| Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education J Lefroy, C Watling, PW Teunissen, P Brand Perspectives on medical education 4, 284-299, 2015 | 375 | 2015 |
| Minding the gap between communication skills simulation and authentic experience S Yardley, A W Irvine, J Lefroy Medical education 47 (5), 495-510, 2013 | 52 | 2013 |
| Grades in formative workplace‐based assessment: a study of what works for whom and why J Lefroy, A Hawarden, SP Gay, RK McKinley, J Cleland Medical education 49 (3), 307-320, 2015 | 50 | 2015 |
| Qualitative research using realist evaluation to explain preparedness for doctors’ memorable ‘firsts’ J Lefroy, S Yardley, R Kinston, S Gay, S McBain, R McKinley Medical Education 51 (10), 1037-1048, 2017 | 49 | 2017 |
| ‘What do we do, doctor?’ Transitions of identity and responsibility: a narrative analysis S Yardley, R Kinston, J Lefroy, S Gay, RK McKinley Advances in Health Sciences Education 25, 825-843, 2020 | 46 | 2020 |
| Development and face validation of strategies for improving consultation skills J Lefroy, A Thomas, C Harrison, S Williams, F O’Mahony, S Gay, ... Advances in Health Sciences Education 19, 661-685, 2014 | 45 | 2014 |
| Medical students' perceptions of bedside teaching D Gray, O Cozar, J Lefroy The Clinical Teacher 14 (3), 205-210, 2017 | 34 | 2017 |
| Some like it hot: medical student views on choosing the emotional level of a simulation J Lefroy, C Brosnan, S Creavin Medical education 45 (4), 354-361, 2011 | 28 | 2011 |
| Utility of an app-based system to improve feedback following workplace-based assessment J Lefroy, N Roberts, A Molyneux, M Bartlett, S Gay, R McKinley International Journal of Medical Education 8, 207, 2017 | 27 | 2017 |
| Understanding and developing procedures for video-based assessment in medical education P Yeates, A Moult, J Lefroy, J Walsh-House, L Clews, R McKinley, ... Medical Teacher 42 (11), 1250-1260, 2020 | 25 | 2020 |
| Embracing complexity theory can clarify best practice frameworks for simulation education J Lefroy, S Yardley Medical Education, 2015 | 17 | 2015 |
| Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspect Med Educ. 2015; 4 (6): 284–99 J Lefroy, C Watling, PW Teunissen, P Brand | 17 | |
| Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry S Yardley, C Hookey, J Lefroy Education for Primary Care 24 (6), 436-443, 2013 | 14 | 2013 |
| Can learning from workplace feedback be enhanced by reflective writing? A realist evaluation in UK undergraduate medical education J Lefroy, B Walters, A Molyneux, S Smithson Education for Primary Care 32 (6), 326-335, 2021 | 13 | 2021 |
| Improving uptake of Fracture Prevention drug treatments: a protocol for Development of a consultation intervention (iFraP-D) Z Paskins, L Bullock, F Crawford-Manning, E Cottrell, J Fleming, ... BMJ open 11 (8), e048811, 2021 | 13 | 2021 |
| Does formal workplace based assessment add value to informal feedback? J Lefroy, A Hawarden, S Gay, R McKinley MedEdPublish 6, 2017 | 11 | 2017 |
| Should I ask my patient with cancer to teach students? J Lefroy The Clinical Teacher 5 (3), 138-142, 2008 | 11 | 2008 |
| Skilled communication: comments further to'Creativity in clinical communication: from communication skills to skilled communication'. J Lefroy, RK McKinley Medical education 45 (9), 2011 | 8 | 2011 |
| How do medical students’ experiences inform their opinions of general practice and its potential as a future career choice? T Robinson, J Lefroy Education for Primary Care 33 (3), 156-164, 2022 | 7 | 2022 |
| Clinical assessors’ working conceptualisations of undergraduate consultation skills: a framework analysis of how assessors make expert judgements in practice C Hyde, S Yardley, J Lefroy, S Gay, RK McKinley Advances in Health Sciences Education 25, 845-875, 2020 | 6 | 2020 |
