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Medical Teacher Volume 33, 2011 - Issue 7: Training for the Future
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Structured feedback to undergraduate medical students: 3 years’ experience of an assessment tool

Ann-Christin HafflingLund University, Sweden; ANN-CHRISTIN HAFFLING, MD, PhD, general practitioner, working half-time as a university teacher in charge of the programme in Community Medicine, Lund University.Correspondence[email protected]
,
Anders BeckmanLund University, Sweden; ANDERS BECKMAN, MD, PhD, general practitioner, part-time teacher on the programme in Community Medicine, Lund University.
&
Gudrun EdgrenLund University, Sweden; GUDRUN EDGREN, PhD, MMedEd, senior lecturer and director of the Centre for Teaching and Learning of the Faculty of Medicine, Lund University
Pages e349-e357 | Published online: 22 Jun 2011

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Indira N. Z. Day, Floris M. van Blankenstein, Michiel Westenberg & Wilfried Admiraal. (2018) A review of the characteristics of intermediate assessment and their relationship with student grades. Assessment & Evaluation in Higher Education 43:6, pages 908-929.
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Kelly Richards, Tamara Bell & Angela Dwyer. (2017) Training Sessional Academic Staff to Provide Quality Feedback on University Students' Assessment: Lessons From a Faculty of Law Learning and Teaching Project. The Journal of Continuing Higher Education 65:1, pages 25-34.
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Nora Y. Osman, Jessica L. Walling, Vivian G. Mitchell & Erik K. Alexander. (2015) Length of Attending-Student and Resident-Student Interactions in the Inpatient Medicine Clerkship. Teaching and Learning in Medicine 27:2, pages 130-137.
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Najwa Al-Mously, Nihal Mohamed Nabil, Sarah Abdulrahman Al-Babtain & Mostafa A Fouad Abbas. (2014) Undergraduate medical students’ perceptions on the quality of feedback received during clinical rotations. Medical Teacher 36:sup1, pages S17-S23.
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Articles from other publishers (9)

Javiera Fuentes-Cimma, Eduardo Fuentes-López, Lorena Isbej Espósito, Carlos De la Fuente, Arnoldo Riquelme Pérez, Hans Clausdorff, Gustavo Torres-Riveros & Ignacio Villagrán-Gutiérrez. (2023) Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students. Frontiers in Education 8.
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Barbara Duffy, Roisin Tully & Alice V. Stanton. (2023) An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic. BMC Medical Education 23:1.
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VijayethaP Patil & VidyaS Patil. (2021) Effectiveness of structured feedback after formative tests on first year MBBS students' performance in summative examination. International Journal of Advanced Medical and Health Research 8:2, pages 70.
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Christoph Berendonk, Anja Rogausch, Armin Gemperli & Wolfgang Himmel. (2018) Variability and dimensionality of students’ and supervisors’ mini-CEX scores in undergraduate medical clerkships – a multilevel factor analysis. BMC Medical Education 18:1.
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Robert Bing-YouKalli VaraklisVictoria HayesRobert TrowbridgeHeather KempDina McKelvy. (2018) The Feedback Tango: An Integrative Review and Analysis of the Content of the Teacher–Learner Feedback Exchange. Academic Medicine 93:4, pages 657-663.
Crossref
Anja Rogausch, Christine Beyeler, Stephanie Montagne, Patrick Jucker-Kupper, Christoph Berendonk, Sören Huwendiek, Armin Gemperli & Wolfgang Himmel. (2015) The influence of students’ prior clinical skills and context characteristics on mini-CEX scores in clerkships – a multilevel analysis. BMC Medical Education 15:1.
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Richard P. Deane, Pauline Joyce & Deirdre J. Murphy. (2015) Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study. BMC Medical Education 15:1.
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Stephanie Montagne, Anja Rogausch, Armin Gemperli, Christoph Berendonk, Patrick Jucker-Kupper & Christine Beyeler. (2014) The mini-clinical evaluation exercise during medical clerkships: are learning needs and learning goals aligned?. Medical Education 48:10, pages 1008-1019.
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Pål Gulbrandsen, Bård Fossli Jensen, Arnstein Finset & Danielle Blanch-Hartigan. (2013) Long-term effect of communication training on the relationship between physicians’ self-efficacy and performance. Patient Education and Counseling 91:2, pages 180-185.
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