Kay Colthorpe

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Online instructional anatomy videos: Student usage, self‐efficacy, and performance in upper limb regional anatomy assessment

Tracey Langfield, Kay Colthorpe, Louise Ainscough, 2018, Anatomical sciences education.

The efficacy of interactive lecturing for students with diverse science backgrounds.

Kay Colthorpe, Hardy Ernst, 2007, Advances in physiology education.

Changes in Biology Self-Efficacy during a First-Year University Course

M. Robertson-Dean, Kay Colthorpe, Louise Ainscough, 2016, CBE life sciences education.

Good practice guides for the science threshold learning outcomes

Sandra C. Jones, Elizabeth Johnson, Kay Colthorpe, 2013 .

INSTRUCTIONAL DESIGN AND ASSESSMENT Expanding Voluntary Active-learning Opportunities for Pharmacy Students in a Respiratory Physiology Module

Kay Colthorpe, Hardy Ernst, 2008 .

Using inquiry-based practicals to promote students’ critical evaluation of the scientific literature and maturation of their understanding of the nature of scientific knowledge

Judit Kibedi, Kay Colthorpe, K. Zimbardi, 2016 .

An evaluation of self-regulated learning strategies in science

Kay Colthorpe, Louise Ainscough, Jennifer Ogiji, 2013 .

The development of self-efficacy in first year biology students

Kay Colthorpe, Louise Ainscough, Eden Foulis, 2014 .

How authentic is it? Evaluating the products of an authentic assessment task

Kay Colthorpe, Louise Ainscough, Hardy Ernst, 2019, 5th International Conference on Higher Education Advances (HEAd'19).

The anatomy of agency: Improving academic performance in first‐year university students

Tracey Langfield, Kay Colthorpe, Louise Ainscough, 2021, Anatomical sciences education.

Biomedical science students’ intended graduate destinations

Judit Kibedi, Kay Colthorpe, Louise Ainscough, 2019 .

Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance

Kirsten Zimbardi, Phil Long, Andrea Bugarcic, 2017 .

Professional Identity of Undergraduate Occupational Therapy Students

Kay Colthorpe, Louise Ainscough, Hardy Ernst, 2020 .

A Review of Self-Regulated Learning and Self-Efficacy: The Key to Tertiary Transition in Science, Technology, Engineering and Mathematics (STEM)

Tracey Langfield, Kay Colthorpe, Louise Ainscough, 2021, International Journal of Higher Education.

PEER FEEDBACK ENHANCES A "JOURNAL CLUB" FOR UNDERGRADUATE SCIENCE STUDENTS THAT DEVELOPS ORAL COMMUNICATION AND CRITICAL EVALUATION SKILLS

Kay Colthorpe, K. Zimbardi, Xuebin Chen, 2014 .

How do students deal with difficult physiological knowledge?

Kay Colthorpe, Louise Ainscough, Haruna Abe, 2018, Advances in physiology education.

Know Thy Student! Combining Learning Analytics and Critical Reflections to Increase Understanding of Students' Self-Regulated Learning in an Authentic Setting

Kirsten Zimbardi, Kay Colthorpe, Louise Ainscough, 2015 .

Self-regulated learning of undergraduate biomedical science students

Kay Colthorpe, Louise Ainscough, K. Zimbardi, 2014 .

A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students.

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2013, Advances in physiology education.

Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students

Kirsten Zimbardi, Kay Colthorpe, Louise Ainscough, 2018 .

Facilitating Timely Feedback in the Biomedical Sciences

Kay Colthorpe, K. Zimbardi, Shaohong Liang, 2013 .

Do-it-yourself physiology labs: Can hands-on laboratory classes be effectively replicated online?

Kay Colthorpe, Louise Ainscough, 2021, Advances in physiology education.

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Kay Colthorpe, Louise Ainscough, K. Zimbardi, 2017, American Journal of Pharmaceutical Education.

The development of undergraduate science students’ scientific argument skills in oral presentations

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2014 .

Know thy student! Combining learning analytics and critical reflections to develop a targeted intervention for promoting self-regulated learning

Kirsten Zimbardi, Kay Colthorpe, Louise Ainscough, 2015, J. Learn. Anal..

Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences

Kay Colthorpe, Louise Ainscough, K. Zimbardi, 2018 .

Drivers for authenticity: student approaches and responses to an authentic assessment task

Kay Colthorpe, Louise Ainscough, Hardy Ernst, 2020, Assessment & Evaluation in Higher Education.

The Roles of Mentoring and Motivation in Student Teaching Assistant Interactions and in Improving Experience in First-Year Biology Laboratory Classes

Kirsten Zimbardi, Kay Colthorpe, Kay Colthorpe, 2015 .

CLIPS (Communication Learning in Practice for Scientists): A New Online Resource Leverages Assessment to Help Students and Academics Improve Science Communication

Kay Colthorpe, Susan Rowland, James Hardy, 2018, Journal of microbiology & biology education.

Assessing students' ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course.

N. Lavidis, Kay Colthorpe, Louise Ainscough, 2017, Advances in physiology education.

Characterizing university students’ self-regulated learning behavior using dispositional learning analytics

Tracey Langfield, Kay Colthorpe, Louise Ainscough, 2019, 5th International Conference on Higher Education Advances (HEAd'19).

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Kay Colthorpe, Louise Ainscough, Stephen T. Anderson, 2017, American Journal of Pharmaceutical Education.