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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
Feedback in Higher and Professional Education : Understanding it and doing it well
This chapter discusses decision-making for Feedback, the role of Peers, and the impact of emotions in feedback in the digital environment. Expand
Stigma experienced by people with nonspecific chronic low back pain: a qualitative study.
The results demonstrate that people with NSCLBP experience both subtle and overt stigmatization, and the ramifications of stigma and discrimination are enduring, potentially disabling and appear to interfere with care-seeking, rehabilitation participation, and potentially, rehabilitation outcomes. Expand
`Listen to me, tell me': a qualitative study of partnership in care for people with non-specific chronic low back pain
A gap exists between care-seeker experiences of, and preferences for, exercise programmes for back pain and care-seekers consider that care-providers should adopt a willingness to listen and consider care-Seeker's experiences when designing exercise programmes. Expand
Feedback Models for Learning, Teaching and Performance
The authors provide a critical account of definitions and models of feedback, tease out the conceptual roots of practice guidelines and highlight how individual, relational and environmental factors can impact on the utility of feedback as a performance changing device. Expand
People with non-specific chronic low back pain who have participated in exercise programs have preferences about exercise: a qualitative study.
People are likely to prefer and participate in exercise programs that are designed with consideration of their preferences, circumstances, and past exercise experiences and it is proposed that information about patient exercise preferences should be collected systematically. Expand
Effectiveness of Web-Based Versus Face-To-Face Delivery of Education in Prescription of Falls-Prevention Exercise to Health Professionals: Randomized Trial
Web-based and face-to-face approaches to the delivery of education to clinicians on the subject of exercise prescription for falls prevention produced equivalent results in all of the outcome domains. Expand
Seeking a different angle on feedback in clinical education: the learner as seeker, judge and user of performance information
Recipients need to process feedback before they are ready to assimilate its beneficial effects for learning, performance and practice, and recipients’ processing of feedback they have actively pursued is investigated. Expand