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Ted Brown, Richard O’Donovan, Averil Grieve, Mong-Lin Yu, Bella Ross, Louise Oliaro & Jamie Etherington. (2023) Reflective-Thinking and Resilience as Predictors of Professionalism in Master of Social Work Students. Journal of Social Work Education 59:4, pages 1125-1145.
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Mohamed Elhassan Abdalla, Mohamed Hassan Taha, David Onchonga, Mohi Eldin Magzoub, Hosanna Au, Patrick O'Donnell, Siobhán Neville & David Taylor. (2023) Integrating the social determinants of health into curriculum: AMEE Guide No. 162. Medical Teacher 0:0, pages 1-13.
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Selçuk Akturan, Bilge Tuncel, Yasemin Güner, Ayşenur Duman Dilbaz, Melek Üçüncüoğlu & Canan Ayazoğlu. (2023) What do reflective writings of clinical year students say to medical educators?; a qualitative study. Reflective Practice 24:4, pages 559-573.
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Dalia Albahari. (2023) Learning Clinical Reasoning: The Experience of Postgraduate Psychiatry Trainee Doctors in Qatar. Teaching and Learning in Medicine 0:0, pages 1-14.
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Ann Donohoe, Allys Guerandel, Geraldine M. O’Neill, Kevin Malone & Dr Mariel Campion. (2022) Reflective writing in undergraduate medical education: A qualitative review from the field of psychiatry. Cogent Education 9:1.
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Julia F Aquino, Robert R Riss, Sara M Multerer, Leora N Mogilner & Teri L Turner. (2022) A step-by-step guide for mentors to facilitate team building and communication in virtual teams. Medical Education Online 27:1.
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Camille Gajria, Elinor Gunning, Jo Horsburgh & Sonia Kumar. (2022) Using vlogging to facilitate medical student reflection. Education for Primary Care 33:4, pages 244-247.
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Charlotte R. den Bakker, Renée A. Hendriks, Mirjam Houtlosser, Friedo W. Dekker & Adriaan F. Norbart. (2022) Twelve tips for fostering the next generation of medical teachers. Medical Teacher 44:7, pages 725-729.
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Janet Lefroy, Ben Walters, Adrian Molyneux & Sarah Smithson. (2021) Can learning from workplace feedback be enhanced by reflective writing? A realist evaluation in UK undergraduate medical education. Education for Primary Care 32:6, pages 326-335.
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Daniel Solchanyk, Odera Ekeh, Lise Saffran, Inger E. Burnett-Zeigler & Ashti Doobay-Persaud. (2021) Integrating Cultural Humility into the Medical Education Curriculum: Strategies for Educators. Teaching and Learning in Medicine 33:5, pages 554-560.
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Liesje Coertjens, Marije Lesterhuis, Benedicte Y. De Winter, Maarten Goossens, Sven De Maeyer & Nele R. M. Michels. (2021) Improving Self-Reflection Assessment Practices: Comparative Judgment as an Alternative to Rubrics. Teaching and Learning in Medicine 33:5, pages 525-535.
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Gila Yakov, Arieh Riskin & Anath A. Flugelman. (2021) Mechanisms involved in the formation of professional identity by medical students. Medical Teacher 43:4, pages 428-438.
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Judith M. Sieben, Sylvia Heeneman, Mascha M. Verheggen & Erik W. Driessen. (2021) Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study. Medical Teacher 43:4, pages 388-396.
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Kelly Gillingham, Kyle Eggleton & Felicity Goodyear-Smith. (2020) Is Reflective Learning Visible in Online Discussion Forums for Medical Students on General Practice Placements? A Qualitative Study. Teaching and Learning in Medicine 32:4, pages 434-441.
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Adrian K. Reynolds. (2020) Academic coaching for learners in medical education: Twelve tips for the learning specialist. Medical Teacher 42:6, pages 616-621.
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Jaideep S. Talwalkar, Tanya D. Murtha, Stephanie Prozora, Auguste H. Fortin$suffix/text()$suffix/text(), Laura J. Morrison & Matthew S. Ellman. (2020) Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors. Teaching and Learning in Medicine 32:3, pages 294-307.
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Jody E. Steinauer, Arianne Teherani, Robin Mangini, Jessie Chien, Olle ten Cate & Patricia O’Sullivan. (2019) Characterizations of motivation and identity in medical students’ reflections about challenging patient interactions. Medical Teacher 41:10, pages 1178-1183.
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Richard Wai Ming Law & Omar Shafey. (2019) The nature of interpretive phenomenological reflective practice for junior doctors. Reflective Practice 20:5, pages 654-665.
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Saadet Korucu Kis & Galip Kartal. (2019) No pain no gain: reflections on the promises and challenges of embedding reflective practices in large classes. Reflective Practice 20:5, pages 637-653.
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Erik Lundmark, Mark Tayar, Karl Qin & Christine Bilsland. (2019) Does Reflection Help Students to Develop Entrepreneurial Capabilities?. Journal of Small Business Management 57:3, pages 1157-1171.
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Sharita Bharuthram. (2018) Reflecting on the process of teaching reflection in higher education. Reflective Practice 19:6, pages 806-817.
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Hilliard Jason & Jane Westberg. (2018) Preparing educators for adaptive education (AE) programs. Medical Teacher 40:8, pages 828-833.
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Patricia Neville. (2018) Introducing dental students to reflective practice: a dental educator’s reflections. Reflective Practice 19:2, pages 278-290.
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Maryam Alizadeh, Azim Mirzazadeh, Dean X. Parmelee, Elizabeth Peyton, Neda Mehrdad, Leila Janani & Hooman Shahsavari. (2018) Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams. Teaching and Learning in Medicine 30:1, pages 76-83.
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Carol C. Dudding, Vicki McCready, Loretta M. Nunez & Samantha J. Procaccini. (2017) Clinical supervision in speech-language pathology and audiology in the United States: Development of a professional specialty. The Clinical Supervisor 36:2, pages 161-181.
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John T. Ratelle, Sara L. Bonnes, Amy T. Wang, Saswati Mahapatra, Cathy D. Schleck, Jayawant N. Mandrekar, Karen F. Mauck, Thomas J. Beckman & Christopher M. Wittich. (2017) Associations between teaching effectiveness and participant self-reflection in continuing medical education. Medical Teacher 39:7, pages 697-703.
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Maryam Alizadeh, Azim Mirzazadeh, Dean X. Parmelee, Elizabeth Peyton, Leila Janani, Gholamreza Hassanzadeh & Saharnaz Nedjat. (2017) Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback. Medical Teacher 39:4, pages 395-401.
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Ken Lau. (2016) Assessing reflection in English enhancement courses: teachers’ views and development of a holistic framework. Assessment & Evaluation in Higher Education 41:6, pages 854-868.
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K.P.J. (Karen) Fortuin & C.S.A. (Kris) van Koppen. (2016) Teaching and learning reflexive skills in inter- and transdisciplinary research: A framework and its application in environmental science education. Environmental Education Research 22:5, pages 697-716.
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Gabrielle Brand, Karen Miller, Rosemary Saunders, Helen Dugmore & Christopher Etherton-Beer. (2016) Expanding the Caring Lens: Nursing and Medical Students Reflecting on Images of Older People. Gerontology & Geriatrics Education 37:2, pages 167-184.
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Shannon Arntfield, Brittney Parlett, Christine N. Meston, Tavis Apramian & Lorelei Lingard. (2016) A model of engagement in reflective writing-based portfolios: Interactions between points of vulnerability and acts of adaptability. Medical Teacher 38:2, pages 196-205.
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Rebecca Miller-Kuhlmann, Patricia S. O’Sullivan & Louise Aronson. (2016) Essential steps in developing best practices to assess reflective skill: A comparison of two rubrics. Medical Teacher 38:1, pages 75-81.
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Mohamed Mostafa Al-Eraky. (2015) Twelve Tips for teaching medical professionalism at all levels of medical education. Medical Teacher 37:11, pages 1018-1025.
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John Thomas Mills & DeMond Shondell Miller. (2015) Educating the Next Generation of Emergency Management and Homeland Security Professionals: Promoting Racial and Ethnic Understanding via Cultural Competence and Critical Race Theory. Journal of Applied Security Research 10:4, pages 466-480.
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Amy Hayton, Ilho Kang, Raymond Wong & Lawrence K. Loo. (2015) Teaching Medical Students to Reflect More Deeply. Teaching and Learning in Medicine 27:4, pages 410-416.
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Chin-Chen Wen, Meei-Ju Lin, Chi-Wei Lin & Shao-Yin Chu. (2015) Exploratory study of the characteristics of feedback in the reflective dialogue group given to medical students in a clinical clerkship. Medical Education Online 20:1.
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Paula T. Ross & Monica L. Lypson. (2014) Using Artistic-Narrative to Stimulate Reflection on Physician Bias. Teaching and Learning in Medicine 26:4, pages 344-349.
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Pamela Brett-MacLean & Marie-Thérèse Cave. (2014) Text and context: involving faculty panelists as models for reflection in a film-based narrative reflective practice module in undergraduate medical education. Reflective Practice 15:4, pages 540-549.
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Jeremy M. Brown, Helen McNeill & Nigel J. Shaw. (2013) Triggers for reflection: exploring the act of written reflection and the hidden art of reflective practice in postgraduate medicine. Reflective Practice 14:6, pages 755-765.
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Nirusha Lachman, Kevin N. Christensen & Wojciech Pawlina. (2013) Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring. Medical Teacher 35:1, pages e919-e925.
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Philip Song & Rosalyn Stewart. (2012) Reflective writing in medical education. Medical Teacher 34:11, pages 955-956.
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Jennie Stewart. (2012) Reflecting on reflection: increasing health and social care students’ engagement and enthusiasm for reflection. Reflective Practice 13:5, pages 719-733.
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Mathew Todres, Zoi Tsimtsiou, Kalwant Sidhu, Anne Stephenson & Roger Jones. (2012) Medical students’ perceptions of the factors influencing their academic performance: An exploratory interview study with high-achieving and re-sitting medical students. Medical Teacher 34:5, pages e325-e331.
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Rickard Ljung, Catarina Jansson, Helena Nordenstedt, Lena Martin, Pernilla Lagergren & Jesper Lagergren. (2012) Twelve tips for conducting a postgraduate course on study design and study protocol writing for the medical profession. Medical Teacher 34:1, pages 25-29.
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