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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 Cover

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

Forum of Clinical Oncology
Volume 9 (2018): Issue 1 (December 2018)
By: Ioannis D K Dimoliatis,  Ioannis Zerdes,  Athanasia Zampeta,  Zoi Tziortzioti,  Evangelos Briasoulis and  Ioannis Souglakos  
Open Access
|Jul 2019
DOI: https://doi.org/10.2478/fco-2018-0004 | Journal eISSN: 1792-362X | Journal ISSN: 1792-345X
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Language: English
Page range: 17 - 29
Submitted on: Dec 16, 2017
Accepted on: Feb 7, 2019
Published on: Jul 12, 2019
Published by: Helenic Society of Medical Oncology
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year
Keywords:
iCAN!,
theyCAN!,
outcome / competency based education,
formative / summative assessment / feedback / examination,
metacognition,
teaching,
learning,
oncology,
Greece
Related subjects:
Medicine,
Clinical medicine,
Internal medicine,
Haematology, oncology

© 2019 Ioannis D K Dimoliatis, Ioannis Zerdes, Athanasia Zampeta, Zoi Tziortzioti, Evangelos Briasoulis, Ioannis Souglakos, published by Helenic Society of Medical Oncology
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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