Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking L Varpio, R Ajjawi, LV Monrouxe, BC O'Brien, CE Rees Medical education 51 (1), 40-50, 2017 | 1181 | 2017 |
Identity, identification and medical education: why should we care? LV Monrouxe Medical education 44 (1), 40-49, 2010 | 724 | 2010 |
Academic outcomes of flipped classroom learning: a meta‐analysis KS Chen, L Monrouxe, YH Lu, CC Jenq, YJ Chang, YC Chang, PYC Chai Medical education 52 (9), 910-924, 2018 | 372 | 2018 |
Differences in medical students’ explicit discourses of professionalism: acting, representing, becoming LV Monrouxe, CE Rees, W Hu Medical education 45 (6), 585-602, 2011 | 285 | 2011 |
“Is it me or is it them?”: Factors influencing assessors’ failure to fail underperforming medical students JA Cleland, LV Knight, CE Rees, S Tracey, B CM Medical Education 42 (8), 800-809, 2008 | 215* | 2008 |
The interplay between geometry and function in the comprehension of over, under, above and below KR Coventry, M Prat-Sala, LV Richards Journal of Memory and Language 44, 376-398, 2001 | 213 | 2001 |
How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014 LV Monrouxe, L Grundy, M Mann, Z John, E Panagoulas, A Bullock, ... BMJ open 7 (1), e013656, 2017 | 198 | 2017 |
Solicited audio diaries in longitudinal narrative research: a view from inside LV Monrouxe Qualitative research 9 (1), 81-103, 2009 | 198 | 2009 |
Negotiating professional identities: dominant and contesting narratives in medical students’ longitudinal audio diaries LV Monrouxe Current Narratives 1 (1), 41-59, 2009 | 190 | 2009 |
Professionalism dilemmas, moral distress and the healthcare student: insights from two online UK-wide questionnaire studies LV Monrouxe, CE Rees, I Dennis, SE Wells BMJ open 5 (5), e007518, 2015 | 170 | 2015 |
Narrative, emotion and action: analysing ‘most memorable’professionalism dilemmas CE Rees, LV Monrouxe, LA McDonald Medical education 47 (1), 80-96, 2013 | 161 | 2013 |
“When I first came here, I thought medicine was black and white”: Making sense of medical students’ ways of knowing LV Knight, K Mattick Social Science and Medicine 63 (4), 1084, 2006 | 156 | 2006 |
Theory in medical education research: how do we get there? CE Rees, LV Monrouxe Medical education 44 (4), 334-339, 2010 | 143 | 2010 |
‘Even now it makes me angry’: health care students’ professionalism dilemma narratives LV Monrouxe, CE Rees, R Endacott, E Ternan Medical Education 48 (5), 502-517, 2014 | 142 | 2014 |
“It’s just a clash of cultures”: emotional talk within medical students’ narratives of professionalism dilemmas LV Monrouxe, CE Rees Advances in Health Sciences Education 17, 671-701, 2012 | 141 | 2012 |
The trouble with assessing students’ professional behaviors: Theoretical insights from socio-cognitive psychology CE Rees, LV Knight Academic Medicine 82 (1), 46-50, 2007 | 133 | 2007 |
Why people apply to medical school: Implications for widening participation activities J McHarg, K Mattick, LV Knight Medical Education 41 (8), 815-821, 2007 | 133 | 2007 |
Re-visioning academic medicine through a constructionist lens CE Rees, PES Crampton, LV Monrouxe Academic Medicine 95 (6), 846-850, 2020 | 124 | 2020 |
The construction of patients' involvement in hospital bedside teaching encounters LV Monrouxe, CE Rees, P Bradley Qualitative Health Research 19 (7), 918-930, 2009 | 123 | 2009 |
High quality learning: harder to achieve than we think? K Mattick, LV Knight Medical Education 41 (7), 638-644, 2007 | 119 | 2007 |