Could the R2C2 Feedback and Coaching Model Enhance Feedback Literacy Behaviors: A Qualitative Study Exploring Learner-Preceptor Feedback Conversations
Subha Ramani, Heather Armson, Tessa Hanmore, Rachelle Lee-Krueger, Karen D. Könings, Amanda Roze des Ordons, Marygrace Zetkulic, Joan Sargeant, Jocelyn M. Lockyer
‘Role Model Moments’ and ‘Troll Model Moments’ in Surgical Residency: How Do They Influence Professional Identity Formation?
Jeroen Bransen, Martijn Poeze, Marianne C. Mak-van der Vossen, Karen D. Könings, Walther N. K. A. van Mook
Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures
Christopher J. Harrison, Karen D. Könings, Elaine F. Dannefer, Lambert W. T. Schuwirth, Valerie Wass, Cees P. M. van der Vleuten
Fueling Inner Resources Through Co-Creation: A Scoping Review on the Impact of Co-Creation of Education on Learners’ Well-Being
Shireen Suliman, Muhammad Zafar Iqbal, Abdel Hakim Bishawi, Margaret Allen, Karen D. Könings