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
Authors
Ioannis D K Dimoliatis
University of Ioannina, School of Health Sciences, Faculty of Medicine, Department of Hygiene & Epidemiology, Medical Education Unit, Ioannina, Greece
Ioannis Zerdes
University of Ioannina, School of Health Sciences, Faculty of Medicine, Department of Hygiene & Epidemiology, Medical Education Unit, Ioannina, Greece
Athanasia Zampeta
University of Ioannina, School of Health Sciences, Faculty of Medicine, Department of Hygiene & Epidemiology, Medical Education Unit, Ioannina, Greece
Zoi Tziortzioti
University of Ioannina, School of Health Sciences, Faculty of Medicine, Department of Hygiene & Epidemiology, Medical Education Unit, Ioannina, Greece
Evangelos Briasoulis
University Hospital of Ioannina, Department of Haematology, Ioannina, Greece
Ioannis Souglakos
University Hospital of Heraklion, Department of Medical Oncology, Heraklion, Greece
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:
Related subjects:
© 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.