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| Issue | Title | |
| Vol 8, No 1 (2016) | Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical setting | Abstract PDF |
| Reina M Abraham, Veena S Singaram | ||
| Vol 8, No 1 (2016) | Feedback as a means to improve clinical competencies: Consultants’ perceptions of the quality of feedback given to registrars | Abstract PDF |
| Chauntelle I Bagwandeen, Veena S Singaram | ||
| Vol 8, No 1 (2016) | Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by consultants in an academic hospital setting | Abstract PDF |
| Chauntelle I Bagwandeen, Veena S Singaram | ||
| Vol 9, No 1 (2017) | Self-regulated learning: A key learning effect of feedback in a problem-based learning context | Abstract PDF |
| A G Mubuuke, A J N Louw, S van Schalkwyk | ||
| Vol 13, No 1 (2021) | A capability approach analysis of student perspectives of a medical consultation quality-improvement process | Abstract PDF |
| J M Louw, T S Marcus, J F M Hugo | ||
| Vol 13, No 1 (2021) | Feedback as a spectrum: The evolving conceptualisation of feedback for learning | Abstract PDF |
| L Govender, E Archer | ||
| Vol 9, No 3 (2017) | Quantity and quality of written feedback, action plans, and student reflections before and after the introduction of a modified mini-CEX assessment form | Abstract PDF |
| R M Djajadi, M Claramita, G R Rahayu | ||
| 1 - 7 of 7 Items | ||
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