TAVAKOL MOHSEN and JOHN SANDARS, 2025. Medical Teacher.
TAVAKOL MOHSEN and CLAIRE STEWART, 2025. Academic Medicine.
TAVAKOL MOHSEN and CLAIRE STEWART, 2025. Respect for candidates and ethical practice in rater-mediated assessments Academic Medicine. (In Press.)
TAVAKOL, M, STEWART, C and SHARPE,CC, 2024. Int J Med Educ. 15, 80-83
TAVAKOL M, STEWART C, SHARPE CC and DAVID G. O'BRIEN, 2024. Medical Teacher.
HAIDAR, H, STEWART, C, SHARPE, C, O鈥橞RIEN, D, EVANS, T and TAVAKOL, M, 2024. Assessment standard setting: A thorough analysis of six methodologies across relative, absolute, compromised, and hybrid strategies In: AMEE Conference , Basel , Switzerland. 58-59
TAVAKOL,M, SHARPE, CC, STEWART,C and O鈥橞RIEN,D, 2023. Medical Teacher.
TAVAKOL,M and O鈥橞RIEN,D, 2023. Internationl Journal of Medical Education. 14, 84-87
TAVAKOL,M, O鈥橞RIEN,D, SHARPE, CC and STEWART,C, 2023. Twelve tips to aid interpretation of post-assessment psychometric reports Medical Teacher.
TAVAKOL,M, STEWART,C, SHARPE, CC and O鈥橞RIEN,D, 2023. Medical Teacher.
TAVAKOL,M, O鈥橞RIEN,D and STEWART,C, 2023. Internationl Journal of Medical Education. 14, 123-130
TAVAKOL,M and O'BRIEN, D, 2022. Internationl Journal of Medical Education. 13, 100-106
TAVAKOL,M and WETZEL, A, 2022. Are three options optimal for multiple-choice questions? Medical Teacher.
TAVAKOL,M, SCAMMELL,B and WETZEL, A, 2021. Medical Teacher.
TAVAKOL,M and O鈥橞RIEN,D, 2021. Medical Teacher.
TAVAKOL,M and WETZEL, A, 2020. Int J Med Educ. 12, 245-247
TAVAKOL, M, 2019. International Journal of Medical Education. 10, 29-33
TAVAKOL, M AND PINNER, G, 2019. Using the Many-Facet Rasch Model to Analyse and Evaluate the Quality of Objective Structured Clinical Examination: A non-experimental cross-sectional design BMJOpen. 9(9),
TAVAKOL,M, 2018. Coefficient Alpha. In: FREY,B, ed., SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE.
TAVAKOL, M and PINNER, G, 2018. International Journal of Medical Education. 9, 132-136
TAVAKOL, M, PINNER,G and DOODY, G, 2018. Medical Teacher.
TAVAKOL, M, 2017. Medical Teacher. 39(5), 561
TAVAKOL, M and DENNICK, R, 2017. Academic Medicine.
TAVAKOL,M and DENNICK, R, 2017. Medical Teacher. 39(10), 1010-1015
TARIQ, N, RASHEED, T and TAVAKOL,M, 2017. Journal of Primary Care & Community Health. 1-6
TAVAKOL, M and DENNICK, R, 2016. Academic Medicine. 91(9),
TAVAKOL, M and DODDY, GA, 2016. A novel psychometric programme for the rapid analysis of OSCE data Medical Teacher. 38(1), 104-105
TAVAKOL, M and DOODY, GA, 2015. International Journal of Medical Education. 6, 38-39
TAVAKOL, M. and RAHIMI, M., 2014. Post examination analysis of objective tests using the three-parameter item response theory Journal of Nursing Measurement. 22(1), 94-105
TAVAKOL, M. and DENNICK, R., 2014. Medical Teacher. 36(2), 181-2
TAVAKOL M and SANDARS, J, 2014. Medical Teacher. 36(9), 746-750
TAVAKOL, M and SANDARS, J, 2014. Medical Teacher. 36(10), 838-48
SCAMMELL B, LOWES M and TAVAKOL M, 2014. Medical Teacher. (In Press.)
TAVAKOL, M. and DENNICK, R., 2013. Medical Teacher. 35(1), e838-48
TAVAKOL, M. and WILCOX, R., 2013. International Journal of Medical Education. 4, 93-95
TAVAKOL M and BRENNAN, RL, 2013. Medical education assessment: a brief overview of concepts in generalizability theory International Journal of Medical Education. 4, 221-222
TAVAKOL, S., DENNICK, R and TAVAKOL, M., 2012. Medical Education. 46(3), 306-16
TAVAKOL, M. and DENNICK, R, 2012. Standard Setting: the application of the Receiver Operating Characteristic method International Journal of Medical Education. 3, 198-200
TAVAKOL, M. and DENNICK, R., 2012. Post-examination analysis of objective tests (using SPSS); AMEE Guide No. 54 Association for medical Education in Europe.
TAVAKOL, M. and DENNICK, R., 2012. Post-examination interpretation of objective test data: monitoring and improving the quality of high-stakes examinations--a commentary on two AMEE Guides. Medical Teacher. 2012(34), 245-8
TAVAKOL, M. and DENNICK, R., 2012. Post-examination interpretation of objective test data: monitoring and improving the quality of high-stakes examinations: AMEE Guide No. 66. Medical Teacher. 34(1), 161-75
TAVAKOL, S., DENNICK,R. and TAVAKOL, M., 2011. BMC Medical Education. 11, 54
TAVAKOL, S., DENNICK, R. and TAVAKOL, M., 2011. Empathy in UK medical students: differences by gender, medical year and specialty interest Education for Primary Care. 22, 297-303
TAVAKOL, M. and DENNICK, R, 2011. Making sense of Cronbach鈥檚 coefficient alpha International Journal of Medical Education. 2, 53-55
TAVAKOL, M. and DENNICK, R, 2011. Medical Teacher. 33(6), 447-58
TAVAKOL, M., GRUPPEN, L. and TORABI,S., 2010. Using evaluation research to improve medical education Clinical Teacher. 7(3), 192-196
TAVAKOL, M. and DENNICK, R., 2010. Advances in Health Sciences Education. 15(3), 369-77
RAHIMI-MADISEH, M., TAVAKOL, M. and DENNICK,R., 2010. International Journal of Nursing Practice. 16(5), 478-83
TAVAKOL, M., DENNICK, R. and TAVAKOL,S., 2009. BMC Medical Education. 9, 66
TAVAKOL, M., 2009. Academic Medicine. 84(10), 1324
TAVAKOL,M., MURPHY, R. and TORABI, S., 2008. Journal of Cancer Education. 23(4), 260-63
TAVAKOL, M., MURPHY, R., RAHIMI-MADISEH, M. and TORABI, S., 2008. The involvement of clinicians in medical education research Quality in primary Care. 16(5), 335-40
TAVAKOL,M., MOHAGHEGHI,MA. and DENNICK,R., 2008. Journal of Surgical Education. 65(2), 77-83
TAVAKOL, M., 2008. Medical Education and Leadership. In: Jafari Press.
TAVAKOL, M., MOHAGHEGHI, M. and TORABI, S., 2008. Clinical Teacher. 5(2), 125-128
TAVAKOL, M. and TORABI, S., 2007. Tavakol M Torabi S 2007. A thirty-eight year analysis of communication skills in undergraduate medical education: a content analysis Medical Education Online. 12, 1-2
TAVAKOL, M., TORABI, S. and ZEINALOO, AA., 2006. Grounded theory in medical education research Medical Education Online. 11, 1-10
TAVAKOL, M., TORABI, S. and MURPHY, R., 2006. Medical Education in Iran: An Exploration of Some Curriculum Issues. , 11, 1-10. Medical Education Online. 11, 1-10
TAVAKOL, M., RAHIMI-MADISEH, M., TORABI, S. and GOODE,J., 2006. Teaching and Learning in Medicine. 18(4), 320-5
TAVAKOL, M., 2006. Training medical teachers in using qualitative research methods: Medical Education Medical Education. 11, 1
TAVAKOL, M., TORABI, S., LYNE, OD. and ZEINALOO, AA., 2005. A quantitative survey of intern's knowledge of communication skills: an Iranian exploration: BMC Medical Education BMC Medical Education. 5(1), 6
TAVAKOL, M., MURPHY, R. and TORABI, S., 2005. Teaching and Learning in Medicine. 17(1), 36-41
TAVAKOL, M., 2004. The need for undergraduate medical curriculum reform Education Medica. 7(1), 256
TAVAKOL, M., TORABI, S. and GIBBONS, S., 2003. A Quantitative Survey of Knowledge of Reproductive Health Issues of 12-14-year-old Girls of Different Ethnic and Religious Backgrounds in Iran: implications for education Sex Education. 3(3), 231-239
TAVAKOL, M., 1996. Child Growth and Development Jahad Danshegahei Press.
TAVAKOL, M. and SADRI, G., 1995. A 糖心原创 Guide to Epidemiology and Biostatistics Hamadan University.
TAVAKOL, M. and TORABI,S., 1994. Foundations of Research Boshera Publication (Vol. 1 and Vol. 2 ).