Lean, Lyn Li <br/><br/>
End-task versus in-task feedback to increase procedural learning retention during spinal anaesthesia training of novices.  [electronic resource] 

 -  Advances in health sciences education : theory and practice  Aug 2017 
 - 713-721 p.  digital 
<br/><br/> Publication Type: Journal Article; Randomized Controlled Trial 
<br/><br/><label>ISSN: </label>1573-1677 
<br/><br/><label>Standard No.: </label>10.1007/s10459-016-9703-8  doi 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Anesthesia, Spinal<br/>Anesthesiology--education<br/>Checklist<br/>Clinical Competence<br/>Computer-Assisted Instruction<br/>Education, Medical, Undergraduate--methods<br/>Educational Measurement<br/>Feedback<br/>Female<br/>Humans<br/>Male<br/>Manikins<br/>Problem-Based Learning<br/>Task Performance and Analysis<br/>Young Adult