How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education?

Roberts A, Jellicoe M, Fox K

DOI: 10.1007/s10459-021-10066-7
Published: 2022 Mar
Container: Advances in health sciences education : theory and practice
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.1007/s10459-021-10066-7,
  title = {How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education?},
  author = {Roberts A and Jellicoe M and Fox K},
  year = {2022},
  journal = {Advances in health sciences education : theory and practice},
  doi = {10.1007/s10459-021-10066-7},
  url = {https://doi.org/10.1007/s10459-021-10066-7}
}

RIS

TY  - JOUR
TI  - How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education?
AU  - Roberts A
AU  - Jellicoe M
AU  - Fox K
PY  - 2022
JO  - Advances in health sciences education : theory and practice
DO  - 10.1007/s10459-021-10066-7
UR  - https://doi.org/10.1007/s10459-021-10066-7
ER  -

APA

A, R., M, J., & K, F. (2022). How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education?. Advances in health sciences education : theory and practice. https://doi.org/10.1007/s10459-021-10066-7

Source records

pubmed · retrieved 2026-09-26T02:58:21.778Z