A qualitative study examining the critical differences in the experience of and response to formative feedback by undergraduate medical students in Japan and the UK

BACKGROUND: Formative feedback plays a critical role in guiding learners to gain competence, serving as an opportunity for reflection and feedback on their learning progress and needs. Medical education in Japan has historically been dominated by a summative paradigm within assessment, as opposed to...

Descripción completa

Detalles Bibliográficos
Autores principales: Kozato, An, Shikino, Kiyoshi, Matsuyama, Yasushi, Hayashi, Mikio, Kondo, Satoshi, Uchida, Shun, Stanyon, Maham, Ito, Shoichi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10240445/
https://www.ncbi.nlm.nih.gov/pubmed/37277728
http://dx.doi.org/10.1186/s12909-023-04257-6

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10240445/
https://www.ncbi.nlm.nih.gov/pubmed/37277728
http://dx.doi.org/10.1186/s12909-023-04257-6

Ejemplares similares