Delivery and use of individualised feedback in large class medical teaching
Background: Formative feedback that encourages self-directed learning in large class medical teaching is difficult to deliver. This study describes a new method, blueprinted feedback, and explores learner’s responses to assess its appropriate use within medical science teaching. Methods: Mapping...
| Main Authors: | , , |
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| Format: | Article |
| Published: |
BioMed Central
2013
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| Online Access: | https://eprints.nottingham.ac.uk/2731/ |