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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
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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
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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
 oraz 
Ioannis Souglakos

Ioannis Souglakos

University Hospital of Heraklion, Department of Medical OncologyHeraklion, Greece
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Souglakos, Ioannis
  
12 lip 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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Kategoria artykułu: Research Article
Data publikacji: 12 lip 2019
Zakres stron: 17 - 29
Otrzymano: 16 gru 2017
Przyjęty: 07 lut 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_†

Język:
Angielski
Częstotliwość wydawania:
2 razy w roku
Dziedziny czasopisma:
Medycyna, Medycyna kliniczna, Medycyna wewnętrzna, Hematologia, onkologia
Kanał RSS czasopisma