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Medical Teacher Volume 37, 2015 - Issue 3
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Original Articles

Sea monsters & whirlpools: Navigating between examination and reflection in medical education

Brian David HodgesUniversity of Toronto, Canada, ;University Health Network, Canada, AMS Phoenix ProjectCorrespondence[email protected]
Pages 261-266 | Published online: 19 Dec 2014

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Sven Peter Charlotte Schaepkens & Thijs Lijster. (2023) Mind The Gap: A Philosophical Analysis of Reflection’s Many Benefits. Teaching and Learning in Medicine 35:3, pages 368-377.
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Richard Fuller, Viktoria C. T. Goddard, Vishna D. Nadarajah, Tamsin Treasure-Jones, Peter Yeates, Karen Scott, Alexandra Webb, Krisztina Valter & Eeva Pyorala. (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher 44:8, pages 836-850.
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Camillo Coccia & Mario Veen. (2022) Because We Care: A Philosophical Investigation into the Spirit of Medical Education. Teaching and Learning in Medicine 34:3, pages 341-349.
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Laura Emery, Ben Jackson & Tim Herrick. (2021) Trainee engagement with reflection in online portfolios: A qualitative study highlighting the impact of the Bawa-Garba case on professional development. Medical Teacher 43:6, pages 656-662.
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Mario Veen & Anna T. Cianciolo. (2020) Problems No One Looked For: Philosophical Expeditions into Medical Education. Teaching and Learning in Medicine 32:3, pages 337-344.
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Luke Dawson & Kathryn Fox. (2018) Can assessment be a barrier to successful professional development?. Physical Therapy Reviews 23:1, pages 11-16.
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Eric S. Holmboe, Jonathan Sherbino, Robert Englander, Linda Snell & Jason R. Frank. (2017) A call to action: The controversy of and rationale for competency-based medical education. Medical Teacher 39:6, pages 574-581.
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Articles from other publishers (28)

Brett A. Diaz, Jacob Rieker & Stella Ng. (2023) Teaching critical reflection in health professions education with transformative-vygotskian praxis. Advances in Health Sciences Education 28:4, pages 1191-1204.
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Sven P. C. Schaepkens, Anne de la Croix & Mario Veen. (2023) ‘Oh yes, that is also reflection’—Using discursive psychology to describe how GP registrars construct reflection. Medical Education.
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Sang Yun Han, Seung-Hee Lee & Han Chae. (2022) Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum. BMC Medical Education 22:1.
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Andrew Stuart Lane & Chris Roberts. (2022) Contextualised reflective competence: a new learning model promoting reflective practice for clinical training. BMC Medical Education 22:1.
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Stella L Ng, Jacquelin Forsey, Victoria A Boyd, Farah Friesen, Sylvia Langlois, Kori Ladonna, Maria Mylopoulos & Naomi Steenhof. (2022) Combining adaptive expertise and (critically) reflective practice to support the development of knowledge, skill, and society. Advances in Health Sciences Education 27:5, pages 1265-1281.
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RWL Goy, JSE Lee, F Ithnin & BL Sng. (2022) Current state of reflective learning in anaesthesiology residents: a call for ‘reflection-on-action’ training in Singapore. Singapore Medical Journal 63:6, pages 319-324.
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Stella L. Ng, Jeff Crukley, Ryan Brydges, Victoria Boyd, Adam Gavarkovs, Emilia Kangasjarvi, Sarah Wright, Kulamakan Kulasegaram, Farah Friesen & Nicole N. Woods. (2022) Toward ‘seeing’ critically: a Bayesian analysis of the impacts of a critical pedagogy. Advances in Health Sciences Education 27:2, pages 323-354.
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Sven P. C. Schaepkens, M. Veen & A. de la Croix. (2021) Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research. Advances in Health Sciences Education 27:2, pages 537-551.
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Sven Peter Charlotte Schaepkens & Camillo Quinto Harro Coccia. 2022. Applied Philosophy for Health Professions Education. Applied Philosophy for Health Professions Education 311 324 .
Lindsay R. Baker, Shanon Phelan, Nicole N. Woods, Victoria A. Boyd, Paula Rowland & Stella L. Ng. (2021) Re-envisioning paradigms of education: towards awareness, alignment, and pluralism. Advances in Health Sciences Education 26:3, pages 1045-1058.
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William F. Laughey, Megan E. L. Brown, Ariel Liu, Angelique N. Dueñas & Gabrielle M. Finn. (2021) Love and breakup letter methodology: A new research technique for medical education. Medical Education 55:7, pages 818-824.
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Veronica Selleger, Maaike Matulewicz & José van de Kreeke. 2021. Professionaliteit in de zorg. Professionaliteit in de zorg 9 18 .
Stella L Ng, Emilia Kangasjarvi, Gianni R Lorello, Lori Nemoy & Ryan Brydges. (2019) ‘There shouldn't be anything wrong with not knowing’: epistemologies in simulation. Medical Education 53:10, pages 1049-1059.
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Stella L. NgSarah R. WrightAyelet Kuper. (2019) The Divergence and Convergence of Critical Reflection and Critical Reflexivity: Implications for Health Professions Education. Academic Medicine 94:8, pages 1122-1128.
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Sylvia Heeneman, Erik Driessen, Steven J. Durning & Dario Torre. (2019) Use of an e‑portfolio mapping tool: connecting experiences, analysis and action by learners. Perspectives on Medical Education 8:3, pages 197-200.
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Edvin Schei, Abraham Fuks & J. Donald Boudreau. (2018) Reflection in medical education: intellectual humility, discovery, and know-how. Medicine, Health Care and Philosophy 22:2, pages 167-178.
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Zubin Austin. (2019) Competency and Its Many Meanings. Pharmacy 7:2, pages 37.
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Cheryl L. Holmes, Maria M. Hubinette, Malcolm Maclure, Harry Miller, Daniel Ting, Greg Costello, Melanie Reed & Glenn Regehr. (2018) Reflecting on what? The difficulty of noticing formative experiences in the moment. Perspectives on Medical Education 7:6, pages 379-385.
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Anne de la Croix & Mario Veen. (2018) The reflective zombie: Problematizing the conceptual framework of reflection in medical education. Perspectives on Medical Education 7:6, pages 394-400.
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Marianne Mak-van der Vossen, Arianne Teherani, Walther N K A van Mook, Gerda Croiset & Rashmi A Kusurkar. (2018) Investigating US medical students' motivation to respond to lapses in professionalism. Medical Education 52:8, pages 838-850.
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Jennifer PlantSu-Ting T. LiRebecca BlankenburgAlyssa L. BogetzMichele LongLavjay Butani. (2017) Reflective Practice in the Clinical Setting: A Multi-Institutional Qualitative Study of Pediatric Faculty and Residents. Academic Medicine 92:11S, pages S75-S83.
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Erik Driessen. (2016) Do portfolios have a future?. Advances in Health Sciences Education 22:1, pages 221-228.
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Katharine R. Press & Joann Bodurtha. (2017) Milestones for medical students completing a clinical genetics elective. Genetics in Medicine 19:2, pages 236-239.
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Belinda Garth, Catherine Kirby, Peter Silberberg & James Brown. (2016) Utility of learning plans in general practice vocational training: a mixed-methods national study of registrar, supervisor, and educator perspectives. BMC Medical Education 16:1.
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Jason W Boland, Lisa Dikomitis & Amy Gadoud. (2016) Medical students writing on death, dying and palliative care: a qualitative analysis of reflective essays. BMJ Supportive & Palliative Care 6:4, pages 486-492.
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Brian D. Hodges. 2016. Teaching Medical Professionalism. Teaching Medical Professionalism 277 287 .
Thomas A. Hutchinson & Mark Smilovitch. 2016. Teaching Medical Professionalism. Teaching Medical Professionalism 97 112 .
Matthew J To & Malika Sharma. (2015) Training tomorrow's physician-advocates. Medical Education 49:8, pages 752-754.
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