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Forum of Clinical Oncology
Volume 9 (2018): Issue 1 (December 2018)
Open Access
The outcome-based
iCAN!
/
theyCAN!
feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment
Ioannis D K Dimoliatis
Ioannis D K Dimoliatis
,
Ioannis Zerdes
Ioannis Zerdes
,
Athanasia Zampeta
Athanasia Zampeta
,
Zoi Tziortzioti
Zoi Tziortzioti
,
Evangelos Briasoulis
Evangelos Briasoulis
and
Ioannis Souglakos
Ioannis Souglakos
| Jul 12, 2019
Forum of Clinical Oncology
Volume 9 (2018): Issue 1 (December 2018)
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Article Category:
Research Article
Published Online:
Jul 12, 2019
Page range:
17 - 29
Received:
Dec 16, 2017
Accepted:
Feb 07, 2019
DOI:
https://doi.org/10.2478/fco-2018-0004
Keywords
iCAN!
,
theyCAN!
,
outcome / competency based education
,
formative / summative assessment / feedback / examination
,
metacognition
,
teaching
,
learning
,
oncology
,
Greece
© 2018 Ioannis D K Dimoliatis, Ioannis Zerdes, Athanasia Zampeta, Zoi Tziortzioti, Evangelos Briasoulis, Ioannis Souglakos, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.