Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course
Author:
Affiliation:
1. Indiana University School of Medicine – Bloomington Bloomington Indiana
2. Department of Sociology, Anthropology, and Social Work Texas Tech University Lubbock Texas
Publisher
Wiley
Subject
Embryology,General Medicine,Histology,Anatomy
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/ase.1945
Reference59 articles.
1. The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development
2. Perceived Self-Efficacy in Cognitive Development and Functioning
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