To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum-Reference-Cited by-同舟云学术

To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum

Published:2016-04-04 Issue:1 Volume:16 Page:
ISSN:1472-6920
Container-title:BMC Medical Education
language:en
Short-container-title:BMC Med Educ

Author:

Sukhato Kanokporn,Sumrithe Sutida,Wongrathanandha Chathaya,Hathirat Saipin,Leelapattana Wajana,Dellow Alan

Publisher

Springer Science and Business Media LLC

Subject

Education,General Medicine

Link

http://link.springer.com/content/pdf/10.1186/s12909-016-0624-2.pdf

Reference24 articles.

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3. Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 2015;90(6):718–25.

4. Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract. 2009;14(4):595–621.

5. Wald HS, Davis SW, Reis SP, Monroe AD, Borkan JM. Reflecting on reflections: enhancement of medical education curriculum with structured field notes and guided feedback. Acad Med. 2009;84(7):830–7.

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