Clinical teachers’ motivations for feedback provision in busy emergency departments: a multicentre qualitative study

BACKGROUND: Feedback is an effective pedagogical tool in clinical teaching and learning, but the actual perception by learners of clinical feedback is often described as unsatisfactory. Unlike assessment feedback or teaching sessions, which often happen within protected time and space, clinical feed...

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Detalles Bibliográficos
Autores principales: Chaou, Chung-Hsien, Yu, Shiuan-Ruey, Ngerng, Roy Yi Ling, Monrouxe, Lynn Valerie, Chang, Li-Chun, Chang, Yu-Che
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BMJ Publishing Group 2021
Materias:
Original Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8311103/
https://www.ncbi.nlm.nih.gov/pubmed/32847846
http://dx.doi.org/10.1136/emermed-2019-208908

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8311103/
https://www.ncbi.nlm.nih.gov/pubmed/32847846
http://dx.doi.org/10.1136/emermed-2019-208908

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