| Medical students create multiple-choice questions for learning in pathology education: a pilot study R Grainger, W Dai, E Osborne, D Kenwright BMC medical education 18, 1-8, 2018 | 69 | 2018 |
| Just tell me what I need to know to pass the exam!” can active flipped learning overcome passivity D Kenwright, W Dai, E Osborne, T Gladman, P Gallagher, R Grainger TAPS 2 (1), 1-6, 2017 | 23 | 2017 |
| Students as epistemological agents: Claiming life experience as real knowledge in health professional education E Osborne, V Anderson, B Robson Higher Education 81 (4), 741-756, 2021 | 14 | 2021 |
| The process of developing a rubric to assess the cognitive complexity of student-generated multiple choice questions in medical education R Grainger, E Osborne, W Dai, D Kenwright The Asia Pacific Scholar 3 (2), 19, 2018 | 10 | 2018 |
| Tips for a flipped classroom: what we wished we knew before we flipped D Kenwright, W Dai, E Osborne, R Grainger MedEdPublish 5, 79, 2016 | 6 | 2016 |
| Active learning in large groups: A case study from new students’ orientation E Osborne Working together: Planting the seed, 40, 2013 | 1 | 2013 |
| When personal experience overlaps with study E Osborne, B Robson, V Anderson The Clinical Teacher 18 (5), 517-522, 2021 | | 2021 |
| Drivers of openness to online and flipped learning in medical education D Kenwright, E Osborne, W Dai, R Grainger MedEdPublish 5, 80, 2016 | | 2016 |
