Volver al buscador
Vista en detalle del documento
Titulo Artículo:
How does feedback in mini-CEX affect students’ learning response?
Resumen:
Objective This study was aimed to explore students’ learning response toward feedback during mini-CEX encounter. Methods This study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results Feedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill.
Fecha de publicación:
2016.
Autores :
Gandes Retno Rahayu;
Yoyo Suhoyo;
Sulistiawati Sudarso;
Autor corporativo:
International journal of medical education,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
407
ISBN:
2042-6372
Existencias:
413
Palabras claves:
Feedback
mini-CEX
Learning response
Público objetivo:
Docentes
Medicos
Investigadores
Titulo Artículo:
How does feedback in mini-CEX affect students’ learning response?
Resumen:
Objective This study was aimed to explore students’ learning response toward feedback during mini-CEX encounter. Methods This study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results Feedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill.
Fecha de publicación:
2016.
Autores :
Gandes Retno Rahayu;
Yoyo Suhoyo;
Sulistiawati Sudarso;
Autor corporativo:
International journal of medical education,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
407
Existencias:
413
Palabras claves:
Feedback
mini-CEX
Learning response
Público objetivo:
Docentes
Medicos
Investigadores
Titulo Artículo:
How does feedback in mini-CEX affect students’ learning response?
Resumen:
Objective This study was aimed to explore students’ learning response toward feedback during mini-CEX encounter. Methods This study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results Feedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill.
Autores:
Gandes Retno Rahayu
,
Yoyo Suhoyo
,
Sulistiawati Sudarso
,
.
Titulo Revista:
International journal of medical education,
.
Numero:
Volumen:
7
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
407
Página Final:
413
ISBN:
2042-6372
Palabras claves:
Feedback
mini-CEX
Learning response
Público objetivo:
Docentes
Medicos
Investigadores
Título Medline-PubMed :
How does feedback in mini-CEX affect students’ learning response?
Resumen:
Objective This study was aimed to explore students’ learning response toward feedback during mini-CEX encounter. Methods This study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results Feedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill.
Autores :
Gandes Retno Rahayu;
Yoyo Suhoyo;
Sulistiawati Sudarso;
Autor corporativo:
International journal of medical education,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Feedback
mini-CEX
Learning response
Público objetivo:
Docentes
Medicos
Investigadores
Título Medline-PubMed :
How does feedback in mini-CEX affect students’ learning response?
Resumen:
Objective This study was aimed to explore students’ learning response toward feedback during mini-CEX encounter. Methods This study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results Feedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill.
Autores :
Gandes Retno Rahayu;
Yoyo Suhoyo;
Sulistiawati Sudarso;
Autor corporativo:
International journal of medical education,
Fecha de publicación:
2016.
Paginas:
407.
ISBN:
2042-6372.
Idioma:
Inglés
Palabras claves:
Feedback
mini-CEX
Learning response
Público objetivo:
Docentes
Medicos
Investigadores
Titulo Artículo:
How does feedback in mini-CEX affect students’ learning response?
Resumen:
Objective This study was aimed to explore students’ learning response toward feedback during mini-CEX encounter. Methods This study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Results Feedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill.
Fecha de publicación:
2016.
Autor corporativo:
International journal of medical education,
.
Idioma:
Inglés
Palabras claves:
Feedback
mini-CEX
Learning response
Público objetivo:
Docentes
Medicos
Investigadores
Citar
Enviar por correo electrónico
Imprimir
Guardar
Consultar
INGRESE LOS SIGUIENTES DATOS
PARA ENVIAR EL CORREO
Sus nombres:
Sus apellidos:
Su correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Correo electrónico destino:
Se necesita un valor.
Formato no válido.
Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Gandes Retno Rahayu; How does feedback in mini-CEX affect students’ learning response?(2016). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1789
INGRESE LOS SIGUIENTES DATOS
PARA RESERVA EN SALA
Sus nombres:
Sus apellidos:
Correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Programar la fecha de su visita:
Programar la hora de su visita:
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 M
1:00 PM
2:00 PM
3:00 PM
¿Cómo citar este documento?
Seleccionar y copiar el texto.
Gandes Retno Rahayu Yoyo Suhoyo Sulistiawati Sudarso Gandes Retno Rahayu Yoyo Suhoyo Sulistiawati Sudarso How does feedback in mini-CEX affect students’ learning response?. 2016; 7Ed. 407.
