Citations (110)
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Lynnea M. Mills, Patricia S. O’Sullivan, Olle ten Cate & Christy Boscardin. (2023) Investigating feedback orientation in medical learners. Medical Teacher 45:5, pages 492-498.
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Ying Zhan. (2022) Developing and validating a student feedback literacy scale. Assessment & Evaluation in Higher Education 47:7, pages 1087-1100.
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Lesley B. Gordon, Melissa Zelaya-Floyd, Patricia White, Sarah Hallen, Kalli Varaklis & Motahareh Tavakolikashi. (2022) Interprofessional bedside rounding improves quality of feedback to resident physicians. Medical Teacher 44:8, pages 907-913.
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Karen Gravett. (2022) Feedback literacies as sociomaterial practice. Critical Studies in Education 63:2, pages 261-274.
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Muirne Spooner, Catherine Duane, Jane Uygur, Erica Smyth, Brian Marron, Paul J. Murphy & Teresa Pawlikowska. (2022) Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66. Medical Teacher 44:1, pages 3-18.
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Ying Zhan. (2021) Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education 0:0, pages 1-18.
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Lynne Robins, Sherilyn Smith, Amanda Kost, Heidi Combs, Patricia A. Kritek & Eileen J. Klein. (2020) Faculty Perceptions of Formative Feedback from Medical Students. Teaching and Learning in Medicine 32:2, pages 168-175.
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Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees P. M. van der Vleuten. (2019) Meaningful feedback through a sociocultural lens. Medical Teacher 41:12, pages 1342-1352.
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Katherine A. Moreau, Kaylee Eady & Mona Jabbour. (2019) Exploring residents’ reactions to and use of parent feedback in a pediatric emergency department: A grounded theory study. Medical Teacher 41:2, pages 207-214.
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Robert Bing-You, Saradha Ramesh, Victoria Hayes, Kalli Varaklis, Denham Ward & Maria Blanco. (2018) Trainees' Perceptions of Feedback: Validity Evidence for Two FEEDME (Feedback in Medical Education) Instruments. Teaching and Learning in Medicine 30:2, pages 162-172.
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Naomi E. Winstone, Robert A. Nash, James Rowntree & Michael Parker. (2017) ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education 42:11, pages 2026-2041.
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Naomi E. Winstone, Robert A. Nash, Michael Parker & James Rowntree. (2017) Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist 52:1, pages 17-37.
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Salah Eldin Kassab, Nahla Hassan, Marwan F Abu-Hijleh & Reginald P Sequeira. (2016) Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum. Advances in Medical Education and Practice 7, pages 1-6.
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Susan Humphrey-Murto, Marika Mihok, Debra Pugh, Claire Touchie, Samantha Halman & Timothy J. Wood. (2016) Feedback in the OSCE: What Do Residents Remember?. Teaching and Learning in Medicine 28:1, pages 52-60.
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J.M. Monica van de Ridder, Francisca C.J. Berk, Karel M. Stokking & Olle Th.J. ten Cate. (2015) Feedback providers’ credibility impacts students’ satisfaction with feedback and delayed performance. Medical Teacher 37:8, pages 767-774.
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Christopher J. Watling. (2014) Unfulfilled promise, untapped potential: Feedback at the crossroads. Medical Teacher 36:8, pages 692-697.
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Subha Ramani & Sharon K. Krackov. (2012) Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher 34:10, pages 787-791.
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Annie Cushing, Stephen Abbott, Doug Lothian, Angela Hall & Olwyn M. R. Westwood. (2011) Peer feedback as an aid to learning – What do we want? Feedback. When do we want it? Now!. Medical Teacher 33:2, pages e105-e112.
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Robert G. Bing-You, Tania Bertsch & Janet A. Thompson. (1998) Coaching Medical Students in Receiving Effective Feedback. Teaching and Learning in Medicine 10:4, pages 228-231.
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Patrick Crain, Jaewook Lee, Yu-Chun Yen, Joy Kim, Alyssa Aiello & Brian Bailey. (2023) Visualizing Topics and Opinions Helps Students Interpret Large Collections of Peer Feedback for Creative Projects. ACM Transactions on Computer-Human Interaction 30:3, pages 1-30.
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An Kozato, Kiyoshi Shikino, Yasushi Matsuyama, Mikio Hayashi, Satoshi Kondo, Shun Uchida, Maham Stanyon & Shoichi Ito. (2023) A qualitative study examining the critical differences in the experience of and response to formative feedback by undergraduate medical students in Japan and the UK. BMC Medical Education 23:1.
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Mehran Ilaghi, Sara Shafian, Adel Soltanizadeh, Ali Karamoozian, Maryam Okhovati & Sarah Aflatoonian. (2023) Reconstructing feedback in graduate medical education: development of the REFLECT scale to measure feedback delivery in medical residency training. BMC Medical Education 23:1.
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Stephanie Long, Charo Rodriguez, Christina St-Onge, Pierre-Paul Tellier, Nazi Torabi & Meredith Young. (2021) Factors affecting perceived credibility of assessment in medical education: A scoping review. Advances in Health Sciences Education 27:1, pages 229-262.
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Jessica Weallans, Caroline Roberts, Sarah Hamilton & Stephen Parker. (2022) Guidance for providing effective feedback in clinical supervision in postgraduate medical education: a systematic review. Postgraduate Medical Journal 98:1156, pages 138-149.
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Susanne Skjervold Smeby Martinsen, Torvald Espeland, Erik Andreas Rye Berg, Eivind Samstad, Børge Lillebo & Tobias S. Slørdahl. (2021) Examining the educational impact of the mini-CEX: a randomised controlled study. BMC Medical Education 21:1.
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Jenna Fredette, Barret Michalec, Amber Billet, Heather Auerbach, Jessica Dixon, Christy Poole & Richard Bounds. (2021) A qualitative assessment of emergency medicine residents’ receptivity to feedback. AEM Education and Training 5:4.
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