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Elizabeth Molloy
Elizabeth Molloy
Professor of Work Integrated Learning, Department of Medical Education, University of Melbourne
unimelb.edu.au üzerinde doğrulanmış e-posta adresine sahip - Ana Sayfa
Başlık
Alıntı yapanlar
Alıntı yapanlar
Yıl
Rethinking models of feedback for learning: the challenge of design
D Boud, E Molloy
Assessment & Evaluation in higher education 38 (6), 698-712, 2013
21902013
Feedback in higher and professional education
D Boud, E Molloy
Understanding it and doing it well, 2013, 2013
835*2013
What makes for effective feedback: Staff and student perspectives
P Dawson, M Henderson, P Mahoney, M Phillips, T Ryan, D Boud, ...
Assessment & Evaluation in Higher Education 44 (1), 25-36, 2019
6552019
Developing a learning-centred framework for feedback literacy
E Molloy, D Boud, M Henderson
Assessment & Evaluation in Higher Education 45 (4), 527-540, 2020
4802020
Conditions that enable effective feedback
M Henderson, M Phillips, T Ryan, D Boud, P Dawson, E Molloy, ...
Higher Education Research & Development 38 (7), 1401-1416, 2019
3122019
Stigma experienced by people with nonspecific chronic low back pain: a qualitative study
SC Slade, E Molloy, JL Keating
Pain Medicine 10 (1), 143-154, 2009
2602009
Observer roles that optimise learning in healthcare simulation education: a systematic review
S O’Regan, E Molloy, L Watterson, D Nestel
Advances in Simulation 1, 1-10, 2016
2392016
How technology shapes assessment design: Findings from a study of university teachers
S Bennett, P Dawson, M Bearman, E Molloy, D Boud
British Journal of Educational Technology 48 (2), 672-682, 2017
1932017
Embracing the tension between vulnerability and credibility:‘intellectual candour’in health professions education
E Molloy, M Bearman
Medical education 53 (1), 32-41, 2019
1852019
Listen to me, tell me': a qualitative study of partnership in care for people with non-specific chronic low back pain
SC Slade, E Molloy, JL Keating
Clinical Rehabilitation 23 (3), 270-280, 2009
1842009
Changing conceptions of feedback
E Molloy, D Boud
Feedback in higher and professional education, 11-33, 2012
1642012
Support for assessment practice: developing the Assessment Design Decisions Framework
M Bearman, P Dawson, D Boud, S Bennett, M Hall, E Molloy
Teaching in Higher Education 21 (5), 545-556, 2016
1592016
Same‐level peer‐assisted learning in medical clinical placements: a narrative systematic review
J Tai, E Molloy, T Haines, B Canny
Medical education 50 (4), 469-484, 2016
1582016
The impact of emotions in feedback
E Molloy, F Borrell-Carrio, R Epstein
Feedback in higher and professional education, 50-71, 2012
1502012
Feedback models for learning, teaching and performance
EK Molloy, D Boud
Handbook of research on educational communications and technology, 413-424, 2013
1482013
The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education
JHM Tai, BJ Canny, TP Haines, EK Molloy
Advances in Health Sciences Education 21, 659-676, 2016
1462016
El feedback en educación superior y profesional: Comprenderlo y hacerlo bien
D Boud, E Molloy
Narcea ediciones, 2015
1452015
Reframing assessment research: through a practice perspective
D Boud, P Dawson, M Bearman, S Bennett, G Joughin, E Molloy
Studies in Higher Education 43 (7), 1107-1118, 2018
1392018
How university teachers design assessments: a cross-disciplinary study
M Bearman, P Dawson, S Bennett, M Hall, E Molloy, D Boud, G Joughin
Higher Education 74, 49-64, 2017
1332017
Breakeven, cost benefit, cost effectiveness, and willingness to pay for web-based versus face-to-face education delivery for health professionals
S Maloney, R Haas, JL Keating, E Molloy, B Jolly, J Sims, P Morgan, ...
Journal of medical Internet research 14 (2), e47, 2012
1302012
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