High quality	Good quality	Poor quality	Fail
Clearly describes the pedagogical encounter and discusses it in relation to the aspects of the theoretical model	Describes the pedagogical encounter to some extent in accordance with the aspects of the theoretical model	Describes the pedagogical encounter poorly and not in relation to the theoretical model	Misunderstands the assignment
Demonstrates an understanding of how patient's learning can be facilitated	Reasons to some extent about how patient's learning can be facilitated	Does not describe how patients' learning can be supported	Does not follow the instructions of the assignment
Demonstrates an understanding of own learning	Does not reason in relation to learning theories	Does not reason in relation to learning theories
Reasons in relation to learning theories

Int J Med Educ. 2022; 13:176-186; doi: 10.5116/ijme.62c2.b9c4