Does feedback matter? Practice-based learning for medical students after a multi-institutional clinical performance examination.
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SUPPORTING PHYSICIANS' PRACTICE-BASED LEARNING AND IMPROVEMENT (PBLI) AND QUALITY IMPROVEMENT THROUGH EXPLORATION OF POPULATION-BASED MEDICAL DATA.Effect of rater training on reliability and accuracy of mini-CEX scores: a randomized, controlled trialBenefits of knowledge-based interprofessional communication skills training in medical undergraduate educationStandardized patient-narrated web-based learning modules improve students' communication skills on a high-stakes clinical skills examination.Effectiveness of high fidelity video-assisted real-time simulation: a comparison of three training methods for acute pediatric emergencies.Impact of tailored feedback in assessment of communication skills for medical studentsSelf-assessment on the competencies and reported improvement priorities for pediatrics residents.Pediatric resident and faculty attitudes toward self-assessment and self-directed learning: a cross-sectional studyFeedback in formative OSCEs: comparison between direct observation and video-based formats.Improving the accuracy of self-assessment of practical clinical skills using video feedback--the importance of including benchmarks.Is video review of patient encounters an effective tool for medical student learning? A review of the literature.Clinical skills-related learning goals of senior medical students after performance feedback.Using an Instructional Design Model to Teach Medical Procedures.The importance of feedback for medical students' development.Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment.A remedial intervention linked to a formative assessment is effective in terms of improving student performance in subsequent degree examinations.Web-based feedback after summative assessment: how do students engage?Breaking bad news in amyotrophic lateral sclerosis: the need for medical education.Independent and mentored video review of OSCEs.Use of individualized learning plans among fourth-year sub-interns in pediatrics and internal medicine.Random forests classification analysis for the assessment of diagnostic skill.Triangulation of written assessments from patients, teachers and students: useful for students and teachers?Fostering medical students' lifelong learning skills with a dashboard, coaching and learning planningStudents’ and Teachers’ Perceptions of Factors Leading to Poor Clinical Skill Development in Medical Education: A Descriptive Study
P2860
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P2860
Does feedback matter? Practice-based learning for medical students after a multi-institutional clinical performance examination.
description
2007 nî lūn-bûn
@nan
2007年の論文
@ja
2007年論文
@yue
2007年論文
@zh-hant
2007年論文
@zh-hk
2007年論文
@zh-mo
2007年論文
@zh-tw
2007年论文
@wuu
2007年论文
@zh
2007年论文
@zh-cn
name
Does feedback matter? Practice ...... nical performance examination.
@en
type
label
Does feedback matter? Practice ...... nical performance examination.
@en
prefLabel
Does feedback matter? Practice ...... nical performance examination.
@en
P2093
P2860
P1433
P1476
Does feedback matter? Practice ...... nical performance examination.
@en
P2093
Karen E Hauer
Malathi Srinivasan
Michael Wilkes
Neil Gesundheit
P2860
P304
P356
10.1111/J.1365-2923.2007.02818.X
P577
2007-09-01T00:00:00Z