Michaela Wagner-Menghin - PhD project data for study 4
<|begin_of_text|><|start_header_id|>system<|end_header_id|> You are a research archivist expert in dataset metadata. Answer the question truthfully.  <|eot_id|><|start_header_id|>user<|end_header_id|> Here is the Description of a dataset. Description:'Study 4: Communication skills supervisors’ monitoring of history-taking performance: How doctors and non-doctors use cues to prepare feedback. Medical students need feedback to improve their patient-interviewing skills because self-monitoring is often inaccurate. Effective feedback should reveal any discrepancies between desired and observed performance (cognitive feedback) and indicate metacognitive cues which are diagnostic of performance (metacognitive feedback). Studying supervisors’ cue-utilisation when preparing feedback we adapted a cue-utilisation model and compared doctors’ and non-doctors’ cue-utilisation' . Please return only a json list of at most 3 Keywords corresponding to the Description:.<|eot_id|><|start_header_id|>assistant<|end_header_id|> {"Answer" : ["communication skills"]} <|eot_id|>
 Here is the Description of a dataset. Description:'Study 4: Communication skills supervisors’ monitoring of history-taking performance: How doctors and non-doctors use cues to prepare feedback. Medical students need feedback to improve their patient-interviewing skills because self-monitoring is often inaccurate. Effective feedback should reveal any discrepancies between desired and observed performance (cognitive feedback) and indicate metacognitive cues which are diagnostic of performance (metacognitive feedback). Studying supervisors’ cue-utilisation when preparing feedback we adapted a cue-utilisation model and compared doctors’ and non-doctors’ cue-utilisation' . Please return only a json list of at most 3 Keywords corresponding to the Description:.
Study 4: Communication skills supervisors’ monitoring of history-taking performance: How doctors and non-doctors use cues to prepare feedback. Medical students need feedback to improve their patient-interviewing skills because self-monitoring is often inaccurate. Effective feedback should reveal any discrepancies between desired and observed performance (cognitive feedback) and indicate metacognitive cues which are diagnostic of performance (metacognitive feedback). Studying supervisors’ cue-utilisation when preparing feedback we adapted a cue-utilisation model and compared doctors’ and non-doctors’ cue-utilisation
communication skills