Impact of immediate vs delayed feedback in a midwifery teaching activity with a simulated patient-Reference-Cited by-同舟云学术

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Impact of immediate vs delayed feedback in a midwifery teaching activity with a simulated patient

Published:2016-12-02 Issue:12 Volume:24 Page:847-854
ISSN:0969-4900
Container-title:British Journal of Midwifery
language:en
Short-container-title:British Journal of Midwifery

Author:

de Labrusse Claire¹,Ammann-Fiechter Silvia²,Eugenie Kalathakis³,Burn Carine Layat⁴

Affiliation:

1. Associate professor, Department of Midwifery, University of Applied Health Sciences of Western Switzerland (HESAV) Lausanne, Switzerland

2. Senior lecturer, Department of Midwifery, HESAV Lausanne, Switzerlands

3. Scientific assistant, Development Service, HESAV, Switzerland

4. Director, Nursing Department, School of Nursing, HESAV, Switzerland

Publisher

Mark Allen Group

Subject

Maternity and Midwifery

Link

http://www.magonlinelibrary.com/doi/pdf/10.12968/bjom.2016.24.12.847

Reference32 articles.

1. Feedback by simulated patients in undergraduate medical education: a systematic review of the literature

2. Amplitude of response and the delay-retention effect.

3. The use of simulated patients in medical education: AMEE Guide No 42

4. Simulation based learning in midwifery education: A systematic review

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Training simulated participants for role portrayal and feedback practices in communication skills training: A BEME scoping review: BEME Guide No. 86;Medical Teacher;2023-08-08

2. First year student radiographers’ perceptions of a one-week simulation-based education package designed to increase clinical placement capacity;Radiography;2022-08

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