| Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking L Varpio, R Ajjawi, LV Monrouxe, BC O'Brien, CE Rees Medical education 51 (1), 40-50, 2017 | 1151 | 2017 |
| Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning R Ajjawi, J Higgs Deakin University, 2007 | 930 | 2007 |
| Developing evaluative judgement: enabling students to make decisions about the quality of work J Tai, R Ajjawi, D Boud, P Dawson, E Panadero Higher education 76, 467-481, 2018 | 702 | 2018 |
| The “educational alliance” as a framework for reconceptualizing feedback in medical education S Telio, R Ajjawi, G Regehr Academic Medicine 90 (5), 609-614, 2015 | 532 | 2015 |
| Researching feedback dialogue: An interactional analysis approach R Ajjawi, D Boud Assessment & evaluation in higher education 42 (2), 252-265, 2017 | 383 | 2017 |
| Examining the nature and effects of feedback dialogue R Ajjawi, D Boud Assessment & Evaluation in Higher Education 43 (7), 1106-1119, 2018 | 219 | 2018 |
| Learning to reason: a journey of professional socialisation R Ajjawi, J Higgs Advances in health sciences education 13, 133-150, 2008 | 218 | 2008 |
| Feedback and the educational alliance: examining credibility judgements and their consequences S Telio, G Regehr, R Ajjawi Medical Education 50 (9), 933-942, 2016 | 212 | 2016 |
| Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context R Ajjawi, J Tai, TL Huu Nghia, D Boud, L Johnson, CJ Patrick Assessment & Evaluation in Higher Education 45 (2), 304-316, 2020 | 205 | 2020 |
| A qualitative synthesis of video feedback in higher education P Mahoney, S Macfarlane, R Ajjawi Teaching in Higher Education 24 (2), 157-179, 2019 | 184 | 2019 |
| Developing evaluative judgement in higher education R Ajjawi, P Dawson, J Tai Routledge, 2018 | 158 | 2018 |
| Undertaking and reporting qualitative research J Tai, R Ajjawi The clinical teacher 13 (3), 175-182, 2016 | 139 | 2016 |
| Autoethnography: introducing ‘I’into medical education research L Farrell, G Bourgeois‐Law, G Regehr, R Ajjawi Medical Education 49 (10), 974-982, 2015 | 106 | 2015 |
| Belonging as situated practice K Gravett, R Ajjawi Studies in Higher Education 47 (7), 1386-1396, 2022 | 102 | 2022 |
| Persisting students’ explanations of and emotional responses to academic failure R Ajjawi, M Dracup, N Zacharias, S Bennett, D Boud Higher Education Research & Development 39 (2), 185-199, 2020 | 97 | 2020 |
| Challenging feedback myths: values, learner involvement and promoting effects beyond the immediate task E Molloy, R Ajjawi, M Bearman, C Noble, J Rudland, A Ryan Medical education 54 (1), 33-39, 2020 | 95 | 2020 |
| The impact of feedback in higher education: Improving assessment outcomes for learners M Henderson, R Ajjawi, D Boud, E Molloy Springer Nature, 2019 | 88 | 2019 |
| When I say… feedback R Ajjawi, G Regehr Medical Education 53 (7), 652-654, 2019 | 84 | 2019 |
| Exploring the tensions of being and becoming a medical educator A Sethi, R Ajjawi, S McAleer, S Schofield BMC medical education 17, 1-10, 2017 | 84 | 2017 |
| Discourses of artificial intelligence in higher education: A critical literature review M Bearman, J Ryan, R Ajjawi Higher Education 86 (2), 369-385, 2023 | 81 | 2023 |
Margaret BearmanDeakin UniversityEmail verificata su deakin.edu.au
