| AMEE Guide No 20: The good teacher is more than a lecturer-the twelve roles of the teacher RMHJ Crosby Medical teacher 22 (4), 334-347, 2000 | 1728 | 2000 |
| AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes RM Harden, JR Crosby, MH Davis, M. Friedman Medical teacher 21 (6), 546-552, 1999 | 530 | 1999 |
| The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners JG Simpson, J Furnace, J Crosby, AD Cumming, PA Evans, MFB David, ... Medical teacher 24 (2), 136-143, 2002 | 400 | 2002 |
| The new Dundee medical curriculum: a whole that is greater than the sum of the parts RM Harden, MH Davis, JR Crosby Medical education 31 (4), 264-271, 1997 | 269 | 1997 |
| Task‐based learning: the answer to integration and problem‐based learning in the clinical years Harden, Crosby, Howie, Struthers Medical education 34 (5), 391-397, 2000 | 266 | 2000 |
| What do master surgeons think of surgical competence and revalidation? A Cuschieri, N Francis, J Crosby, GB Hanna The American journal of surgery 182 (2), 110-116, 2001 | 250 | 2001 |
| Are “tomorrow's doctors” honest? Questionnaire study exploring medical students' attitudes and reported behaviour on academic misconduct SC Rennie, JR Crosby Bmj 322 (7281), 274-275, 2001 | 228 | 2001 |
| The stress paradox: how stress can be good for learning JR Rudland, C Golding, TJ Wilkinson Medical education 54 (1), 40-45, 2020 | 202 | 2020 |
| Twelve tips for peer-assisted learning: a classic concept revisited A Wadoodi, JR Crosby Medical teacher 24 (3), 241-244, 2002 | 175 | 2002 |
| Characteristics of doctors and nurses as perceived by students entering medical school: implications for shared teaching JR Rudland, GJ Mires Medical education 39 (5), 448-455, 2005 | 169 | 2005 |
| Differences in medical students’ attitudes to academic misconduct and reported behaviour across the years—a questionnaire study SC Rennie, JR Rudland Journal of medical ethics 29 (2), 97-102, 2003 | 160 | 2003 |
| Students' perceptions of whistle blowing: implications for self‐regulation. A questionnaire and focus group survey SC Rennie, JR Crosby Medical education 36 (2), 173-179, 2002 | 154 | 2002 |
| Challenging feedback myths: values, learner involvement and promoting effects beyond the immediate task E Molloy, R Ajjawi, M Bearman, C Noble, J Rudland, A Ryan Medical education 54 (1), 33-39, 2020 | 109 | 2020 |
| Oxford textbook of medical education K Walsh Oxford University Press, 2013 | 96 | 2013 |
| Comparison of UMAT scores and GPA in prediction of performance in medical school: a national study P Poole, B Shulruf, J Rudland, T Wilkinson Medical education 46 (2), 163-171, 2012 | 95 | 2012 |
| Learning in small groups J Crosby Medical Teacher 18 (3), 189-202, 1996 | 75 | 1996 |
| How well do selection tools predict performance later in a medical programme? B Shulruf, P Poole, GY Wang, J Rudland, T Wilkinson Advances in Health Sciences Education 17, 615-626, 2012 | 60 | 2012 |
| The determination of the relevance of basic sciences learning objectives to clinical practice using a questionnaire survey JR Rudland, SC Rennie Medical education 37 (11), 962-965, 2003 | 56 | 2003 |
| A student‐centred feedback model for educators J Rudland, T Wilkinson, A Wearn, P Nicol, T Tunny, C Owen, M O’Keefe The Clinical Teacher 10 (2), 99-102, 2013 | 55 | 2013 |
| “You can do it late at night or in the morning. You can do it at home, I did it with my flatmate.” The educational impact of an OSCE J Rudland, T Wilkinson, K Smith-Han, M Thompson-Fawcett Medical teacher 30 (2), 206-211, 2008 | 55 | 2008 |
Wilkinson T JOtago在 otago.ac.nz 的电子邮件经过验证
Wilkinson T JOtago在 otago.ac.nz 的电子邮件经过验证