Elizabeth Molloy
Elizabeth Molloy
Professor of Work Integrated Learning, Department of Medical Education, University of Melbourne
Verified email at - Homepage
Cited by
Cited by
Rethinking models of feedback for learning: the challenge of design
D Boud, E Molloy
Assessment & Evaluation in higher education 38 (6), 698-712, 2013
Feedback in higher and professional education
D Boud, E Molloy
Routledge. Taylor & Francis Group. London and New York. Cosh, J.(1998). Peer …, 2013
What makes for effective feedback: Staff and student perspectives
P Dawson, M Henderson, P Mahoney, M Phillips, T Ryan, D Boud, ...
Assessment & Evaluation in Higher Education 44 (1), 25-36, 2019
Stigma experienced by people with nonspecific chronic low back pain: a qualitative study
SC Slade, E Molloy, JL Keating
Pain Medicine 10 (1), 143-154, 2009
Listen to me, tell me': a qualitative study of partnership in care for people with non-specific chronic low back pain
SC Slade, E Molloy, JL Keating
Clinical Rehabilitation 23 (3), 270-280, 2009
Observer roles that optimise learning in healthcare simulation education: a systematic review
S O’Regan, E Molloy, L Watterson, D Nestel
Advances in Simulation 1 (1), 1-10, 2016
Changing conceptions of feedback
E Molloy, D Boud
Feedback in higher and professional education, 11-33, 2012
What is the Problem with Feedback?
D Boud, E Molloy
Feedback in higher and professional education, 1-10, 2012
Developing a learning-centred framework for feedback literacy
E Molloy, D Boud, M Henderson
Assessment & Evaluation in Higher Education 45 (4), 527-540, 2020
How technology shapes assessment design: Findings from a study of university teachers
S Bennett, P Dawson, M Bearman, E Molloy, D Boud
British Journal of Educational Technology 48 (2), 672-682, 2017
People with non-specific chronic low back pain who have participated in exercise programs have preferences about exercise: a qualitative study
SC Slade, E Molloy, JL Keating
Australian Journal of Physiotherapy 55 (2), 115-121, 2009
The impact of emotions in feedback
E Molloy, F Borrell-Carrio, R Epstein
Feedback in higher and professional education, 50-71, 2012
Same‐level peer‐assisted learning in medical clinical placements: a narrative systematic review
J Tai, E Molloy, T Haines, B Canny
Medical education 50 (4), 469-484, 2016
El feedback en educación superior y profesional: Comprenderlo y hacerlo bien
D Boud, E Molloy
Narcea ediciones, 2015
Breakeven, cost benefit, cost effectiveness, and willingness to pay for web-based versus face-to-face education delivery for health professionals
S Maloney, R Haas, JL Keating, E Molloy, B Jolly, J Sims, P Morgan, ...
Journal of medical Internet research 14 (2), e2040, 2012
The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education
JHM Tai, BJ Canny, TP Haines, EK Molloy
Advances in Health Sciences Education 21 (3), 659-676, 2016
Time to pause: giving and receiving feedback in clinical education
E Molloy
Clinical education in the health professions 1, 128-146, 2009
Feedback models for learning, teaching and performance
EK Molloy, D Boud
Handbook of research on educational communications and technology, 413-424, 2014
Support for assessment practice: developing the Assessment Design Decisions Framework
M Bearman, P Dawson, D Boud, S Bennett, M Hall, E Molloy
Teaching in Higher Education 21 (5), 545-556, 2016
Attitudes of undergraduate health science students towards patients with intellectual disability, substance abuse, and acute mental illness: a cross-sectional study
MJ Boyle, B Williams, T Brown, A Molloy, L McKenna, E Molloy, B Lewis
BMC Medical Education 10 (1), 1-8, 2010
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