Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes.
about
Guidelines: the do's, don'ts and don't knows of feedback for clinical education.Collaborative and Bidirectional Feedback Between Students and Clinical Preceptors: Promoting Effective Communication Skills on Health Care Teams.Are All Competencies Equal in the Eyes of Residents? A Multicenter Study of Emergency Medicine Residents' Interest in Feedback.Toward a research agenda for competency-based medical education.Effective feedback for maintenance of competence: from data delivery to trusting dialoguesConfounding factors in using upward feedback to assess the quality of medical training: a systematic review.The quality of feedback during formative OSCEs depends on the tutors' profileBarriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups.Qualitative study about the ways teachers react to feedback from resident evaluationsComputer-supported feedback message tailoring: theory-informed adaptation of clinical audit and feedback for learning and behavior change.Critical features of peer assessment of clinical performance to enhance adherence to a low back pain guideline for physical therapists: a mixed methods design.Feedback: Cultivating a Positive Culture.Does what we write matter? Determining the features of high- and low-quality summative written comments of students on the internal medicine clerkship using pile-sort and consensus analysis: a mixed-methods studyExplicit feedback to enhance the effect of an interim assessment: a cross-over study on learning effect and gender difference.How well do final year undergraduate medical students master practical clinical skills?Feasibility of peer assessment and clinical audit to self-regulate the quality of physiotherapy services: a mixed methods study.Understanding self-assessment as an informed process: residents' use of external information for self-assessment of performance in simulated resuscitations.Giving feedback on clinical skills: are we starving our young?'Playing the game': How do surgical trainees seek feedback using workplace-based assessment?Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education.Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings.Exploring the influence of context on feedback at medical school: a video-ethnography study.Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation.Exploring trainer and trainee emotional talk in narratives about workplace-based feedback processes.Feedback and the educational alliance: examining credibility judgements and their consequences.Direct Observation of Clinical Skills Feedback Scale: Development and Validity Evidence.Taking the sting out of assessment: is there a role for progress testing?Feedback in the OSCE: What Do Residents Remember?Staging a performance: learners' perceptions about direct observation during residency.Developing Professionalism via Multisource Feedback in Team-Based Learning.Monitoring communication with patients: analyzing judgments of satisfaction (JOS).Factors influencing students' receptivity to formative feedback emerging from different assessment cultures.Examining shifts in medical students' microanalytic motivation beliefs and regulatory processes during a diagnostic reasoning task.Barriers to the uptake and use of feedback in the context of summative assessment.Task- versus ego-oriented feedback delivered as numbers or comments during intubation training.Emergency medicine residents' self-assessments play a critical role when receiving feedback.Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement.Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme.An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters.Does source matter? Nurses' and Physicians' perceptions of interprofessional feedback.
P2860
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P2860
Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes.
description
2011 nî lūn-bûn
@nan
2011年の論文
@ja
2011年論文
@yue
2011年論文
@zh-hant
2011年論文
@zh-hk
2011年論文
@zh-mo
2011年論文
@zh-tw
2011年论文
@wuu
2011年论文
@zh
2011年论文
@zh-cn
name
Factors influencing responsive ...... ence, and reasoning processes.
@en
type
label
Factors influencing responsive ...... ence, and reasoning processes.
@en
prefLabel
Factors influencing responsive ...... ence, and reasoning processes.
@en
P2093
P2860
P1476
Factors influencing responsive ...... ence, and reasoning processes.
@en
P2093
Elaine Loney
Eric Holmboe
Heather Armson
Joan Sargeant
Karen Mann
Kevin W Eva
P2860
P2888
P356
10.1007/S10459-011-9290-7
P577
2011-04-06T00:00:00Z