Citations (64)
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Michael J. Eastwood, Benjamin G. J. Davies & Eliot L. Rees. (2023) Students’ Experiences of Peer Observed Teaching: A Qualitative Interview Study. Teaching and Learning in Medicine 35:1, pages 1-9.
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John Joyce, Peter Cantillon & Rosemary Geoghegan. (2022) Peer feedback in graduate training: A phenomenological investigation of possibilities. Medical Teacher 44:12, pages 1362-1367.
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Nyoli Valentine, Steven J. Durning, Ernst Michael Shanahan, Cees van der Vleuten & Lambert Schuwirth. (2022) The pursuit of fairness in assessment: Looking beyond the objective. Medical Teacher 44:4, pages 353-359.
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Rosawan S. Areemit, Cynthia M. Cooper, Kosin Wirasorn, Pongsatorn Paopongsawan, Charnchai Panthongviriyakul & Subha Ramani. (2021) Hierarchy, “Kreng Jai” and Feedback: A Grounded Theory Study Exploring Perspectives of Clinical Faculty and Medical Students in Thailand. Teaching and Learning in Medicine 33:3, pages 235-244.
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Amir H. Sam, Michael D. Reid, Viral Thakerar, Mark Gurnell, Rachel Westacott, Malcolm W. R. Reed & Celia A. Brown. (2021) National inter-rater agreement of standardised simulated-patient-based assessments. Medical Teacher 43:3, pages 341-346.
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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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Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees P. M. van der Vleuten. (2019) Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships. Medical Teacher 41:6, pages 625-631.
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Nimrod L. Delante. (2017) Perceived impact of online written feedback on students’ writing and learning: a reflection. Reflective Practice 18:6, pages 772-804.
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Chung-Hsien Chaou, Lynn V. Monrouxe, Li-Chun Chang, Shiuan-Ruey Yu, Chip-Jin Ng, Ching-Hsing Lee & Yu-Che Chang. (2017) Challenges of feedback provision in the workplace: A qualitative study of emergency medicine residents and teachers. Medical Teacher 39:11, pages 1145-1153.
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Subha Ramani, Karen Könings, Karen V. Mann & Cees van der Vleuten. (2017) Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education. Medical Teacher 39:10, pages 1065-1073.
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Deborah Murdoch-Eaton & Lucy Bowen. (2017) Feedback mapping – The curricular cornerstone of an “educational alliance”. Medical Teacher 39:5, pages 540-547.
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Subha Ramani, Sarah E. Post, Karen Könings, Karen Mann, Joel T. Katz & Cees van der Vleuten. (2017) “It's Just Not the Culture”: A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback. Teaching and Learning in Medicine 29:2, pages 153-161.
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Peter Cantillon. (2017) Old practices, new windows: reflections on a communications skills innovation. Education for Primary Care 28:2, pages 69-71.
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Peter Yeates & Stefanie S. Sebok-Syer. (2017) Hawks, Doves and Rasch decisions: Understanding the influence of different cycles of an OSCE on students’ scores using Many Facet Rasch Modeling. Medical Teacher 39:1, pages 92-99.
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Subha Ramani. (2016) Reflections on feedback: Closing the loop. Medical Teacher 38:2, pages 206-207.
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James GM Crossley & Pirashanthie Vivekananda-Schmidt. (2015) Student assistantships: bridging the gap between student and doctor. Advances in Medical Education and Practice 6, pages 447-457.
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William Feldman & Gurpreet Dhaliwal. (2015) When Professors Don't Return Essays. Teaching and Learning in Medicine 27:4, pages 431-434.
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Peter Cantillon & Graham Easton. (2015) Feedback – what’s new?. Education for Primary Care 26:2, pages 116-117.
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Articles from other publishers (46)
Reem Alansari, Pei‐Wen Lim, Subha Ramani & Janice C. Palaganas. (2023) What do you think of when you hear the word ‘feedback’? A reflective thematic analysis study of interviews. The Clinical Teacher.
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Nyoli Valentine & Lambert Schuwirth. (2022) Using fairness to reconcile tensions between coaching and assessment. Medical Education 57:3, pages 213-216.
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Kaif Pardhan, Linda Jones & Christopher Watling. (2022) “Maybe it’s the first time somebody’s been honest with you”: exploring how residents reconcile feedback variability. Canadian Journal of Emergency Medicine 25:2, pages 143-149.
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Christopher J. Mooney, Jennifer M. Pascoe, Amy E. Blatt, Valerie J. Lang, Michael S. Kelly, Melanie K. Braun, Jaclyn E. Burch & Robert Thompson Stone. (2022) Predictors of faculty narrative evaluation quality in medical school clerkships. Medical Education 56:12, pages 1223-1231.
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Stefanie S. Sebok-Syer, Jennifer M. Shaw, Robert Sedran, Lisa Shepherd, Allison McConnell, Adam M. Dukelow, Mark D. Syer & Lorelei Lingard. (2022) Facilitating Residents’ Understanding of Electronic Health Record Report Card Data Using Faculty Feedback and Coaching. Academic Medicine 97:11S, pages S22-S28.
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Lauren B. PhinneyAngelina FluetBridget C. O’BrienLee SeligmanKaren E. Hauer. (2022) Beyond Checking Boxes: Exploring Tensions With Use of a Workplace-Based Assessment Tool for Formative Assessment in Clerkships. Academic Medicine 97:10, pages 1511-1520.
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Judah Burns, Alison Chetlen, Desiree E. Morgan, Tara M. Catanzano, Theresa C. McLoud, Priscilla J Slanetz & Ann K. Jay. (2022) Affecting Change: Enhancing Feedback Interactions with Radiology Trainees. Academic Radiology 29, pages S111-S117.
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Paul Douglas Fullerton, Mahbub Sarkar, Shamsul Haque & Wendy McKenzie. (2022) Culture and understanding the role of feedback for health professions students: realist synthesis protocol. BMJ Open 12:2, pages e049462.
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Christina E. Johnson, Jennifer L. Keating, Michelle Leech, Peter Congdon, Fiona Kent, Melanie K. Farlie & Elizabeth K. Molloy. (2021) Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions. BMC Medical Education 21:1.
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Sreeja Natesan, Brett Todd, Robert S. Hsu, Ronnie Kuo Ren, Ryan Clark, Geoff Jara‐Almonta, Joao Ricardo Nickenig Vissoci & Khuansiri Narajeenron. (2021) Novel tool for assessing the quality of feedback in the emergency room (FEED‐ER). AEM Education and Training 5:4.
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Nyoli Valentine, Ernst Michael Shanahan, Steven J. Durning & Lambert Schuwirth. (2021) Making it fair: Learners’ and assessors’ perspectives of the attributes of fair judgement. Medical Education 55:9, pages 1056-1066.
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Shiphra GinsburgChristopher J. WatlingDaniel J. SchumacherAndrea GingerichRose Hatala. (2021) Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings. Academic Medicine 96:7S, pages S81-S86.
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Paul Kukulski, James Ahn, Christine Babcock, Navneet Cheema, Galeta C. Clayton, Adriana S. Olson, Nathan Olson, Karis L. Tekwani & Keme Carter. (2021) Medical student self‐assessment as emergency medicine residency applicants. AEM Education and Training 5:3.
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Nyoli Valentine, Steven Durning, Ernst Michael Shanahan & Lambert Schuwirth. (2020) Fairness in human judgement in assessment: a hermeneutic literature review and conceptual framework. Advances in Health Sciences Education 26:2, pages 713-738.
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Paul L. P. Brand, A. Debbie C. Jaarsma & Cees P. M. Van der Vleuten. (2020) Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment. Perspectives on Medical Education 10:1, pages 50-56.
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Kimberley MacNeil, Cary Cuncic, Stéphane Voyer, Deborah Butler & Rose Hatala. (2019) Necessary but not sufficient: identifying conditions for effective feedback during internal medicine residents’ clinical education. Advances in Health Sciences Education 25:3, pages 641-654.
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Subha RamaniKaren D. KöningsShiphra GinsburgCees P.M. van der Vleuten. (2019) Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations. Academic Medicine 95:7, pages 1073-1081.
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Christina E. Johnson, Jennifer L. Keating & Elizabeth K. Molloy. (2020) Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?. Medical Education 54:6, pages 559-570.
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Angelika Beatriz Ellen Kuhlmann Lüdeke & Javier Fabricio Guillén Olaya. (2020) Effective Feedback, An Essential Component of all Stages in Medical Education. Universitas Médica 61:3.
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Catherine Buckley, Sreeja Natesan, Adam Breslin & Michael Gottlieb. (2020) Finessing Feedback: Recommendations for Effective Feedback in the Emergency Department. Annals of Emergency Medicine 75:3, pages 445-451.
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Brenda MoriMartine QuesnelSarah Wojkowski. (2019) Students’ Perspectives on Their Experience in Clinical Placements: Using a Modified Delphi Methodology to Engage Physiotherapy Stakeholders in Revising the National Form. Physiotherapy Canada 71:4, pages 368-381.
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Edvin Schei, Abraham Fuks & J. Donald Boudreau. (2018) Reflection in medical education: intellectual humility, discovery, and know-how. Medicine, Health Care and Philosophy 22:2, pages 167-178.
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Heather Armson, Jocelyn M Lockyer, Marygrace Zetkulic, Karen D Könings & Joan Sargeant. (2019) Identifying coaching skills to improve feedback use in postgraduate medical education. Medical Education 53:5, pages 477-493.
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Christopher J Watling & Kori A LaDonna. (2019) Where philosophy meets culture: exploring how coaches conceptualise their roles. Medical Education 53:5, pages 467-476.
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Subha Ramani, Karen D. Könings, Shiphra Ginsburg & Cees PM. van der Vleuten. (2019) Feedback Redefined: Principles and Practice. Journal of General Internal Medicine 34:5, pages 744-749.
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Peter Yeates, Natalie Cope, Ashley Hawarden, Hannah Bradshaw, Gareth McCray & Matt Homer. (2019) Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs. Medical Education 53:3, pages 250-263.
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Christopher J Watling & Shiphra Ginsburg. (2018) Assessment, feedback and the alchemy of learning. Medical Education 53:1, pages 76-85.
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Andrea Gingerich, Vijay Daniels, Laura Farrell, Sharla-Rae Olsen, Tara Kennedy & Rose Hatala. (2018) Beyond hands-on and hands-off: supervisory approaches and entrustment on the inpatient ward. Medical Education 52:10, pages 1028-1040.
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Subha RamaniKaren D. KöningsKaren V. MannEmily E. PisarskiCees P.M. van der Vleuten. (2018) About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices. Academic Medicine 93:9, pages 1348-1358.
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Adam Cheng, Vinay M. Nadkarni, Mary Beth Mancini, Elizabeth A. Hunt, Elizabeth H. Sinz, Raina M. Merchant, Aaron Donoghue, Jonathan P. Duff, Walter Eppich, Marc Auerbach, Blair L. Bigham, Audrey L. Blewer, Paul S. Chan & Farhan Bhanji. (2018) Resuscitation Education Science: Educational Strategies to Improve Outcomes From Cardiac Arrest: A Scientific Statement From the American Heart Association. Circulation 138:6.
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Robert Bing-YouVictoria HayesTamara PalkaMarybeth FordRobert Trowbridge. (2018) The Art (and Artifice) of Seeking Feedback: Clerkship Students’ Approaches to Asking for Feedback. Academic Medicine 93:8, pages 1218-1226.
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Dahn JeongJustin PresseauRima ElChamaaDanielle N. NaumannColin MascaroFrancesca LuconiKaren M. SmithSimon Kitto. (2018) Barriers and Facilitators to Self-Directed Learning in Continuing Professional Development for Physicians in Canada: A Scoping Review. Academic Medicine 93:8, pages 1245-1254.
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H.H. Florian Buchner, Daniel Nawrocik & Christoph Burger?. (2018) Student-Initiated Feedback Using Clinical Encounter Cards during Clinical Rotations in Veterinary Medicine: A Feasibility Study. Journal of Veterinary Medical Education 45:1, pages 76-84.
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Dorene F. Balmer, Rebecca Tenney-Soeiro, Erika Mejia & Beth Rezet. (2018) Positive Change in Feedback Perceptions and Behavior: A 10-Year Follow-up Study. Pediatrics 141:1.
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W. Hartford, L. Nimmon & T. Stenfors. (2017) Frontline learning of medical teaching: “you pick up as you go through work and practice”. BMC Medical Education 17:1.
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John D. MitchellCindy KuCarol Ann B. DiachunAmy DiLorenzoDaniel E. LeeSuzanne KaranVanessa WongRandall M. SchellMarek BrzezinskiStephanie B. Jones. (2017) Enhancing Feedback on Professionalism and Communication Skills in Anesthesia Residency Programs. Anesthesia & Analgesia 125:2, pages 620-631.
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Jane Bleasel, Annette Burgess, Ruth Weeks & Inam Haq. (2016) Feedback using an ePortfolio for medicine long cases: quality not quantity. BMC Medical Education 16:1.
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J. Tricio, M. Woolford & M. Escudier. (2016) Analysis of dental students' written peer feedback from a prospective peer assessment protocol. European Journal of Dental Education 20:4, pages 241-247.
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Christopher J. Harrison, Karen D. Könings, Elaine F. Dannefer, Lambert W. T. Schuwirth, Valerie Wass & Cees P. M. van der Vleuten. (2016) Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures. Perspectives on Medical Education 5:5, pages 276-284.
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Stéphane Voyer, Cary Cuncic, Deborah L Butler, Kimberley MacNeil, Christopher Watling & Rose Hatala. (2016) Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme. Medical Education 50:9, pages 943-954.
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John D. Mitchell & Stephanie B. Jones. (2016) Faculty Development in Feedback Provision. International Anesthesiology Clinics 54:3, pages 54-65.
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Pirashanthie Vivekananda-Schmidt, James Crossley & Deborah Murdoch-Eaton. (2015) A model of professional self-identity formation in student doctors and dentists: a mixed method study. BMC Medical Education 15:1.
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Francois J Cilliers. (2015) Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?. Perspectives on Medical Education 4:6, pages 280-281.
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Marjorie D. Wenrich, Molly Blackley Jackson, Ramoncita R. Maestas, Ineke H.A.P. Wolfhagen & Albert J.J. Scherpbier. (2015) From Cheerleader to Coach. Academic Medicine 90, pages S91-S97.
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Dorotea Mutabdzic, Maria Mylopoulos, Michael Lucas Murnaghan, Priyanka Patel, Nathan Zilbert, Natashia Seemann, Glenn Regehr & Carol-Anne Moulton. (2015) Coaching Surgeons. Annals of Surgery 262:2, pages 213-216.
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Christopher Watling. (2014) Resident Teachers and Feedback: Time to Raise the Bar. Journal of Graduate Medical Education 6:4, pages 781-782.
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