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Medical Teacher Volume 29, 2007 - Issue 1
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Maximizing the value of feedback for individual facilitator and faculty development in a problem-based learning curriculum

Jacqueline van Wyk Nelson R. Mandela School of Medicine, South AfricaCorrespondence[email protected]
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Michelle Mclean Nelson R. Mandela School of Medicine, South AfricaView further author information
Pages e26-e31 | Published online: 03 Jul 2009

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Read on this site (5)

Susannah Cornes, Dario Torre, Tracy B. Fulton, Sandra Oza, Arianne Teherani & H. Carrie Chen. (2023) When students’ words hurt: 12 tips for helping faculty receive and respond constructively to student evaluations of teaching. Medical Education Online 28:1.
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Doreen M. Olvet, Joanne M. Willey, Jeffrey B. Bird, Jill M. Rabin, R. Ellen Pearlman & Judith Brenner. (2021) Third year medical students impersonalize and hedge when providing negative upward feedback to clinical faculty. Medical Teacher 43:6, pages 700-708.
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Katherine Julian, Nicole Appelle, Patricia O’Sullivan, ElizabethH. Morrison & Maria Wamsley. (2012) The Impact of an Objective Structured Teaching Evaluation on Faculty Teaching Skills. Teaching and Learning in Medicine 24:1, pages 3-7.
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David Taylor & Barbara Miflin. (2008) Problem-based learning: Where are we now?. Medical Teacher 30:8, pages 742-763.
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. (2007) Incorporating prescription writing into a therapeutics examination. Medical Teacher 29:9-10, pages 996-997.
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Articles from other publishers (8)

Ntefeleng E. Pakkies & Ntombifikile G. Mtshali. (2016) Students’ views on the block evaluation process: A descriptive analysis. Curationis 39:1.
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David W. Lim & Jonathan S. White. (2015) How Do Surgery Students Use Written Language to Say What They See? A Framework to Understand Medical Students’ Written Evaluations of Their Teachers. Academic Medicine 90, pages S98-S106.
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Shabih Zaidi & Mona NasirShabih Zaidi & Mona Nasir. 2015. Teaching and Learning Methods in Medicine. Teaching and Learning Methods in Medicine 75 107 .
Elaine H. J. Yew & Janice J. Y. Yong. (2013) Student perceptions of facilitators’ social congruence, use of expertise and cognitive congruence in problem-based learning. Instructional Science 42:5, pages 795-815.
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Cinthia Rêgo & Sylvia Helena Batista. (2012) Desenvolvimento docente nos cursos de medicina: um campo fecundo. Revista Brasileira de Educação Médica 36:3, pages 317-324.
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Marieke Kruidering-Hall, Patricia S. O’Sullivan & Calvin L. Chou. (2009) Teaching Feedback to First-year Medical Students: Long-term Skill Retention and Accuracy of Student Self-assessment. Journal of General Internal Medicine 24:6, pages 721-726.
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Elena Vasilieva, Aleksey Dorofeev, Anna Badina, Anastasia Konkova, Margarita Zobnina & Alexander Eremin. (2021) A Design Thinking Approach to the Development of Agile Skills of Digital Economy Professionals. SSRN Electronic Journal.
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Daniel Singleton. (2014) The Influence of Human Resource Development on Systemic Practices, Utility, and Organizational Results among Contracting Professionals. SSRN Electronic Journal.
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