Structured feedback to undergraduate medical students: 3 years' experience of an assessment tool.
Background: There is a paucity of research on the effects of interactive feedback methods and sustained assessment strategies in formative assessment of students in the workplace. Aims: To investigate the outcome of long-term use of an assessment tool. Methods: Retrospective analysis of summarised assessment tools from 3 years of 464 final-year students in general practice. Quantitative data were
