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 LearningFaculty 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

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Published

2022-03-31

Issue

Section

Innovative Teaching and Learning Project