Learning through multiple lenses: analysis of self, peer, near-peer, and faculty assessments of a clinical history-taking task in Australia

Name: Learning through multiple lenses: analysis of self, peer, near-peer, and faculty assessments of a clinical history-taking task in Australia
Creator: Department of Medical Education, Melbourne Medical School, University of Melbourne; College of Health and Biomedicine, Victoria University
Published: 2018-01-01T00:00:00+08:00

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https://dataverse.harvard.edu/citation?persistentId=doi:10.7910/DVN/LXPAOL 数据链接链接失效反馈

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资源简介：

This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups. A cross-sectional study design was utilized. Year 2 osteopathy students enrolled at Victoria University completed an assessment on history-taking skills during a simulated patient scenario and the students conducted a self-reflection on their performance, a task that they had been exposed to in the first year of their training, from February 2016 to November 2016.

提供机构：

Department of Medical Education, Melbourne Medical School, University of Melbourne; College of Health and Biomedicine, Victoria University

创建时间：

2018-01-01