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Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study

机译：医学教学中视频咨询会的反馈：为什么学生讨厌并喜欢它-基于焦点小组的定性研究

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Baerheim Anders; Nilsen Stein;
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年度 2005
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1. Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study [J] . Stein Nilsen, Anders Baerheim BMC Medical Education . 2005,第1期

机译：对医学教学中视频咨询会的反馈：为什么学生讨厌并喜欢它-基于焦点小组的定性研究
2. How patients and family physicians communicate about persistent medically unexplained symptoms. A qualitative study of video-recorded consultations [J] . oldeHartmanT.C., vanRijswijkE., vanDulmenS., Patient education and counseling . 2013,第3期

机译：患者和家庭医生如何就医学上无法解释的持续症状进行沟通。录像咨询的定性研究
3. Teaching suturing and knot-tying skills to medical students: a randomized controlled study comparing computer-based video instruction and (concurrent and summary) expert feedback. [J] . Xeroulis GJ, Park J, Moulton CA, Surgery . 2007,第4期

机译：向医学生教授缝合和打结技巧：一项随机对照研究，比较基于计算机的视频教学和（同时和总结）专家反馈。
4. The Questionnaire Survey about the Video Feedback Teaching Method for the Training of Abdominal Examination in the Medical Students [C] . Liu Juju, Ma Huihao, Xie Yuanlong, International symposium on IT in medicine and education . 2014

机译：视频反馈教学法在医科学生腹部检查培训中的问卷调查
5. A comparison of instructor audio-video with text-based feedback versus text-based feedback alone on students' perceptions of community of inquiry among RN-to-BSN online students [D] . Lindley, Marie Kelly. 2014

机译：RN-BSN在线学生对讲师视听与基于文本的反馈以及仅基于文本的反馈对学生对探究社区感知的比较
6. Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study [O] . Stein Nilsen, Anders Baerheim 2005

机译：医学教学中视频咨询会的反馈：为什么学生讨厌并喜欢它-基于焦点小组的定性研究
7. Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study [O] . 2005

机译：对医学教学中视频咨询会的反馈：为什么学生讨厌并喜欢它-基于焦点小组的定性研究

Feedback on video recorded consultations in medical teaching: why students loathe and love it – a focus-group based qualitative study

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