Tensions in post-examination feedback: information for learning versus potential for harm

Anna Ryan; Geoffrey J McColl; Richard O'Brien; Neville Chiavaroli; Terry Judd; Sue Finch; David Swanson

doi:10.1111/medu.13366

Tensions in post-examination feedback: information for learning versus potential for harm

Anna Ryan, Geoffrey J McColl, Richard O'Brien, Neville Chiavaroli, Terry Judd, Sue Finch, David Swanson

Australian Council for Educational Research (ACER)

Research output: Contribution to journal › Article › peer-review

Abstract

Self-regulation is recognised as being a requisite skill for professional practice This study is part of a programme of research designed to explore efficient methods of feedback that improve medical students' ability to self-regulate their learning. Our aim was to clarify how students respond to different forms and content of written feedback and to explore the impact on study behaviour and knowledge acquisition.

Original language	English
Journal	Medical Education
Volume	51
Issue number	9
DOIs	https://doi.org/10.1111/medu.13366
Publication status	Published - 1 Sept 2017

Keywords

Clinical competence
Educational measurement
Feedback
Learning
Medical education
Peer group
Undergraduate

Disciplines

Curriculum and Instruction
Medicine and Health Sciences
Psychology

Access to Document

10.1111/medu.13366Licence: Unspecified

http://onlinelibrary.wiley.com/doi/10.1111/medu.13366/abstract

Cite this

@article{0a791e50b9eb49b998b2f42ff7a78e72,

title = "Tensions in post-examination feedback: information for learning versus potential for harm",

abstract = " Self-regulation is recognised as being a requisite skill for professional practice This study is part of a programme of research designed to explore efficient methods of feedback that improve medical students' ability to self-regulate their learning. Our aim was to clarify how students respond to different forms and content of written feedback and to explore the impact on study behaviour and knowledge acquisition.",

keywords = "Clinical competence, Educational measurement, Feedback, Learning, Medical education, Peer group, Undergraduate",

author = "Anna Ryan and McColl, \{Geoffrey J\} and Richard O'Brien and Neville Chiavaroli and Terry Judd and Sue Finch and David Swanson",

note = "{"}Please check your email for instructions on resetting your password. If you do not receive an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account.",

year = "2017",

month = sep,

day = "1",

doi = "10.1111/medu.13366",

language = "English",

volume = "51",

journal = "Medical Education",

number = "9",

}

TY - JOUR

T1 - Tensions in post-examination feedback: information for learning versus potential for harm

AU - Ryan, Anna

AU - McColl, Geoffrey J

AU - O'Brien, Richard

AU - Chiavaroli, Neville

AU - Judd, Terry

AU - Finch, Sue

AU - Swanson, David

N1 - "Please check your email for instructions on resetting your password. If you do not receive an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account.

PY - 2017/9/1

Y1 - 2017/9/1

N2 - Self-regulation is recognised as being a requisite skill for professional practice This study is part of a programme of research designed to explore efficient methods of feedback that improve medical students' ability to self-regulate their learning. Our aim was to clarify how students respond to different forms and content of written feedback and to explore the impact on study behaviour and knowledge acquisition.

AB - Self-regulation is recognised as being a requisite skill for professional practice This study is part of a programme of research designed to explore efficient methods of feedback that improve medical students' ability to self-regulate their learning. Our aim was to clarify how students respond to different forms and content of written feedback and to explore the impact on study behaviour and knowledge acquisition.

KW - Clinical competence

KW - Educational measurement

KW - Feedback

KW - Learning

KW - Medical education

KW - Peer group

KW - Undergraduate

U2 - 10.1111/medu.13366

DO - 10.1111/medu.13366

M3 - Article

VL - 51

JO - Medical Education

JF - Medical Education

IS - 9

ER -