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D-Index & Metrics

Social Sciences and Humanities

D-Index
38
Citations
7244
World Ranking
5889
National Ranking
968

Overview

David Newble is affiliated with the University of Sheffield in the United Kingdom. Their academic career is connected primarily to this institution, where they are engaged in research activities.

No specific recent papers, co-authors, or publication venues have been recorded in the available data. Likewise, no book publications or defined main fields or subfields of study are listed.

Given the absence of detailed records regarding research topics, publications, or awards, the profile focuses on the verified affiliation with the University of Sheffield, indicating a professional involvement in higher education and research within that university environment.

Best Publications

  • Learning styles and approaches: implications for medical education.

    D. I. Newble;N. J. Entwistle

  • The effect of assessments and examinations on the learning of medical students.

    D. I. Newble;Kerry Jaeger

  • Techniques for measuring clinical competence: objective structured clinical examinations.

    David Newble

  • The approaches to learning of students in a traditional and in an innovative problem‐based medical school

    D. I. Newble;R. M. Clarke

  • Psychometric characteristics of the objective structured clinical examination.

    D. I. Newble;D. B. Swanson

  • The parallel rural community curriculum: an integrated clinical curriculum based in rural general practice.

    Paul Worley;Chris Silagy;David Prideaux;David Newble

  • International handbook of research in medical education

    Geoff R. Norman;Cees P. M. van der Vleuten;David I. Newble;Diana H. J. M. Dolmans

  • A handbook for teachers in universities & colleges : a guide to improving teaching methods

    David Newble;Robert Cannon

  • Strategic planning in medical education: enhancing the learning environment for students in clinical settings

    Jill Gordon;Clarke Hazlett;Olle Ten Cate;Karen Mann

  • Assessing the technical skills of surgical trainees.

    J. D. Beard;B. C. Jolly;D. I. Newble;W. E. G. Thomas

  • Guidelines for assessing clinical competence

    David Newble;Beth Dawson;Dale Dauphinee;Gordon Page

  • The use of portfolios for assessment of the competence and performance of doctors in practice

    T J Wilkinson;M Challis;S O Hobma;D I Newble

  • A Handbook for Medical Teachers

    David Newble;Robert Cannon

  • Assessing clinical competence at the undergraduate level.

    D. I. Newble

  • A comparison of multiple‐choice tests and free‐response tests in examinations of clinical competence

    D. I. Newble;Avril Baxter;R. G. Elmslie

  • The selection and training of examiners for clinical examinations

    D. I. Newble;Jennifer Hoare;P. F. Sheldrake

  • How can we test clinical reasoning

    C P van der Vleuten;D I Newble

  • Portfolio-based assessments in medical education: are they valid and reliable for summative purposes?

    Chris Roberts;David I Newble;Alan J O'Rourke

  • Selecting performance assessment methods for experienced physicians.

    R B Hays;H A Davies;J D Beard;L J M Caldon

  • The learning style of medical students

    D. I. Newble;Margaret I. Gordon

  • A Handbook for Teachers in Universities & Colleges: A Guide To Improving Teaching Methods. Third Edition.

    David Newble;Robert Cannon

Frequent Co-Authors

Brian Clark Jolly
Brian Clark Jolly University of Newcastle Australia
Chris Roberts
Chris Roberts University of Sydney
Tim J Wilkinson
Tim J Wilkinson University of Otago
Noel Entwistle
Noel Entwistle University of Edinburgh
Amanda Howe
Amanda Howe University of East Anglia
Karen Mann
Karen Mann Dalhousie University
David B. Swanson
David B. Swanson National Board of Medical Examiners
Cees P. M. van der Vleuten
Cees P. M. van der Vleuten Maastricht University
Diana H. J. M. Dolmans
Diana H. J. M. Dolmans Maastricht University
Lambert Schuwirth
Lambert Schuwirth Flinders University

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