about
Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinementBarriers to primary care clinician adherence to clinical guidelines for the management of low back pain: protocol of a systematic review and meta-synthesis of qualitative studiesAttitudes of undergraduate health science students towards patients with intellectual disability, substance abuse, and acute mental illness: a cross-sectional study.Effectiveness of Web-based versus face-to-face delivery of education in prescription of falls-prevention exercise to health professionals: randomized trial.Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesisImplementing Peer Learning in Clinical Education: A Framework to Address Challenges In the "Real World".Same-level peer-assisted learning in medical clinical placements: a narrative systematic review.Accreditation of medical schools in Saudi Arabia: A qualitative study.The influence of a preceptor-student 'Daily Feedback Tool' on clinical feedback practices in nursing education: A qualitative study.Peer-Assisted Learning in Education of Allied Health Professional Students in the Clinical Setting: A Systematic Review.Intellectual streaking: The value of teachers exposing minds (and hearts).Identifying Opportunities for Peer Learning: An Observational Study of Medical Students on Clinical Placements.The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education.What should we teach the teachers? Identifying the learning priorities of clinical supervisors.Clinical Markers of the Intensity of Balance Challenge: Observational Study of Older Adult Responses to Balance Tasks.Seeking a different angle on feedback in clinical education: the learner as seeker, judge and user of performance information.Practice education learning environments: the mismatch between perceived and preferred expectations of undergraduate health science students.Clinical decision making in exercise prescription for fall prevention.Medical students' interprofessional experiences in a rehabilitation and palliative care placement.Stigma experienced by people with nonspecific chronic low back pain: a qualitative study.Programme frequency, type, time and duration do not explain the effects of balance exercise in older adults: a systematic review with a meta-regression analysis.The dilemma of diagnostic uncertainty when treating people with chronic low back pain: a qualitative study.Implementing collaborative and peer-assisted learning.Clinical supervision training across contexts.Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.Educators and students prefer traditional clinical education to a peer-assisted learning model, despite similar student performance outcomes: a randomised trial.Promoting interprofessional understandings through online learning: a qualitative examination.Learning surgical communication, leadership and teamwork through simulation.The feedforward mechanism: a way forward in clinical learning?Observer roles that optimise learning in healthcare simulation education: a systematic review.Listening and communication styles in nursing students‘I will never ever go back’: patients’ written narratives of health care communicationEducators' behaviours during feedback in authentic clinical practice settings: an observational study and systematic analysis'Listen to me, tell me': a qualitative study of partnership in care for people with non-specific chronic low back painHonesty in critically reflective essays: an analysis of student practiceEmbracing the tension between vulnerability and credibility: 'intellectual candour' in health professions educationTheory, a lost character? As presented in general practice education research papersEmotion and spontaneity as part of intellectual candourVideo-triggered professional learning for general practice trainers: using the 'cauldron of practice' to explore teaching and learningChallenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task
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description
researcher ORCID ID = 0000-0001-9457-9348
@en
name
Elizabeth Molloy
@ast
Elizabeth Molloy
@en
Elizabeth Molloy
@es
Elizabeth Molloy
@nl
type
label
Elizabeth Molloy
@ast
Elizabeth Molloy
@en
Elizabeth Molloy
@es
Elizabeth Molloy
@nl
prefLabel
Elizabeth Molloy
@ast
Elizabeth Molloy
@en
Elizabeth Molloy
@es
Elizabeth Molloy
@nl
P21
P31
P496
0000-0001-9457-9348