Commentary
Supervisory dynamics in workplace‐based assessment
Bibliographic Data
| ID | 21517389 |
|---|---|
| Authors | Anna Ryan (0000-0001-7458-027X, Department of Medical Education, Melbourne Medical School University of Melbourne Melbourne Victoria Australia, corresponding author) |
| Year | 2025 |
| Volume | 59 |
| Issue | 6 |
| Pages | 569-571 |
| Publication date | 2025-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 0308-0110 • E-ISSN: 1365-2923 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/medu.15634 |
| PMID | 40016886 |
| OpenAlex | W4408070399 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
Adopting a nuanced view on continuity of supervision, Lee et al highlight three subtypes of longitudinal relationships that have a negative impact on learning and assessment in workplace contexts
Medical education · Pedagogy · Innovations in Medical Education · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Assessment, feedback and the alchemy of learning
How workplace‐based assessments guide learning in postgraduate education
Continuity of supervision
The attitudes towards learning and study habits of Australian medical students
Developing a learning-centred framework for feedback literacy
The development of student feedback literacy
The Power of Feedback
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |