How near-peer supervisors experience their own development in the supervisor role when shifting from written to oral interactive feedback: a qualitative interview study

Abstract Background Oral interactive feedback has been shown to help students learn more compared to written feedback. However, less is known of what student supervisors gain from engaging in feedback with peers or near peers. This study explored near-peer supervisors’ experiences of development in...

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Detalhes bibliográficos

Principais autores:	Anna Victoria Flankegård, Julie Solberg Knutsen, Eivind Alexander Valestrand, Knut Eirik Ringheim Eliassen
Formato:	Artigo
Idioma:	Inglês
Publicado em:	BMC 2025-08-01
coleção:	BMC Medical Education
Assuntos:	Peer teaching Student supervisors Feedback competency Professional identity formation Medical students Interactive feedback.
Acesso em linha:	https://doi.org/10.1186/s12909-025-07798-0
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