TAVAKOL, M, SANDARS,J and SHARPE, C, 2026. How to 鈥� Analyse Descriptive Phenomenological Data in Health Professions Education The Clinical Teacher. (In Press.)
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.
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 Study Guide to Epidemiology and Biostatistics Hamadan University.
TAVAKOL, M. and TORABI,S., 1994. Foundations of Research Boshera Publication (Vol. 1 and Vol. 2 ).