A scoping review. Medical Teacher 39:7, pages 745-756.
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Annette Burgess, Christie van Diggele & Craig Mellis. (2015) Students as facilitators in a teacher training program: motivation for leadership roles. Advances in Medical Education and Practice 6, pages 615-620.
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Nicole Barnes & Anna Gillis. (2015) Assessment360: A Promising Assessment Technique for Preservice Teacher Education. The Teacher Educator 50:4, pages 288-304.
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Pamela M. Basehore, Sherry C. Pomerantz & Matthew Gentile. (2014) Reliability and benefits of medical student peers in rating complex clinical skills. Medical Teacher 36:5, pages 409-414.
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John R. Ingram, Elizabeth J. Anderson & Lesley Pugsley. (2013) Difficulty giving feedback on underperformance undermines the educational value of multi-source feedback. Medical Teacher 35:10, pages 838-846.
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Annette Burgess, Tyler Clark, Renata Chapman & Craig Mellis. (2013) Senior medical students as peer examiners in an OSCE. Medical Teacher 35:1, pages 58-62.
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Tadhg-Iarla Curran, Judy Scopes, Karena Hanley, Claire Collins & Fíona Coffey. (2023) Trainees’ perceptions of course quality in postgraduate General Practice training in Ireland. Irish Journal of Medical Science (1971 -) 192:6, pages 2861-2879.
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Johannes Driessen & Russell Hearn. (2023) Development of hidden curriculum skills in a COVID‐19 vaccination centre. The Clinical Teacher.
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Amy McKay, John McCall & Alison M. Cairns. (2022) Peer assessment: Development and delivery of the OSCE. European Journal of Dental Education 27:2, pages 234-239.
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Olivia Calisi, Steven King, Daniel J Berger, Munima Nasir & Sarah Nickolich. (2023) Comparing the Perceptions of Reciprocal- and Near-Peer Objective Structured Clinical Examinations (OSCEs) in Medical Students. Cureus.
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Fitzgerald Anazor. (2022) Ipsative Assessment and Peer Feedback in an Orthopaedic Junior Doctor Teaching Programme: A Project Plan and Narrative Review of the Literature. Cureus.
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Kalie Chamberlain. 2022. Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching. Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching
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Abigail C. Hielscher & Stephen Everse. (2022) Virtual peer teaching in the gross anatomy lab: a format of peer teaching and learning during the COVID-19 pandemic. MedEdPublish 12, pages 48.
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Ann Mary Varghese & Sandra Zijlstra‐Shaw. (2021) Teaching to learn: Using peer‐assisted learning to complement the undergraduate dental curriculum. European Journal of Dental Education 25:4, pages 762-767.
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Hui-Chen Lin, Gwo-Jen Hwang, Shao-Chen Chang & Yaw-Don Hsu. (2021) Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education 173, pages 104266.
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Catherine Nguoi Chui Lam & Hadina Habil. (2021) Bibliometric Analysis of Research on Peer Feedback in Teaching and Learning. Pertanika Journal of Social Sciences and Humanities 29:3.
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Rhian Deslandes & Louise Hughes. (2021) Peer marking of OSCEs within a UK pharmacy undergraduate programme - student views. Pharmacy Education 21, pages 73-82.
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Alice Tzeng, Bethany Bruno, Jessica Cooperrider, Perry B. Dinardo, Rachael Baird, Carol Swetlik, Brittany N. Goldstein, Radhika Rastogi, Alicia J. Roth, Timothy D. Gilligan & Julie M. Rish. (2021) A Structured Peer Assessment Method with Regular Reinforcement Promotes Longitudinal Self-Perceived Development of Medical Students’ Feedback Skills. Medical Science Educator 31:2, pages 655-663.
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Annette Burgess, Christie van Diggele, Chris Roberts & Craig Mellis. (2020) Team-based learning: design, facilitation and participation. BMC Medical Education 20:S2.
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Supriya D. Mishra, Catherine B. Rebitch & Ikseon Choi. (2020) Exploring student perceptions and attitude towards various aspects of peer feedback in a pharmacotherapy course. Currents in Pharmacy Teaching and Learning 12:6, pages 701-708.
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Rishad Khan, Saad Chahine, Steven Macaluso, Ricardo Viana, Caitlin Cassidy, Thomas Miller, Debra Bartley & Michael Payne. (2020) Impressions on Reliability and Students’ Perceptions of Learning in a Peer-Based OSCE. Medical Science Educator 30:1, pages 429-437.
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D. Taylor & S. Quick. (2020) Students' perceptions of a near-peer Objective Structured Clinical Examination (OSCE) in medical imaging. Radiography 26:1, pages 42-48.
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Montserrat Solà-Pola, Victòria Morin-Fraile, Núria Fabrellas-Padrés, Marta Raurell-Torreda, Lourdes Guanter-Peris, Eva Guix-Comellas & Anna M. Pulpón-Segura. (2020) The usefulness and acceptance of the OSCE in nursing schools. Nurse Education in Practice 43, pages 102736.
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Sarah Lerchenfeldt & Marty Eng. (2019) A Survey of Health Sciences Faculty Practices and Attitudes Regarding the Peer Feedback Component of Team-Based Learning. Medical Science Educator 29:4, pages 1211-1219.
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Elizabeth Andrews, David N. Dickter, Sorrel Stielstra, Gary Pape & Sheree J. Aston. (2019) Comparison of Dental Students' Perceived Value of Faculty vs. Peer Feedback on Non‐Technical Clinical Competency Assessments. Journal of Dental Education 83:5, pages 536-545.
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Simone Alvarez & Jobst‐Hendrik Schultz. (2018) Professional and Personal Competency Development in Near‐peer Tutors of Gross Anatomy: A Longitudinal Mixed‐methods Study. Anatomical Sciences Education 12:2, pages 129-137.
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