286 related articles for article (PubMed ID: 30975213)
1. Using deliberate practice framework to assess the quality of feedback in undergraduate clinical skills training.
Abraham RM; Singaram VS
BMC Med Educ; 2019 Apr; 19(1):105. PubMed ID: 30975213
[TBL] [Abstract][Full Text] [Related]
2. Deliberate practice as a framework for evaluating feedback in residency training.
Gauthier S; Cavalcanti R; Goguen J; Sibbald M
Med Teach; 2015; 37(6):551-7. PubMed ID: 25511982
[TBL] [Abstract][Full Text] [Related]
3. The quality of feedback during formative OSCEs depends on the tutors' profile.
Junod Perron N; Louis-Simonet M; Cerutti B; Pfarrwaller E; Sommer J; Nendaz M
BMC Med Educ; 2016 Nov; 16(1):293. PubMed ID: 27846882
[TBL] [Abstract][Full Text] [Related]
4. Integrating 360° behavior-orientated feedback in communication skills training for medical undergraduates: concept, acceptance and students' self-ratings of communication competence.
Engerer C; Berberat PO; Dinkel A; Rudolph B; Sattel H; Wuensch A
BMC Med Educ; 2016 Oct; 16(1):271. PubMed ID: 27756286
[TBL] [Abstract][Full Text] [Related]
5. A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Multisource Feedback Through Paired Self- and Peer Evaluations.
Emke AR; Cheng S; Chen L; Tian D; Dufault C
Teach Learn Med; 2017; 29(4):402-410. PubMed ID: 28498003
[TBL] [Abstract][Full Text] [Related]
6. Peer assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States.
Nagoshi K; Zaidi Z; Wright A; Stalvey C
J Educ Eval Health Prof; 2019; 16():29. PubMed ID: 31614406
[TBL] [Abstract][Full Text] [Related]
7. The benefit of repetitive skills training and frequency of expert feedback in the early acquisition of procedural skills.
Bosse HM; Mohr J; Buss B; Krautter M; Weyrich P; Herzog W; Jünger J; Nikendei C
BMC Med Educ; 2015 Feb; 15():22. PubMed ID: 25889459
[TBL] [Abstract][Full Text] [Related]
8. Analysis of dental students' written peer feedback from a prospective peer assessment protocol.
Tricio J; Woolford M; Escudier M
Eur J Dent Educ; 2016 Nov; 20(4):241-247. PubMed ID: 26901687
[TBL] [Abstract][Full Text] [Related]
9. The effect of peer-group size on the delivery of feedback in basic life support refresher training: a cluster randomized controlled trial.
Cho Y; Je S; Yoon YS; Roh HR; Chang C; Kang H; Lim T
BMC Med Educ; 2016 Jul; 16():167. PubMed ID: 27378162
[TBL] [Abstract][Full Text] [Related]
10. Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design.
Maas MJ; Sluijsmans DM; van der Wees PJ; Heerkens YF; Nijhuis-van der Sanden MW; van der Vleuten CP
BMC Med Educ; 2014 Jun; 14():117. PubMed ID: 24928420
[TBL] [Abstract][Full Text] [Related]
11. Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.
MacKinnon K; Marcellus L; Rivers J; Gordon C; Ryan M; Butcher D
JBI Database System Rev Implement Rep; 2015 Jan; 13(1):14-26. PubMed ID: 26447004
[TBL] [Abstract][Full Text] [Related]
12. A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study.
Liu C; Lim RL; McCabe KL; Taylor S; Calvo RA
J Med Internet Res; 2016 Sep; 18(9):e246. PubMed ID: 27619564
[TBL] [Abstract][Full Text] [Related]
13. The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11.
Buckley S; Coleman J; Davison I; Khan KS; Zamora J; Malick S; Morley D; Pollard D; Ashcroft T; Popovic C; Sayers J
Med Teach; 2009 Apr; 31(4):282-98. PubMed ID: 19404891
[TBL] [Abstract][Full Text] [Related]
14. Quantifying the medical student learning curve for ECG rhythm strip interpretation using deliberate practice.
Waechter J; Reading D; Lee CH; Walker M
GMS J Med Educ; 2019; 36(4):Doc40. PubMed ID: 31544140
[No Abstract] [Full Text] [Related]
15. Reflective and feedback performances on Thai medical students' patient history-taking skills.
Tawanwongsri W; Phenwan T
BMC Med Educ; 2019 May; 19(1):141. PubMed ID: 31088550
[TBL] [Abstract][Full Text] [Related]
16. Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation.
Garcia I; James RW; Bischof P; Baroffio A
Teach Learn Med; 2017; 29(3):313-325. PubMed ID: 28632009
[TBL] [Abstract][Full Text] [Related]
17. An analysis of peer, self, and tutor assessment in problem-based learning tutorials.
Papinczak T; Young L; Groves M; Haynes M
Med Teach; 2007 Jun; 29(5):e122-32. PubMed ID: 17885964
[TBL] [Abstract][Full Text] [Related]
18. Self-evaluation and peer-feedback of medical students' communication skills using a web-based video annotation system. Exploring content and specificity.
Hulsman RL; van der Vloodt J
Patient Educ Couns; 2015 Mar; 98(3):356-63. PubMed ID: 25433967
[TBL] [Abstract][Full Text] [Related]
19. Who Is the Preferred Tutor in Clinical Skills Training: Physicians, Nurses, or Peers?
Abay EŞ; Turan S; Odabaşı O; Elçin M
Teach Learn Med; 2017; 29(3):247-254. PubMed ID: 28296513
[TBL] [Abstract][Full Text] [Related]
20. Comparison of Dental Students' Perceived Value of Faculty vs. Peer Feedback on Non-Technical Clinical Competency Assessments.
Andrews E; Dickter DN; Stielstra S; Pape G; Aston SJ
J Dent Educ; 2019 May; 83(5):536-545. PubMed ID: 30804169
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
