Successfully blending assessment and feedback demands clarity of purpose, support for learners, and a system and organisational commitment to a culture of improvement rather than a culture of performance.

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Cite This Study

Watling et al. (Thu,) studied this question.

synapsesocial.com/papers/69de87cbbf539e2270558fbf https://doi.org/https://doi.org/10.1111/medu.13645

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

1Thereʼs No Such Thing as “Nonjudgmental” Debriefing: A Theory and Method for Debriefing with Good Judgment2006 · 1,081 citations
2The methodology of evaluation1966 · 2,258 citations
3Feedback in Clinical Medical Education1983 · 1,253 citations
4Test-Enhanced Learning2006 · 2,697 citations
5Methods to assess students’ acquisition, application and integration of basic science knowledge in an innovative competency-based curriculum2008 · 53 citations

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

1Thereʼs No Such Thing as “Nonjudgmental” Debriefing: A Theory and Method for Debriefing with Good Judgment2006 · 1,081 citations
2The methodology of evaluation1966 · 2,258 citations
3Feedback in Clinical Medical Education1983 · 1,253 citations
4Test-Enhanced Learning2006 · 2,697 citations
5Methods to assess students’ acquisition, application and integration of basic science knowledge in an innovative competency-based curriculum2008 · 53 citations