2023
Goddard, V., & Jenkins, I. (2023). Developing an EDI Curriculum Toolkit. In ASME North West Forum 2023. Liverpool.
Kemp, S., Goddard, V. C. T., Boursicot, K., Fuller, R., & Nadarajah, V. D. (2023). Supporting validity: steps to contextualise applications for technology and assessment, for learning.. MedEdPublish (2016), 13, 37. doi:10.12688/mep.19688.1DOI: 10.12688/mep.19688.1
Goddard, V., Brockbank, S., & Hartland, J. (2023). Building a foundation of professional exclusion. Retrieved from https://blogs.bmj.com/
Goddard, V. (2023). What does ‘equality, diversity and inclusivity’ mean in relation to assessment?. Royal College of Surgeons, London, UK.
Goddard, V. (2023). EDI in assessment: Many questions, but are there any answers?. Roya College of Surgeons, London, UK.
Goddard, V. C. T., & Brockbank, S. (2023). Re-opening Pandora's box: Who owns professionalism and is it time for a 21st century definition?. MEDICAL EDUCATION, 57(1), 66-75. doi:10.1111/medu.14862DOI: 10.1111/medu.14862
2022
Fuller, R., Goddard, V. C. T., Nadarajah, V. D., Treasure-Jones, T., Yeates, P., Scott, K., . . . Pyorala, E. (2022). Technology enhanced assessment: Ottawa consensus statement and recommendations. MEDICAL TEACHER, 44(8), 836-850. doi:10.1080/0142159X.2022.2083489DOI: 10.1080/0142159X.2022.2083489
2021
Developing compassion and resilience through interprofessional Schwartz Rounds (Conference Paper)
Orton, H., Gabbay, M., Kiemle, G., Grimbly, V., Latten, R., Goddard, V., . . . Golding, L. (2021). Developing compassion and resilience through interprofessional Schwartz Rounds. Advance HE - NET conference (online).
Nyoni, C. N., & Goddard, V. C. T. (2021). Needs of early adopters in supporting a nursing curriculum innovation in a low resource setting: An exploratory case study. NURSE EDUCATION TODAY, 104. doi:10.1016/j.nedt.2021.105002DOI: 10.1016/j.nedt.2021.105002
2020
Joynes, V., Fuller, R., & Nadarajah, V. (2020). Masterclass: Technology and Assessment. In https://padlet.com/viktoria_joynes/2diztdbk3dzfqw61. Virtrual Conference.
Could COVID-19 be our ‘There is no alternative’ (TINA) opportunity to enhance assessment? (Journal article)
Fuller, R., Joynes, V., Cooper, J., Boursicot, K., & Roberts, T. (n.d.). Could COVID-19 be our ‘There is no alternative’ (TINA) opportunity to enhance assessment?. Medical Teacher. doi:10.1080/0142159x.2020.1779206DOI: 10.1080/0142159x.2020.1779206
Joynes, V., Fuller, R., & Nadarajah, V. (2020). Just because we can, does it mean we should? Using technology to determine assessment and progression decisions. In The 19th Ottawa Conference and The International Conference on Medical Education (ICME) 2020. Kuala Lumpa.
2019
Supporting learners’ successful transitions throughout the health professions education continuum with the meaningful use of technology: AMEE Pre-Conference Workshop 2019 (Conference Paper)
Joynes, V. C. T., Fuller, R., & Nadarajah, V. (2019). Supporting learners’ successful transitions throughout the health professions education continuum with the meaningful use of technology: AMEE Pre-Conference Workshop 2019. In Association of Medical Education in Europe (AMEE) Annual Conference 2019. Vienna, Austria.
Supporting learners’ successful transitions throughout health professions curricula through better use of technology-captured data (Conference Paper)
Joynes, V. C. T., Fuller, R., & Devi Nadarajah, V. (2019). Supporting learners’ successful transitions throughout health professions curricula through better use of technology-captured data. In 10th ASIAN MEDICAL EDUCATION ASSOCIATION (AMEA) SYMPOSIUM. Kuala Lumpur, Malaysia.
Simpson, V., Halpin, L., Chalmers, K., & Joynes, V. (2019). Exploring well-being: medical students and staff. CLINICAL TEACHER, 16(4), 356-361. doi:10.1111/tct.13080DOI: 10.1111/tct.13080
2018
Schwartz Rounds: Building compassion and resilience in multi-professional pre-registration healthcare students (Conference Paper)
Kiemle, G., Gabbay, M., Clarke, P., Crumblehome, C., Anderson, M., Goddard, V., & Orton, H. (2018). Schwartz Rounds: Building compassion and resilience in multi-professional pre-registration healthcare students. In International Practitioner Health Summit: The Wounded Healer - 10th Anniversary Conference of the Practitioner Health Programme. London.
The use of technology to transform learning, assessment and feedback (Conference Paper)
Joynes, V. C. T., & Fuller, R. (2018). The use of technology to transform learning, assessment and feedback. In Teaching and Learning Event (TALE) 2018. Glasgow School of Medicine, Uk.
Ledger, A., & Joynes, V. (2018). "A huge part of my life": Exploring links between music, medical education, and students' developing identities as doctors.. MedEdPublish (2016), 7, 183. doi:10.15694/mep.2018.0000183.1DOI: 10.15694/mep.2018.0000183.1
Systematic capturing of professionalism lapses: the possible, the practical and the preventable (Conference Paper)
Joynes, V. C. T., & Brockbank, S. (2018). Systematic capturing of professionalism lapses: the possible, the practical and the preventable. In International Association for Medical Education (AMEE) Annual Conference. Basel, Switzerland.
Treasure-Jones, T., & Joynes, V. (2018). Co-design of technology-enhanced learning resources. CLINICAL TEACHER, 15(4), 281-286. doi:10.1111/tct.12733DOI: 10.1111/tct.12733
Joynes, V. C. T. (2018). Re-thinking professional identity: Introducing ‘interprofessional responsibility’as a lever for effective inter-professionaleducation. In Association for the Study of Medical Education (ASME) Annual Conference. Gateshead, UK.
Clunie, L., Morris, N. P., Joynes, V. C. T., & Pickering, J. D. (2018). How Comprehensive Are Research Studies Investigating the Efficacy of Technology-Enhanced Learning Resources in Anatomy Education? A Systematic Review. ANATOMICAL SCIENCES EDUCATION, 11(3), 303-319. doi:10.1002/ase.1762DOI: 10.1002/ase.1762
Joynes, V. C. T. (2018). Defining and understanding the relationship between professional identity and interprofessional responsibility: implications for educating health and social care students. ADVANCES IN HEALTH SCIENCES EDUCATION, 23(1), 133-149. doi:10.1007/s10459-017-9778-xDOI: 10.1007/s10459-017-9778-x
2017
Learning about our learners: harnessing the power of technology enhanced learning to identify and support 'at risk' learners (Conference Paper)
Joynes, V. C. T., & Fuller, R. (2018, April 13). Learning about our learners: harnessing the power of technology enhanced learning to identify and support 'at risk' learners. In 13TH INTERNATIONAL MEDICAL EDUCATION CONFERENCE - From Personalised Learning To Mastery of Competencies: Impact of Technology and Simulation On Health Professionals. Kuala Lumpur, Malaysia.
Joynes, V., Kerr, M., & Treasure-Jones, T. (2017). Exploring informal workplace learning in primary healthcare for continuous professional development. EDUCATION FOR PRIMARY CARE, 28(4), 216-222. doi:10.1080/14739879.2017.1298405DOI: 10.1080/14739879.2017.1298405
Joynes, V. C. T. (2017). Introducing Measuring Professionalism Forms. General Medical Council and Medical Schools Council Fitness to Practice Annual conference, London.
Any space is a learning space: developing mobile resources for meaningful work-based activities and assessment’ (Conference Paper)
Joynes, V. C. T., Duvall, P., & Davies, N. (2017, September 5). Any space is a learning space: developing mobile resources for meaningful work-based activities and assessment’. In Association of Learning Technologists Conference (ALT-C). Liverpool.
Case-by-Case Remediation: using a theoretical framework and personalised case manager approach to analyse and rehabilitate professional lapses (Conference Paper)
Joynes, V. C. T., Brockbank, S., Byrne, T., & Jha, V. (2017, August 26). Case-by-Case Remediation: using a theoretical framework and personalised case manager approach to analyse and rehabilitate professional lapses. In Association For Medical Education in Europe (AMEE) Annual Conference 2017. Helsinki, Finland.
Mobile Learning in Health Professions Education (Conference Paper)
Joynes, V. C. T., & Fuller, R. (2017). Mobile Learning in Health Professions Education. In 12TH INTERNATIONAL MEDICAL EDUCATION CONFERENCE - Health Professions Education Without Borders. Kuala Lumpur, Malaysia.
2016
A holistic model for evaluating the impact of individual technology-enhanced learning resources (Journal article)
Pickering, J. D., & Joynes, V. C. T. (2016). A holistic model for evaluating the impact of individual technology-enhanced learning resources. MEDICAL TEACHER, 38(12), 1242-1247. doi:10.1080/0142159X.2016.1210112DOI: 10.1080/0142159X.2016.1210112
Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning (Journal article)
Joynes, V., & Fuller, R. (2016). Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning. MEDICAL TEACHER, 38(6), 621-627. doi:10.3109/0142159X.2015.1075651DOI: 10.3109/0142159X.2015.1075651
Meaningful Evaluation of Technology-Enhanced Learning Resources (Conference Paper)
Joynes, V. C. T., & Pickering, J. (2016, August 28). Meaningful Evaluation of Technology-Enhanced Learning Resources. In Association for Medical Education in Europe (AMEE) Annual Conference. Barcelona.
2015
Enhancement or replacement? Understanding how legitimised use of mobile learning resources is shaping how healthcare students are learning (Journal article)
Joynes, V. C. T., & Fuller, R. (2015). Enhancement or replacement? Understanding how legitimised use of mobile learning resources is shaping how healthcare students are learning. Journal of the European Association for Health Information and Libraries.
Should mobile learning be compulsory for preparing students for learning in the workplace? (Journal article)
Fuller, R., & Joynes, V. (2015). Should mobile learning be compulsory for preparing students for learning in the workplace?. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 46(1), 153-158. doi:10.1111/bjet.12134DOI: 10.1111/bjet.12134
2014
Joynes, V. C. T. (2014, September 30). Exploring the professional identity of health and social care staff via experiences of interprofessional education and collaborative practice. (University of Leeds).
2012
Challenges in combining work and care: Evidence from investigating women’s work in Leeds (Journal article)
Yeandle, S., & Joynes, V. (2012). Challenges in combining work and care: Evidence from investigating women’s work in Leeds. Local Economy: The Journal of the Local Economy Policy Unit, 27(8), 816-830. doi:10.1177/0269094212455292DOI: 10.1177/0269094212455292
2009
Delivering work based assessments via mobile technology: changing the way medical students are assessed (Conference Paper)
Joynes, V., Coulby, C., carney, C., kilminster, S., & Fuller, R. (2009). Delivering work based assessments via mobile technology: changing the way medical students are assessed. In AMEE. Malaga.
Student Consultations on Mobile Learning: Methods, Messages and Musings. (Conference Paper)
Coulby, C., & Joynes, V. (2009). Student Consultations on Mobile Learning: Methods, Messages and Musings.. In Learning from the learners’ experience, e-learning @greenwich post conference reflections. (pp. 30-36). University of Greenwich.
