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Rethinking models of feedback for learning: the challenge of design
Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the termExpand
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Promoting reflection in professional courses: The challenge of context
ABSTRACT Reflection and the promotion of reflective practice have become popular features of the design of educational programmes. This has often led to learning being more effectively facilitated.Expand
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Avoiding the traps: seeking good practice in the use of self assessment and reflection in professional courses
Abstract Ideas about self assessment and reflection are widespread in professional courses. These terms are often used uncritically, with the assumption that they are necessarily worthwhile additionsExpand
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The Challenge of Problem Based Learning
Not just a method framework for PBL why is PBL a challenge good planning persevering with PBL conversion to PBL PBL at Harvard organizational impediments selection of health problems innovation inExpand
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Re-thinking continuing professional development through changing metaphors and location in professional practices
Many professions have requirements for professional development activities to ensure continuing registration or membership. These commonly focus on participation in a limited range of activities.Expand
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Feedback in Higher and Professional Education : Understanding it and doing it well
1. The Problem with Feedback David Boud and Elizabeth Molloy 2. Changing Conceptions of Feedback David Boud and Elizabeth Molloy 3. Resituating Feedback from the Reactive to the Proactive David NicolExpand
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Co‐Production and Health System Reform – From Re‐Imagining To Re‐Making
There is growing interest in the application of citizen participation within all areas of public sector service development, where it is increasingly promoted as a significant strand ofExpand
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