Elizabeth Molloy

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Margaret BearmanDeakin UniversityVerifisert e-postadresse på deakin.edu.au
Terry HainesMonash UniversityVerifisert e-postadresse på monash.edu
Michael HendersonProfessor of Digital Futures in Education, Monash UniversityVerifisert e-postadresse på monash.edu
Phillip DawsonProfessor and Co-Director, Centre for Research in Assessment and Digital LearningVerifisert e-postadresse på deakin.edu.au
Joanna TaiCentre for Research in Assessment and Digital Learning, Deakin UniversityVerifisert e-postadresse på deakin.edu.au
Rola AjjawiThe University of British ColumbiaVerifisert e-postadresse på ubc.ca
Debra NestelProfessor of Surgical Education, Department of Surgery (Austin), University of Melbourne & ProfessorVerifisert e-postadresse på monash.edu
Melanie FarlieMonash UniversityVerifisert e-postadresse på monash.edu
Michael PhillipsProfessor of Digital Transformation, Monash UniversityVerifisert e-postadresse på monash.edu
Christy NobleAcademy for Medical Education, Medical School, The University of QueenslandVerifisert e-postadresse på uq.edu.au
Professor Brett WilliamsDepartment of Paramedicine, Monash UniversityVerifisert e-postadresse på monash.edu
Sue BennettUniversity of WollongongVerifisert e-postadresse på uow.edu.au
Robyn Woodward-KronUniversity of MelbourneVerifisert e-postadresse på unimelb.edu.au
Claire PalermoMonash universityVerifisert e-postadresse på monash.edu
Damian CastanelliAssociate Professor, Monash UniversityVerifisert e-postadresse på monash.edu
Prof. Stephen BillettGriffith University, AustraliaVerifisert e-postadresse på griffith.edu.au

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Elizabeth Molloy

Professor of Work Integrated Learning, Department of Medical Education, University of Melbourne

Verifisert e-postadresse på unimelb.edu.au - Startside

feedback assessment medical education workplace learning interprofessional education


Tittel Sorter etter sitater Sorter etter år Sorter etter tittel	Sitert av Sitert av	År
Rethinking models of feedback for learning: the challenge of design D Boud, E Molloy Assessment & Evaluation in higher education 38 (6), 698-712, 2013	2210	2013
Feedback in higher and professional education D Boud, E Molloy Understanding it and doing it well, 2013, 2013	842*	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	665	2019
Developing a learning-centred framework for feedback literacy E Molloy, D Boud, M Henderson Assessment & Evaluation in Higher Education 45 (4), 527-540, 2020	487	2020
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	312	2019
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	261	2009
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	240	2016
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	194	2017
Embracing the tension between vulnerability and credibility:‘intellectual candour’in health professions education E Molloy, M Bearman Medical education 53 (1), 32-41, 2019	187	2019
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	185	2009
Changing conceptions of feedback E Molloy, D Boud Feedback in higher and professional education, 11-33, 2012	166	2012
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	160	2016
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	159	2016
Feedback models for learning, teaching and performance EK Molloy, D Boud Handbook of research on educational communications and technology, 413-424, 2013	151	2013
The impact of emotions in feedback E Molloy, F Borrell-Carrio, R Epstein Feedback in higher and professional education, 50-71, 2012	151	2012
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	148	2016
El feedback en educación superior y profesional: Comprenderlo y hacerlo bien D Boud, E Molloy Narcea ediciones, 2015	146	2015
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	139	2018
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	134	2017
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	130	2012

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