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Medical Teacher Volume 30, 2008 - Issue 1
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eMed Teamwork: a self-moderating system to gather peer feedback for developing and assessing teamwork skills

Chris Hughes School of Public Health and Community MedicineView further author information
,
Susan Toohey School of Public Health and Community MedicineCorrespondence[email protected]
View further author information
&
Gary Velan School of Medical Sciences, University of New South Wales, AustraliaView further author information
Pages 5-9 | Published online: 03 Jul 2009

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Read on this site (6)

Hui-Teng Hoo, Kelvin Tan & Christopher Deneen. (2020) Negotiating self- and peer-feedback with the use of reflective journals: an analysis of undergraduates’ engagement with feedback. Assessment & Evaluation in Higher Education 45:3, pages 431-446.
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H. Patrick McNeil, Helen A. Scicluna, Patrick Boyle, Michael C. Grimm, Kathryn A. Gibson & Philip D. Jones. (2012) Successful development of generic capabilities in an undergraduate medical education program. Higher Education Research & Development 31:4, pages 525-539.
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Anthony J. O'Sullivan, Peter Harris, Chris S. Hughes, Susan M. Toohey, Chinthaka Balasooriya, Gary Velan, Rakesh K. Kumar & H. Patrick McNeil. (2012) Linking assessment to undergraduate student capabilities through portfolio examination. Assessment & Evaluation in Higher Education 37:3, pages 379-391.
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Anthony J O'sullivan, Amanda C Howe, Susan Miles, Peter Harris, Chris S Hughes, Philip Jones, Helen Scicluna & Sam J Leinster. (2012) Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An evaluation from two medical schools. Medical Teacher 34:1, pages e21-e28.
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Sharon K. Krackov. (2011) Expanding the horizon for feedback. Medical Teacher 33:11, pages 873-874.
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Ronald M. Harden. (2008) E-learning–caged bird or soaring eagle?. Medical Teacher 30:1, pages 1-4.
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Articles from other publishers (8)

Masood Fathi, Morteza Ghobakhloo & Anna Syberfeldt. (2019) An Interpretive Structural Modeling of Teamwork Training in Higher Education. Education Sciences 9:1, pages 16.
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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.
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Afsheen Zafar & Ahmed Rehman. (2017) Clinical Capability Self-Appraisal as Indicative of Preparedness For Future Medical Practice. A Graduates׳ Perspective. Health Professions Education 3:1, pages 44-49.
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Jed D. GonzaloElizabeth BaxleyJeffrey BorkanMichael DekhtyarRichard HawkinsLuan LawsonStephanie R. StarrSusan Skochelak. (2017) Priority Areas and Potential Solutions for Successful Integration and Sustainment of Health Systems Science in Undergraduate Medical Education. Academic Medicine 92:1, pages 63-69.
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Helen A. Scicluna, Anthony J. O’Sullivan, Patrick Boyle, Philip D. Jones & H. Patrick McNeil. (2015) Peer learning in the UNSW Medicine program. BMC Medical Education 15:1.
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Helen A Scicluna, Michael C Grimm, Anthony J O’Sullivan, Peter Harris, Louis S Pilotto, Philip D Jones & H Patrick McNeil. (2012) Clinical capabilities of graduates of an outcomes-based integrated medical program. BMC Medical Education 12:1.
Crossref
Geoffrey W. Payne. 2011. Blended Learning across Disciplines. Blended Learning across Disciplines 132 146 .
Simon Housego & Nicola Parker. (2009) Positioning ePortfolios in an integrated curriculum. Education + Training 51:5/6, pages 408-421.
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