A qualitative study of medical students' perceptions of resident feedback
Bibliographic Data
| ID | 21517426 |
|---|---|
| Authors | Shannon N Wong (Department of Medicine, Faculty of Medicine University of British Columbia Vancouver British Columbia Canada), Cong Luo (0000-0002-0879-3127, University of British Columbia), Graham Macdonald (0000-0002-2788-1499, Department of Occupational Science and Occupational Therapy, Faculty of Medicine University of British Columbia Vancouver British Columbia Canada), Rose Hatala (0000-0003-0521-2590, Department of Medicine and Centre for Health Education Scholarship, Faculty of Medicine University of British Columbia Vancouver British Columbia Canada, corresponding author) |
| Year | 2022 |
| Volume | 56 |
| Issue | 10 |
| Pages | 994-1001 |
| Publication date | 2022-10-01 |
| 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.14847 |
| PMID | 35639522 |
| OpenAlex | W4281676940 |
| Language | EN |
| Citations received | 1 |
| References cited | 35 |
Constructive · Interpersonal communication · Interpersonal relationship · Medical education · Perception · Qualitative research · Sociocultural evolution · Sociocultural perspective · Thematic analysis · Evaluation of Teaching Practices · Innovations in Medical Education · Medicine · Psychology · Social Psychology · Student Assessment and Feedback
How phenomenology can help us learn from the experiences of others
Assessment, feedback and the alchemy of learning
The effectiveness of peer tutoring in further and higher education
The “Educational Alliance” as a Framework for Reconceptualizing Feedback in Medical Education
Stakes in the eye of the beholder
The Senior Medical Resident’s New Role in Assessment in Internal Medicine
Interpretive description
Shedding the cobra effect
Rethinking models of feedback for learning
The Power of Feedback
Situated Learning
| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |