‘Playing the game’: How do surgical trainees seek feedback using workplace-based assessment?
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Title
‘Playing the game’: How do surgical trainees seek feedback using workplace-based assessment?
Authors
Keywords
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Journal
MEDICAL EDUCATION
Volume 51, Issue 9, Pages 953-962
Publisher
Wiley
Online
2017-08-18
DOI
10.1111/medu.13380
References
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Note: Only part of the references are listed.- Is the learning value of workplace-based assessment being realised? A qualitative study of trainer and trainee perceptions and experiences
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- Validity in work-based assessment: expanding our horizons
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- Programmatic assessment of competency-based workplace learning: when theory meets practice
- (2013) Harold GJ Bok et al. BMC Medical Education
- British Surgeons' Experiences of a Mandatory Online Workplace Based Assessment Portfolio Resurveyed Three Years On
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- Faculty staff perceptions of feedback to residents after direct observation of clinical skills
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- Tensions in Informed Self-Assessment: How the Desire for Feedback and Reticence to Collect and Use It Can Conflict
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- Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes
- (2011) Kevin W. Eva et al. ADVANCES IN HEALTH SCIENCES EDUCATION
- Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people
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- Opening the black box of clinical skills assessment via observation: a conceptual model
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- Trainee doctors’ views on workplace-based assessments: Are they just a tick box exercise?
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- What Drives Faculty Ratings of Residentsʼ Clinical Skills? The Impact of Facultyʼs Own Clinical Skills
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- Who Wants Feedback? An Investigation of the Variables Influencing Residents’ Feedback-Seeking Behavior in Relation to Night Shifts
- (2009) Pim W. Teunissen et al. ACADEMIC MEDICINE
- Reflection: a link between receiving and using assessment feedback
- (2008) Joan M. Sargeant et al. ADVANCES IN HEALTH SCIENCES EDUCATION
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