Educational Principles - Revision history

WikiSysop at 12:09, 16 April 2026

2026-04-16T12:09:41Z

← Older revision		Revision as of 12:09, 16 April 2026
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	<b>ASK-TELL-ASK</b>		<b>ASK-TELL-ASK</b>
	• The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.		:The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.
	• The strengths of this model:		• The strengths of this model:
	:• learner-centered		:• learner-centered

2026-04-16T11:25:05Z

← Older revision		Revision as of 11:25, 16 April 2026
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	:• Provides clear, structured feedback		:• Provides clear, structured feedback
	:• Promotes a supportive learning environment		:• Promotes a supportive learning environment

			<b>AGENDA-LED OUTCOMES-BASED ANALYSIS</b>
			:• Starts by asking the learner what they would like feedback on, before their presentation/ consultation
			:• Allow the learner to comment first
			:• The whole group then contributes in a problem-solving manner
			:• Other feedback from the group
			:• Wider discussion (the facilitator may share personal experience/ research evidence etc)

2026-04-16T11:22:08Z

@@ Line 71: / Line 71: @@
 [https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]
 <b>ASK-TELL-ASK</b>
@@ Line 80: / Line 81: @@
 :• encourages preceptors to provide specific feedback
 :• can be used across a variety of settings

2026-04-16T11:18:54Z

← Older revision		Revision as of 11:18, 16 April 2026
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	[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]		[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]

	[b]ASK-TELL-ASK[/b]		<b>ASK-TELL-ASK</b>
	• The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.		• The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.
	• The strengths of this model:		• The strengths of this model:
	• learner-centered		:• learner-centered
	• fosters students' self-assessment skills		:• fosters students' self-assessment skills
	• increases students' accountability for learning		:• increases students' accountability for learning
	• encourages preceptors to provide specific feedback		:• encourages preceptors to provide specific feedback
	• can be used across a variety of settings		:• can be used across a variety of settings

2026-04-16T11:15:38Z

← Older revision		Revision as of 11:15, 16 April 2026
Line 71:		Line 71:

	[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]		[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]

			[b]ASK-TELL-ASK[/b]
			• The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.
			• The strengths of this model:
			• learner-centered
			• fosters students' self-assessment skills
			• increases students' accountability for learning
			• encourages preceptors to provide specific feedback
			• can be used across a variety of settings

2026-03-29T15:22:51Z

← Older revision		Revision as of 15:22, 29 March 2026
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	[https://journals.lww.com/anesthesiologyopen/fulltext/2026/01000/calibrating_critical_feedback__the_three_zones_of.10.aspx Calibrating Critical Feedback: The Three Zones of Learner Response]		[https://journals.lww.com/anesthesiologyopen/fulltext/2026/01000/calibrating_critical_feedback__the_three_zones_of.10.aspx Calibrating Critical Feedback: The Three Zones of Learner Response]

			[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]

2026-03-20T21:38:09Z

← Older revision		Revision as of 21:38, 20 March 2026
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	[https://journals.lww.com/anesthesiology/fulltext/9900/simulation_beyond_residency__a_call_to_action_for.897.aspx Simulation beyond Residency: A Call to Action for Anesthesiology Leaders and Perioperative Teams]		[https://journals.lww.com/anesthesiology/fulltext/9900/simulation_beyond_residency__a_call_to_action_for.897.aspx Simulation beyond Residency: A Call to Action for Anesthesiology Leaders and Perioperative Teams]

			[https://journals.lww.com/anesthesiologyopen/fulltext/2026/01000/calibrating_critical_feedback__the_three_zones_of.10.aspx Calibrating Critical Feedback: The Three Zones of Learner Response]

2026-02-11T15:04:19Z

← Older revision		Revision as of 15:04, 11 February 2026
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	[https://www.bjanaesthesia.org/article/S0007-0912(25)00641-5/fulltext Using entrustment-supervision scales in anaesthetic assessments]		[https://www.bjanaesthesia.org/article/S0007-0912(25)00641-5/fulltext Using entrustment-supervision scales in anaesthetic assessments]

			[https://journals.lww.com/anesthesiology/fulltext/9900/simulation_beyond_residency__a_call_to_action_for.897.aspx Simulation beyond Residency: A Call to Action for Anesthesiology Leaders and Perioperative Teams]

2026-01-18T12:48:11Z

← Older revision		Revision as of 12:48, 18 January 2026
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	[https://journals.lww.com/anesthesiaclinics/fulltext/2026/06410/teaching_techniques_of_the_21st_century_.9.aspx Teaching Techniques of the 21st Century: Simulation, Virtual Reality, and Beyond]		[https://journals.lww.com/anesthesiaclinics/fulltext/2026/06410/teaching_techniques_of_the_21st_century_.9.aspx Teaching Techniques of the 21st Century: Simulation, Virtual Reality, and Beyond]

			[https://www.bjanaesthesia.org/article/S0007-0912(25)00641-5/fulltext Using entrustment-supervision scales in anaesthetic assessments]

2025-12-08T19:11:57Z

← Older revision		Revision as of 19:11, 8 December 2025
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	[https://www.nejm.org/doi/full/10.1056/NEJMra2408797 Educational Strategies to Prepare Trainees for Clinical Uncertainty]		[https://www.nejm.org/doi/full/10.1056/NEJMra2408797 Educational Strategies to Prepare Trainees for Clinical Uncertainty]

			[https://journals.lww.com/anesthesiaclinics/fulltext/2026/06410/teaching_techniques_of_the_21st_century_.9.aspx Teaching Techniques of the 21st Century: Simulation, Virtual Reality, and Beyond]