Background Previous research has demonstrated that medical students have insufficient knowledge of critical appraisal, a fundamental aspect of evidence-based medicine. We aimed to enhance medical students’ critical appraisal skills using an innovative mixed-methods programme.
Tablet computers have emerged as increasingly useful tools in medical education, particularly for assessment. However, it is not fully established whether tablet computers influence the quality and/or quantity of feedback
provided in high stakes assessments. It is also unclear how electronically recorded feedback relates to student performance. Our primary aim was to determine whether differences existed in feedback depending on the tool used to record it.
Background Tablet computers have emerged as a tool to capture, process and store data in examinations, yet evidence relating to their acceptability and usefulness in assessment is limited.
