Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66-Reference-Cited by-同舟云学术

Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66

Published:2021-10-19 Issue:1 Volume:44 Page:3-18
ISSN:0142-159X
Container-title:Medical Teacher
language:en
Short-container-title:Medical Teacher

Author:

Spooner Muirne¹^ORCID,Duane Catherine¹,Uygur Jane¹,Smyth Erica¹^ORCID,Marron Brian¹,Murphy Paul J.¹^ORCID,Pawlikowska Teresa¹^ORCID

Affiliation:

1. Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland

Publisher

Informa UK Limited

Subject

Education,General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2021.1970732

Reference130 articles.

1. Feedback as an individual resource: Personal strategies of creating information

2. The Instructional Effect of Feedback in Test-Like Events

3. Student perceptions of assessment and feedback in longitudinal integrated clerkships

4. Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings

5. Feedback falling on deaf ears: residents' receptivity to feedback tempered by sender credibility

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