Vishram Singh - Textbook of Anatomy Upper Limb and Thorax.. Volume 1 (1).pdf
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1. Dr Mark J.P. Kerrigan, Dr Mark Clements, Dr Andrew Bond, Ms Federica Oradini, Ms Yanitsa Nedelcheva & Prof Gunter Saunders e-Reflect, a System for Making Assessment Count through Reflection educating for professional life
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3. Students enrol on a degree educating for professional life Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Degree with a Fantastic sounding name
4. educating for professional life Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW
5. educating for professional life Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW
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12. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading their feedback students complete and an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
13. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading their feedback students complete and an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
14. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive Subject, Operational and Strategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading their feedback students complete and an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
15. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
16. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
17. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
18. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then commented on by their personal tutor (6).
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23. Response to the e-Reflect Pilot educating for professional life
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31. JISC (funding body) University of Westminster TWOLER â JISC funded project educating for professional life Acknowledgements
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