| 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 | 1675 | 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 | 549 | 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 | 383 | 2002 |
| 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 | 263 | 2000 |
| 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 | 261 | 1997 |
| 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 | 249 | 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 | 227 | 2001 |
| The stress paradox: how stress can be good for learning JR Rudland, C Golding, TJ Wilkinson Medical education 54 (1), 40-45, 2020 | 182 | 2020 |
| Twelve tips for peer-assisted learning: a classic concept revisited A Wadoodi, JR Crosby Medical teacher 24 (3), 241-244, 2002 | 173 | 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 | 168 | 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 | 154 | 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 | 151 | 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 | 97 | 2020 |
| 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 | 72 | 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 |
| “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 |
| 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 | 54 | 2013 |
| Joining the dots: conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress TJ Wilkinson, MJ Tweed, TG Egan, AN Ali, JM McKenzie, ML Moore, ... BMC Medical Education 11, 1-9, 2011 | 46 | 2011 |
Wilkinson T JOtagoVerified email at otago.ac.nz
Wilkinson T JOtagoVerified email at otago.ac.nz