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The outcome-based iCAN! / theyCAN! feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

Ioannis D K Dimoliatis

Ioannis D K Dimoliatis

University of Ioannina, School of Health Sciences, Faculty of Medicine, Department of Hygiene & Epidemiology, Medical Education UnitIoannina, Greece
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Dimoliatis, Ioannis D K
, 
Ioannis Zerdes

Ioannis Zerdes

University of Ioannina, School of Health Sciences, Faculty of Medicine, Department of Hygiene & Epidemiology, Medical Education UnitIoannina, Greece
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Zerdes, Ioannis
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Athanasia Zampeta

Athanasia Zampeta

University of Ioannina, School of Health Sciences, Faculty of Medicine, Department of Hygiene & Epidemiology, Medical Education UnitIoannina, Greece
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Zampeta, Athanasia
, 
Zoi Tziortzioti

Zoi Tziortzioti

University of Ioannina, School of Health Sciences, Faculty of Medicine, Department of Hygiene & Epidemiology, Medical Education UnitIoannina, Greece
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Tziortzioti, Zoi
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Evangelos Briasoulis

Evangelos Briasoulis

University Hospital of Ioannina, Department of HaematologyIoannina, Greece
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Briasoulis, Evangelos
 et 
Ioannis Souglakos

Ioannis Souglakos

University Hospital of Heraklion, Department of Medical OncologyHeraklion, Greece
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Souglakos, Ioannis
  
12 juil. 2019
The outcome-based iCAN! / theyCAN! feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment's Cover Image
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Catégorie d'article: Research Article
Publié en ligne: 12 juil. 2019
Pages: 17 - 29
Reçu: 16 déc. 2017
Accepté: 07 févr. 2019
DOI: https://doi.org/10.2478/fco-2018-0004
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© 2018 Ioannis D K Dimoliatis, Ioannis Zerdes, Athanasia Zampeta, Zoi Tziortzioti, Evangelos Briasoulis, Ioannis Souglakos, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Figure 1

Descending L1LO and L2LO mean scores: Met (colored bars) and unmet (black area) learning outcomes.
Descending L1LO and L2LO mean scores: Met (colored bars) and unmet (black area) learning outcomes.

Figure 2

Descending student and teacher mean score: Students’ and teachers’ diversity.
Descending student and teacher mean score: Students’ and teachers’ diversity.

Figure 3

Particular student and teacher L1LO and L2LO score: Exact individual profile of each education partenaire.
Particular student and teacher L1LO and L2LO score: Exact individual profile of each education partenaire.

Learning outcome mean score of students’ self-assessment and teachers’ student-assessment before and after meeting †

Distribution, n (%), in the interpretation zones of all 66 (100%) L2LO mean scores_†

Langue:
Anglais
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2 fois par an
Sujets de la revue:
Médecine, Médecine clinique, Médecine interne, Hématologie, oncologie
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