COVID-19: Providing a student-centred, living library of resources and feedback to struggling students at scale

Authors

DOI:

https://doi.org/10.11157/fohpe.v23i1.474

Keywords:

remediation, feedback, e-learning, clinical education, health professional

Abstract

Abstract not applicable for this format.

Author Biography

Belinda Karyn Judd, The University of Sydney

Lecturer, Work Integrated Learning

Faculty of Medicine and Health 

University of Sydney

References

Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5–22. https://www.herdsa.org.au/herdsa-review-higher-education-vol-1/5-22

Chipchase, L. S., Buttrum, P. J., Dunwoodie, R., Hill, A. E., Mandrusiak, A., & Moran, M. (2012). Characteristics of student preparedness for clinical learning: Clinical educator perspectives using the Delphi approach. BMC Medical Education, 12(1), Article 112. https://doi.org/10.1186/1472-6920-12-112

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350

Levett-Jones, T., Hoffman, K., Dempsey, J., Jeong, S. Y. S., Noble, D., Norton, C. A., Roche, J., & Hickey, N. (2010). The “five rights” of clinical reasoning: An educational model to enhance nursing students’ ability to identify and manage clinically “at risk” patients. Nurse Education Today, 30(6), 515–520. https://doi.org/10.1016/j.nedt.2009.10.020

Downloads

Published

2022-03-31

How to Cite

Judd, B. K., & Brentnall, J. (2022). COVID-19: Providing a student-centred, living library of resources and feedback to struggling students at scale. Focus on Health Professional Education: A Multi-Professional Journal, 23(1), 86–89. https://doi.org/10.11157/fohpe.v23i1.474

Issue

Vol. 23 No. 1 (2022)

Section

Innovative Teaching and Learning Project

License

On acceptance for publication in FoHPE the copyright of the manuscript is signed over to ANZAHPE, the publisher of FoHPE.

Any reproduction of material published in FoHPE must have the express permission of the publisher.

Articles published in Focus on Health Professional Education (FoHPE) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0).