| 000 | 03765nam a22005655i 4500 | ||
|---|---|---|---|
| 001 | 978-3-031-52921-4 | ||
| 003 | DE-He213 | ||
| 005 | 20251030111440.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 240223s2024 sz | s |||| 0|eng d | ||
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_a9783031529214 _9978-3-031-52921-4 |
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| 024 | 7 |
_a10.1007/978-3-031-52921-4 _2doi |
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| 050 | 4 | _aR735-845 | |
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_aJNU _2bicssc |
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_aJNU _2thema |
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_aMB _2thema |
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| 100 | 1 |
_aGerhardson, Ashley. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _971636 |
|
| 245 | 1 | 0 |
_aHow to Provide Authentic Feedback in Medical Education _h[electronic resource] / _cby Ashley Gerhardson, Jana Baker, Donald Sefcik, Naunihal Zaveri. |
| 250 | _a1st ed. 2024. | ||
| 264 | 1 |
_aCham : _bSpringer Nature Switzerland : _bImprint: Springer, _c2024. |
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| 300 |
_aVII, 61 p. 23 illus. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
||
| 490 | 1 |
_aIAMSE Manuals, _x2673-9305 |
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| 505 | 0 | _a1. Overview of Feedback and Impact on Learners -- 2. The Dreyfus Model in Action -- 3. Feedback as Formative Practice -- 4. Feedback on Written Evaluations -- 5. Feedback for Clinical Skills in Medical Education -- 6. Two-Way Communication-The Course and Educator Evaluation Process. | |
| 520 | _aThis manual provides a quick reference guide to assist educators in providing authentic feedback, how to address feedback in pre-clinical and clinical situations, and the benefits of two-way feedback in improving instruction. This manual is a collective effort between medical educators designed to ensure authentic feedback is structured for both the learner and the learning environment. This manual enables medical educators to move from theory to practical application in both the preclinical and clinical settings. Through theory, the practical application of authentic feedback becomes a concrete application rather than a profound concept. Educators gain knowledge regarding how theoretical concepts become a reality leading to student success and self-directed learning. The manual guides the educator through the various modalities in which feedback is required to drive student success, such as formative practice, learning environments, small group learning, multiple-choice assessments, and clinical settings. Finally, the manual ends with two-way communication and describes the steps medical educators can take to become reflective professionals. Supported by experienced and evidence-based recommendations, medical educators, administrators, and institutions are presented with checklists, strategies, and best practices for providing authentic feedback. | ||
| 650 | 0 |
_aMedical education. _962972 |
|
| 650 | 0 | _aEducation, Higher. | |
| 650 | 1 | 4 |
_aMedical Education. _962972 |
| 650 | 2 | 4 |
_aHigher Education. _968980 |
| 700 | 1 |
_aBaker, Jana. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _971637 |
|
| 700 | 1 |
_aSefcik, Donald. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _971638 |
|
| 700 | 1 |
_aZaveri, Naunihal. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _971639 |
|
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031529207 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031529221 |
| 830 | 0 |
_aIAMSE Manuals, _x2673-9305 _971640 |
|
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-031-52921-4 |
| 912 | _aZDB-2-EDA | ||
| 912 | _aZDB-2-SXED | ||
| 999 |
_c57836 _d57836 |
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