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