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Research Article

Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students

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Pages e263-e269 | Published online: 23 Jul 2010

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Qian Wang, Jiyao Xun, Na Li, Henk Huijser, Juming Shen & Jian Chen. (2023) Examining gains and pains of a new virtual internship design. Distance Education 44:2, pages 246-266.
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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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Janica Jamieson, Gemma Jenkins, Shelley Beatty & Claire Palermo. (2017) Designing programmes of assessment: A participatory approach. Medical Teacher 39:11, pages 1182-1188.
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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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M. P. C. Embo, E. Driessen, M. Valcke & C. P. M. Van Der Vleuten. (2014) Scaffolding reflective learning in clinical practice: A comparison of two types of reflective activities. Medical Teacher 36:7, pages 602-607.
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C. P. M. van der Vleuten, L. W. T. Schuwirth, E. W. Driessen, J. Dijkstra, D. Tigelaar, L. K. J. Baartman & J. van Tartwijk. (2012) A model for programmatic assessment fit for purpose. Medical Teacher 34:3, pages 205-214.
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Articles from other publishers (27)

Magda Kloppers & Erika Potgieter. (2023) Your feedback procedure, my inspiration: Enhancing student achievement through assessment. South African Journal of Education 43:1, pages 1-11.
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Synnøve Eidsvik Folkvord & Christina Furskog Risa. (2023) Factors that enhance midwifery students’ learning and development of self-efficacy in clinical placement: A systematic qualitative review. Nurse Education in Practice 66, pages 103510.
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Chanika Ilangakoon, Rola Ajjawi, Ruth Endacott & Charlotte E. Rees. (2022) The relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education: An integrative review. Nurse Education in Practice 58, pages 103255.
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Elaine Jefford, Samantha Nolan, Joanne Munn & Lyn Ebert. (2021) What matters, what is valued and what is important in mentorship through the Appreciative Inquiry process of co-created knowledge. Nurse Education Today 99, pages 104791.
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Sandhya Gunness, Isabel Tarling & Erkkie Haipinge. 2021. Radical Solutions for Education in Africa. Radical Solutions for Education in Africa 59 86 .
Mehrnaz Geranmayeh, Zohre Khakbazan, Farahnaz Azizi & Abbas Mehran. (2019) Effects of Feedback on Midwifery Students’ Self-Assessed Performance and Their Self-Assessment Ability: A Quasi-Experimental Study. International Quarterly of Community Health Education 40:4, pages 299-305.
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Aditi Gupta, Margaret Wood, Shelley Kumar, Sanghamitra Misra & Teri Turner. (2020) No Faculty Required: Use of a Health Literacy Low Inference Self-Assessment Measure to Promote Behavior Change. Academic Pediatrics 20:5, pages 712-720.
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Kieran Balloo & Aka Vashakidze. 2020. Enhancing Student-Centred Teaching in Higher Education. Enhancing Student-Centred Teaching in Higher Education 255 272 .
Shiau-Shian Huang, Chia-Chang Huang, Ying-Ying Yang, Shuu-Jiun Wang, Boaz Shulruf & Chen-Huan Chen. (2019) Dreyfus scale-based feedback increased medical students’ satisfaction with the complex cluster part of a interviewing and physical examination course and improved skills readiness in Taiwan. Journal of Educational Evaluation for Health Professions 16, pages 30.
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M. Embo & M. Valcke. (2019) Improving student midwives’ workplace learning by moving from self- to co-regulated learning!. Women and Birth 32:3, pages e384-e390.
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Youn Seon Lim. (2019) Students’ Perception of Formative Assessment as an Instructional Tool in Medical Education. Medical Science Educator 29:1, pages 255-263.
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Linda Sweet, Janice Bass & Kristen Graham. 2019. Augmenting Health and Social Care Students’ Clinical Learning Experiences. Augmenting Health and Social Care Students’ Clinical Learning Experiences 141 162 .
I. M. Schüler, R. Heinrich-Weltzien & M. Eiselt. (2018) Effect of individual structured and qualified feedback on improving clinical performance of dental students in clinical courses-randomised controlled study. European Journal of Dental Education 22:3, pages e458-e467.
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Eva K. Persson, Linda J. Kvist & Maria Ekelin. (2018) Midwifery students’ experiences of learning through the use of written reflections – An interview study. Nurse Education in Practice 30, pages 73-78.
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Laury P. J. W. M. de Jonge, Angelique A. Timmerman, Marjan J. B. Govaerts, Jean W. M. Muris, Arno M. M. Muijtjens, Anneke W. M. Kramer & Cees P. M. van der Vleuten. (2017) Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour. Advances in Health Sciences Education 22:5, pages 1213-1243.
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M. Embo, K. Helsloot, N. Michels & M. Valcke. (2017) A Delphi study to validate competency-based criteria to assess undergraduate midwifery students' competencies in the maternity ward. Midwifery 53, pages 1-8.
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Jane M. Dyer & Gwen Latendresse. (2016) Identifying and Addressing Problems for Student Progression in Midwifery Clinical Education. Journal of Midwifery & Women's Health 61:S1, pages 28-36.
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M. Embo & M. Valcke. (2016) Workplace learning in midwifery education in Flanders (Belgium). Midwifery 33, pages 24-27.
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Susanna R. Cohen, Celeste R. Thomas & Claudia Gerard. (2015) The Clinical Learning Dyad Model: An Innovation in Midwifery Education. Journal of Midwifery & Women's Health 60:6, pages 691-698.
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M. Embo, E. Driessen, M. Valcke & C.P.M. van der Vleuten. (2015) Integrating learning assessment and supervision in a competency framework for clinical workplace education. Nurse Education Today 35:2, pages 341-346.
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M. Embo, E. Driessen, M. Valcke & C.P.M. van der Vleuten. (2015) Relationship between reflection ability and clinical performance: A cross-sectional and retrospective-longitudinal correlational cohort study in midwifery. Midwifery 31:1, pages 90-94.
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M. Embo, E. Driessen, M. Valcke & C.P.M. van der Vleuten. (2014) A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: A qualitative study of supervisors’ perceptions. Nurse Education in Practice 14:4, pages 441-446.
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Anthony A. Donato. (2014) Direct Observation of Residents: A Model for an Assessment System. The American Journal of Medicine 127:5, pages 455-460.
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S. Koole, J. Vanobbergen, L. De Visschere, L. Aper, T. Dornan & A. Derese. (2013) The influence of reflection on portfolio learning in undergraduate dental education. European Journal of Dental Education 17:1, pages e93-e99.
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Margaretha H Sagasser, Anneke WM Kramer & Cees PM van der Vleuten. (2012) How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study. BMC Medical Education 12:1.
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H. Devlin. (2012) Students’ perception of the prognosis for a single-surface amalgam restoration. European Journal of Dental Education 16:2, pages 86-90.
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B. Grieveson, J. A. Kirton, N. O. A. Palmer & M. C. Balmer. (2011) Evaluation of workplace based assessment tools in dental foundation training. British Dental Journal 211:4, pages E8-E8.
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