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Image Credit Header image: Artwork by Professor Lubaina Himid, CBE. Photo: @Denise Swanson
Rees, Allison
ORCID: 0009-0005-9255-9307, Harrison, Christopher
ORCID: 0000-0002-6008-4483 and Hooper, Helen
(2026)
Challenges, motivators and differential attainment: a qualitative study of the experiences of GP Educational Supervisors.
Education for Primary Care
.
ISSN 1473-9879
Lunn, Andrew
ORCID: 0000-0003-2884-2755, Harrison, Christopher
ORCID: 0000-0002-6008-4483 and Mclachlan, John Charles
ORCID: 0000-0001-5493-2645
(2026)
Two-point regression standard setting, improving discrimination at both ends of the grading scale in OSCEs.
Medical Teacher
.
ISSN 0142-159X
Yeates, Peter, Edwards, Rebecca Jane, Narain, Aditya, McKinley, Robert, Lefroy, Janet, McCray, Gareth, Roberts, Giles, Hammond, Ellie, McBain, Stu et al (2026) Determining the influence of video-based benchmarking (VBB) on examiner variability in objective structured clinical exams (OSCE): The Align study. Medical Teacher, 48 (9). pp. 1561-1575. ISSN 0142-159X
Harrison, Christopher
ORCID: 0000-0002-6008-4483
(2022)
Response to: Feedback to support examiners’ understanding of the standard-setting process and the performance of students: AMEE Guide No. 145.
Medical Teacher
.
ISSN 0142-159X
Harrison, Christopher
ORCID: 0000-0002-6008-4483, Könings, Karen D., Schuwirth, Lambert W. T., Wass, Valerie and van der Vleuten, Cees P. M.
(2017)
Changing the culture of assessment: the dominance of the summative assessment paradigm.
BMC Medical Education, 17
(73).
Harrison, Christopher
ORCID: 0000-0002-6008-4483, Könings, Karen D., Dannefer, Elaine F., Schuwirth, Lambert W. T., Wass, Valerie and van der Vleuten, Cees P. M
(2016)
Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures.
Perspectives on Medical Education, 5
.
pp. 276-284.
ISSN 2212-2761
Harrison, Christopher
ORCID: 0000-0002-6008-4483, Könings, Karen D., Schuwirth, Lambert, Wass, Valerie and van der Vleuten, Cees
(2014)
Barriers to the uptake and use of feedback in the context of summative assessment.
Advances in Health Sciences Education, 20
(1).
pp. 229-245.
ISSN 1382-4996