Citations (21)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (6)
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.
Read now
Read now
Sylvia Heeneman, Lubberta H. de Jong, Luke J. Dawson, Tim J. Wilkinson, Anna Ryan, Glendon R. Tait, Neil Rice, Dario Torre, Adrian Freeman & Cees P. M. van der Vleuten. (2021) Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles. Medical Teacher 43:10, pages 1139-1148.
Read now
Read now
Peggy C. Holzweiss, Daniel W. Walker & Meredith Conrey. (2019) Preparing new professionals for administrative leadership in higher education: identifying specific skills for training. Perspectives: Policy and Practice in Higher Education 23:2-3, pages 54-60.
Read now
Read now
J. J. Berkhout, I. A. Slootweg, E. Helmich, P. W. Teunissen, C. P. M. van der Vleuten & A. D. C. Jaarsma. (2017) How characteristic routines of clinical departments influence students’ self-regulated learning: A grounded theory study. Medical Teacher 39:11, pages 1174-1181.
Read now
Read now
Renato Soleiman Franco, Camila Ament Giuliani dos Santos Franco, Olívia Pestana, Milton Severo & Maria Amélia Ferreira. (2017) The use of portfolios to foster professionalism: attributes, outcomes, and recommendations. Assessment & Evaluation in Higher Education 42:5, pages 737-755.
Read now
Read now
Fernando Santonja-Medina, M Paz García-Sanz, Francisco Martínez-Martínez, David Bó & Joaquín García-Estañ. (2016) Portfolio as a tool to evaluate clinical competences of traumatology in medical students. Advances in Medical Education and Practice 7, pages 57-61.
Read now
Read now
Articles from other publishers (15)
Jacquelin Jia Qi Ting, Gillian Li Gek Phua, Daniel Zhihao Hong, Bertrand Kai Yang Lam, Annabelle Jia Sing Lim, Eleanor Jia Xin Chong, Anushka Pisupati, Rei Tan, Jocelyn Yi Huang Yeo, Yi Zhe Koh, Chrystie Wan Ning Quek, Jia Yin Lim, Kuang Teck Tay, Yun Ting Ong, Min Chiam, Jamie Xuelian Zhou, Stephen Mason, Limin Wijaya & Lalit Kumar Radha Krishna. (2023) Evidence-guided approach to portfolio-guided teaching and assessing communications, ethics and professionalism for medical students and physicians: a systematic scoping review. BMJ Open 13:3, pages e067048.
Crossref
Crossref
Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, Annabelle Jia Sing Lim, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Min Chiam, Alexia Sze Inn Lee, Laura Hui Shuen Tan, Annelissa Mien Chew Chin, Limin Wijaya, Warren Fong & Lalit Kumar Radha Krishna. (2022) Medical Student Portfolios: A Systematic Scoping Review. Journal of Medical Education and Curricular Development 9, pages 238212052210760.
Crossref
Crossref
Alice Tzeng, Bethany Bruno, Jessica Cooperrider, Perry B. Dinardo, Rachael Baird, Carol Swetlik, Brittany N. Goldstein, Radhika Rastogi, Alicia J. Roth, Timothy D. Gilligan & Julie M. Rish. (2021) A Structured Peer Assessment Method with Regular Reinforcement Promotes Longitudinal Self-Perceived Development of Medical Students’ Feedback Skills. Medical Science Educator 31:2, pages 655-663.
Crossref
Crossref
Jiling Liu, Ping Xiang, Ron E McBride & Han Chen. (2019) Self-regulated learning strategies and achievement goals among preservice physical education teachers. European Physical Education Review 26:2, pages 375-391.
Crossref
Crossref
Sarah Lerchenfeldt, Misa Mi & Marty Eng. (2019) The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review. BMC Medical Education 19:1.
Crossref
Crossref
Xiaoquan PAN & Zhengdong GAN. (2019) Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation. International Journal of Social Sciences and Education Research 5:3, pages 233-241.
Crossref
Crossref
Jorrick Beckers, Diana H. J. M. Dolmans & Jeroen J. G. van Merriënboer. (2018) PERFLECT: Design and Evaluation of an Electronic Development Portfolio Aimed at Supporting Self-Directed Learning. TechTrends 63:4, pages 420-427.
Crossref
Crossref
Mark A. Albanese & Georgia L. Hinman. 2019. The Wiley Handbook of Problem‐Based Learning. The Wiley Handbook of Problem‐Based Learning
389
409
.
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
Crossref
David A. CookAyelet KuperRose HatalaShiphra Ginsburg. (2016) When Assessment Data Are Words: Validity Evidence for Qualitative Educational Assessments. Academic Medicine 91:10, pages 1359-1369.
Crossref
Crossref
Maria Paz García Sanz, Joaquín García-Estañ López, Francisco Martínez Martinez, Alicia Pérez Bernabeu & Fernando Santonja Medina. (2016) Evaluación de competencias prácticas clínicas por el alumnado y el profesorado a través del portafolios. Revista Complutense de Educación 28:3, pages 737-754.
Crossref
Crossref
Emilio González-Jiménez, Carmen Enrique-Mirón, Juan A. González-García & Daniel Fernández-Carballo. (2016) Problem-Based Learning in Prenursing Courses. Nurse Educator 41:3, pages E1-E3.
Crossref
Crossref
Susanna M. Lucieer, Jos N. van der Geest, Silvana M. Elói-Santos, Rosa M. Delbone de Faria, Laura Jonker, Chris Visscher, Remy M. J. P. Rikers & Axel P. N. Themmen. (2015) The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum. Advances in Health Sciences Education 21:1, pages 93-104.
Crossref
Crossref
Seyedeh Negar Assadi. (2016) Portfolios and Assessment of Personal Protective Devices Course Learning. Research and Development in Medical Education 4:2, pages 123-127.
Crossref
Crossref
Alain J. Azzi, Christopher J. Ramnanan, Jennifer Smith, Éric Dionne & Alireza Jalali. (2015) To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course. Anatomical Sciences Education 8:5, pages 413-420.
Crossref
Crossref