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Mike Tweed, Department of Medicine

Mike-Tweed---Senior-Lecturer dept of medicineMBChB MMedSci FRACP FRCP

Senior Lecturer

Contact details

Department of Medicine
University of Otago Wellington
PO Box 7343
Wellington 6242
New Zealand

Tel +64 4 918 5456
Email mike.tweed@otago.ac.nz

Role

  • Convener for the Trainee Intern Medicine Module, University of Otago Wellington
  • Convener of MBChB Assessment
    Programme including retained knowledge (progess) test and Year 5 MCQ examination, Otago Medical School

Main academic interest

  • Medical Education specifically assessment including development of MCQ format

Main clinical interest

  • Respiratory Medicine
  • Clinical Leadership

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Publications

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Student belief about the value of challenge. Clinical Teacher, 16(4), 390-394. doi: 10.1111/tct.13081

Tweed, M., Purdie, G., & Lacey, C. (2019). Considering evidence for ethnicity bias using assessment case scenarios and medical student correctness and certainty. New Zealand Medical Journal, 132(1491), 71-77. Retrieved from https://www.nzma.org.nz/journal

Tweed, M., & Wilkinson, T. (2019). Student progress decision-making in programmatic assessment: Can we extrapolate from clinical decision-making and jury decision-making? BMC Medical Education, 19(1), 176. doi: 10.1186/s12909-019-1583-1

Tweed, M., Desrosiers, J., & Wilkinson, T. (2019). The impact of Angoff standard setting of changing to open-resource assessment. Proceedings of the Association for Medical Education in Europe (AMEE) Annual Conference. (pp. 1620). Retrieved from https://amee.org/home

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Support in a challenging experiential learning environment. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 181-182). Renmark, Australia: ANZAHPE. [Abstract]

Journal - Research Article

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Student belief about the value of challenge. Clinical Teacher, 16(4), 390-394. doi: 10.1111/tct.13081

Tweed, M., Purdie, G., & Lacey, C. (2019). Considering evidence for ethnicity bias using assessment case scenarios and medical student correctness and certainty. New Zealand Medical Journal, 132(1491), 71-77. Retrieved from https://www.nzma.org.nz/journal

Tweed, M., Purdie, G., & Wilkinson, T. (2017). Low performing students have insightfulness when they reflect-in-action. Medical Education, 51(3), 316-323. doi: 10.1111/medu.13206

Rudland, J. R., Lacey, C., Kenrick, K., & Tweed, M. (2017). How do we know that we are assessing the "right things"? Focus on Health Professional Education, 18(1), 80-87. doi: 10.11157/fohpe.v18i1.209

Tweed, M. J., Stein, S., Wilkinson, T. J., Purdie, G., & Smith, J. (2017). Certainty and safe consequence responses provide additional information from multiple choice question assessments. BMC Medical Education, 17, 106. doi: 10.1186/s12909-017-0942-z

Quirke, S., Tweed, M., & Menza, R. (2013). Is profession a source of score variance when using interprofessional examiners? Focus on Health Professional Education, 14(3), 22-30.

Tweed, M. J., Thompson-Fawcett, M., & Wilkinson, T. J. (2013). Decision-making bias in assessment: The effect of aggregating objective information and anecdote. Medical Teacher, 35(10), 832-837. doi: 10.3109/0142159x.2013.803062

Tweed, M., Thompson-Fawcett, M., Schwartz, P., & Wilkinson, T. J. (2013). Determining measures of insight and foresight from responses to multiple choice questions. Medical Teacher, 35(2), 127-133. doi: 10.3109/0142159x.2012.733834

Tweed, M., & Wilkinson, T. (2012). Diagnostic testing and educational assessment. Clinical Teacher, 9(5), 299-303. doi: 10.1111/j.1743-498X.2012.00567.x

Gallagher, P., Tweed, M., Hanna, S., Winter, H., & Hoare, K. (2012). Developing the one-minute preceptor. Clinical Teacher, 9(6), 358-362. doi: 10.1111/j.1743-498X.2012.00596.x

Tweed, M., & Burgess, C. (2012). Prescribing by junior doctors: Confidence, knowledge and safety. Focus on Health Professional Education, 13(3), 32-43.

Tweed, M. J., Thompson-Fawcett, M., Schwartz, P., & Wilkinson, T. J. (2012). A confidence and safety approach to multiple-choice question scoring. Focus on Health Professional Education, 13(3), 84-92.

Aldington, S., Shirtcliffe, P., Nowitz, M., Kingzett-Taylor, A., Tweed, M., Weatherall, M., … Beasley, R. (2011). Incidental findings from lung CT scans: Implications for research. Journal of Medical Imaging & Radiation Oncology, 55(1), 20-25. doi: 10.1111/j.1754-9485.2010.02224.x

Wilkinson, T. J., Tweed, M. J., Egan, T. G., Ali, A. N., McKenzie, J. M., Moore, M., & Rudland, J. R. (2011). Joining the dots: Conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress. BMC Medical Education, 11, 29. doi: 10.1186/1472-6920-11-29

Wilkinson, T. J., Weller, J. M., McKimm, J., O'Connor, B. J., Pinnock, R. E., Poole, P. J., … Tweed, M. J., & Wearn, A. M. (2010). Programmatic research in New Zealand medical education: A national collaboration. New Zealand Medical Journal, 123(1318). Retrieved from http://journal.nzma.org.nz/journal/123-1318/4210/content.pdf

Tweed, M., & Ingham, C. (2010). Observed consultation: Confidence and accuracy of assessors. Advances in Health Sciences Education, 15, 31-43. doi: 10.1007/s10459-009-9163-5

Tweed, M., & Ingham, C. (2009). How do assessors make decisions on marking and standard setting for observed consultations? Focus on Health Professional Education, 10(3), 39-50.

Tweed, M., & Wilkinson, T. (2009). A randomized controlled trial comparing instructions regarding unsafe response options in a MCQ examination. Medical Teacher, 31(1), 51-54. doi: 10.1080/01421590802146018

Tweed, M. (2008). Station score aggregation and pass/fail decisions for an OSCE: A problem, a solution and implementation. Focus on Health Professional Education, 10(1), 43-49.

Tweed, C., & Tweed, M. (2008). Intensive care nurses' knowledge of pressure ulcers: Development of an assessment tool and effect of an educational programme. American Journal of Critical Care, 17(4), 338-346.

Tweed, M., & Devadas, R. (2006). Factors to consider when assessing progress in observed consultation. Focus on Health Professional Education, 8(1), 64-75.

Stanley, A. G., Khan, K. M., Hussain, W., & Tweed, M. (2006). Disorganized junior doctors fail the MRCP (UK). Medical Teacher, 28(1), e40-e42. doi: 10.1080/01421590600568421

Tweed, M. (2004). Validation of healthcare undergraduate regulatory assessment should include perceptions of stakeholders. Focus on Health Professional Education, 6(1), 1-7.

Perkins, G. D., Benny, R., Giles, S., Gao, F., & Tweed, M. (2003). Do different mattresses affect the quality of cardiopulmonary resuscitation? Journal of Intensive Care Medicine, 29, 2330-2335.

Tweed, M. J., & Cookson, J. B. (2001). The face validity of a final professional clinical examination. Medical Education, 35, 465-473.

Tweed, M., Tweed, C., & Perkins, G. D. (2001). The effect of differing support surfaces on the efficacy of chest compressions using a resuscitation making model. Resuscitation, 51, 179-183.

Perkins, G. D., Hulme, D. J., & Tweed, M. J. (2001). Variability in the assessment of advanced life support skills. Resuscitation, 50, 281-286.

Tweed, M. J., Muller, S., & Morgan, M. D. (2000). Interstitial lung disease with mediastinal lymphadenopathy and non-necrotising granulomata on a lung biopsy is not always sarcoid. European Respiratory Journal, 16(Suppl. 31), 390s.

Tweed, M. J., & Roland, J. M. (1998). Lesson of the week: Haemochromatosis as an endocrine cause of subfertility. British Medical Journal, 316, 915-916.

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Journal - Research Other

Tweed, M., & Wilkinson, T. (2019). Student progress decision-making in programmatic assessment: Can we extrapolate from clinical decision-making and jury decision-making? BMC Medical Education, 19(1), 176. doi: 10.1186/s12909-019-1583-1

Tweed, M. (2018). The interaction of correctness of and certainty in MCQ responses. Medical Teacher, 40(5), 535. doi: 10.1080/0142159x.2017.1396309

Wilkinson, T. J., & Tweed, M. J. (2018). Deconstructing programmatic assessment. Advances in Medical Education & Practice, 9, 191-197. doi: 10.2147/amep.S144449

Bagg, W., Dare, A. J., O'Connor, B. J., Reid, J. J., Rudland, J., Tweed, M. J., & Wilkinson, T. J. (2010). Setting up new learning environments in regional and rural areas [Special Series]. New Zealand Medical Journal, 123(1312). Retrieved from http://journal.nzma.org.nz/journal/123-1312/4061/content.pdf

Tweed, M. (2010). Passing assessment should not just be jumping hurdles. Focus on Health Professional Education, 11(3), 85-89.

Tweed, M. J., Bagg, W., Child, S., Wilkinson, T. J., & Weller, J. M. (2010). How the trainee intern (TI) year can ease the transition from undergraduate education to postgraduate practice [Special Series]. New Zealand Medical Journal, 123(1318). Retrieved from http://journal.nzma.org.nz/journal/123-1318/4220/content.pdf

Tweed, M., & Wilkinson, T. (2009). The seven deadly sins of assessment. Clinical Teacher, 6(3), 164-166. doi: 10.1111/j.1743-498X.2009.00293.x

Grimwood, K., Kidd, T. J., & Tweed, M. (2009). Successful treatment of cepacia syndrome [Letter to the editor]. Journal of Cystic Fibrosis, 8(4), 291-293. doi: 10.1016/j.jcf.2009.04.002

Tweed, M. (2006). Negative marking can be justified in marking schemes for healthcare professional examinations [Letter to the editor]. Medical Teacher, 28(6), 579-580. doi: 10.1080/01421590600625700

Tweed, M. (2004). CPR and pressure care [Letter to the editor]. Journal of Wound Care, 13(9), 392.

Tweed, M. J., Turner, A., & Perkins, G. D. (2002). Recording of respiratory rate. Respiratory Medicine, 96, 1045.

Tweed, M. J. (2001). Ventilator associated pneumonia and rotational therapy. European Respiratory Journal, 18, 1079.

Tweed, M., & Perkins, G. (2000). Actions that are cheating? [Letter]. British Medical Journal. Retrieved from http://www.bmj.com/rapid-response/2011/10/28/actions-are-cheating

Tweed, M. J., & Murphy, A. G. (2000). An audit of heparin treatment. Hospital Pharmacist, 7, 193-195.

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Journal - Professional & Other Non-Research Articles

Tweed, M., & Wilkinson, T. (2010). Should there be borderline candidates or should there be a zone of uncertainty around assessment decisions? [Letter to the editor]. Medical Teacher, 32(10), 869. doi: 10.3109/0142159X.2010.524520

Tweed, M. J., & Perkins, G. D. (2002). Assessment is only as good as the assessors. Medical Education, 36, 589-590.

Tweed, M. J., & Miola, J. (2001). Legal vulnerability of assessment tools. Medical Teacher, 23, 312-313.

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Conference Contribution - Published proceedings: Full paper

Rennie, S., Blyth, P., Swan, J., Rudland, J., Hall, K., Baxter, S., Tweed, M., Wilkinson, T., Dockerty, J., van Rij, A., Loke, S. K., Winikoff, M., Vlugter, P., Cohen, A., & McDonald, J. (2009). Developing surgical decision making skills through dynamic branching short cases and reflection. In R. J. Atkinson & C. McBeath (Eds.), Proceedings of the 26th Annual Australasian Society for Computers in Learning in Tertiary Education Conference: Same Places, Different Spaces. (pp. 832-836). ascilite. Retrieved from http://www.ascilite.org.au/conferences/auckland09/?m=Programme

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Conference Contribution - Published proceedings: Abstract

Tweed, M., Desrosiers, J., & Wilkinson, T. (2019). The impact of Angoff standard setting of changing to open-resource assessment. Proceedings of the Association for Medical Education in Europe (AMEE) Annual Conference. (pp. 1620). Retrieved from https://amee.org/home

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Support in a challenging experiential learning environment. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 181-182). Renmark, Australia: ANZAHPE. [Abstract]

Tweed, M., Desrosiers, J., & Wilkinson, T. (2019). A randomised controlled trail of open- and closed-resources in a medical student examination. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 300-301). Renmark, Australia: ANZAHPE. [Abstract]

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