Harish Thampy

Biographic Data

ID9554754
NAMEHarish Thampy
GIVEN NAMESHarish
FAMILY NAMEThampy
SIGNATURETHAMPY H
AFFILIATIONSUniversity of Manchester
ORCID0000-0002-7850-4378
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS0
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Examiner training and calibration for simulated clinical examinations

    Open AccessHarish Thampy, Niamh Callanan et al.ARTICLEMedical Education2026

  • Determining the influence of video-based benchmarking (VBB) on examiner variability in objective structured clinical exams (OSCE)

    Open AccessPeter Yeates, Rebecca Jane Edwards et al.ARTICLEMedical Teacher2026

    Introduction Reducing examiner variability in Objective Structured Clinical Exams (OSCEs) is a priority within clinical performance assessment. In contrast to typical OSCE examiner training, video-based benchmarking (VBB) involves examiners scoring videos a/from their specific station b/shortly before the OSCE and then reflecting on and discussing scores/justifications agreed by an expert panel. Whilst realist evaluation has described mechanisms …

  • The role of immersive extended reality for the development and evaluation of clinical reasoning in health professions education

    Open AccessSophie Lansley, Jared McSweeney et al.ARTICLEMedical Teacher2026

    BACKGROUND: Immersive extended reality (iXR) technologies are increasingly adopted within health professions education. However, existing evidence has largely focused on technical skill acquisition or learner satisfaction, with limited examination of how iXR supports the development of clinical reasoning (CR) as a cognitive process. METHODS: A scoping review was conducted using the Arksey and O'Malley framework and reported in accordance with PRI…

  • Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education

    Open AccessBenjamin H L Harris, Samuel Rhys Lole Harris et al.ARTICLEMedical Teacher2024

    Peer-led assessment (PLA) has gained increasing prominence within health professions education as an effective means of engaging learners in the process of assessment writing and practice. Involving students in various stages of the assessment lifecycle, including item writing, quality assurance, and feedback, not only facilitates the creation of high-quality item banks with minimal faculty input but also promotes the development of students' ass…

  • Mentoring Relationships

    Open AccessSubha Ramani, Natasha Chugh et al.ARTICLEAcademic Medicine2023

    [Extract] Mentoring relationships are ideally driven by mentees and help mentees to tackle professional challenges and/or plan career development. Mentees can choose from several mentoring formats: senior, near peer, within or outside the institution, dyadic or network, in person or virtual. Regardless of the format, mentors guide key stages of mentee professional development, balance challenging and supporting the mentee, and help the mentee to …

  • Co-creating scholarship through collaborative writing in health professions education

    Subha Ramani, Judy McKimm et al.ARTICLEMedical Teacher2022

    This AMEE guide provides a robust framework and practical strategies for health professions educators to enhance their writing skills and engage in successful scholarship within a collaborative writing team. Whether scholarly output involves peer-reviewed articles, book chapters, blogs and online posts, online educational resources, collaborative writing requires more than the usual core writing skills, it requires teamwork, leadership and follow…

  • Supporting a teacher identity in health professions education

    Open AccessThea van Lankveld, Harish Thampy et al.ARTICLEMedical Teacher2021

    This guide provides an understanding of what teacher identity is and how it can be developed and supported. Developing a strong teacher identity in the context of health professions education is challenging, because teachers combine multiple roles and the environment usually is more supportive to the identity of health practitioner or researcher than to that of teacher. This causes tensions for those with a teaching role. However, a strong teache…

  • Twelve tips for developing a global community of scholars in health professions education

    Subha Ramani, Judy McKimm et al.ARTICLEMedical Teacher2021

    Scholarship in Health Professions Education is not just original research, it also includes study of educational processes, and application of new knowledge to practice. The pathways to successful scholarship are not always clear to novice educators. In this article, we describe strategies to establish a Community of Scholars (CoS), where more experienced and senior members guide junior members in scholarship to advance the field. Drawing on Lave…

  • Twelve tips for organising speed mentoring events for healthcare professionals at small or large-scale venues

    Subha Ramani, Harish Thampy et al.ARTICLEMedical Teacher2020

    Mentors play a critical role in the development of professionals, influencing their job satisfaction, career aspirations and evolving professional identity. A variety of mentoring models exist, each with distinct benefits and challenges. Speed mentoring, based on the concept of speed dating, provides mentees with opportunities to meet multiple mentors over a short time and pose focussed career development questions. At large-scale events such as …