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Medical Teacher Volume 24, 2002 - Issue 2
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Research Article

Twelve tips for promoting significant event analysis to enhance reflection in undergraduate medical students

Emma Henderson Department of Primary Health Care and General Practice, School of Medicine Imperial College, London, UK
,
Anita Berlin Department of Primary Health Care and General Practice, School of Medicine Imperial College, London, UK
,
George Freeman Department of Primary Health Care and General Practice, School of Medicine Imperial College, London, UK
&
Jon Fuller Department of Primary Health Care and General Practice, School of Medicine Imperial College, London, UK
Pages 121-124 | Published online: 03 Jul 2009

  • BROOKFIELD, S. (1990) Using critical incidents to explore learners' assumptions, in: J. Mezirow (Ed.) Fostering Critical Reflection in Adulthood, pp.177-193 (San Francisco, Jossey-Bass).
  • FLANAGAN, J.C. (1954) The critical incident technique, Psychological Bulletin, 51, pp. 327-358.
  • ERAUT, M. (1994) Developing Professional Knowledge and Competence (London, Palmer).
  • GENERAL MEDICAL COUNCIL (2000). Revalidating Doctors, Ensuring Standards, Securing the Future (London, GMC) [www.rcgp.org.uk].
  • KLENOWSKI, V. (1998) Guidelines for Portfolio Use in Initial Teacher Education (Hong Kong, Hong Kong Institute of Education), pp. 1-13.
  • PlETRONI, R. (2001) Toolbox for Portfolio Development (Oxford, Radcliffe).
  • SCHON, D.A. (1987) Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions (San Francisco, Jossey-Bass).
  • STANTON, F. & GRANT, J. (1999) Approaches to experiential learning, course delivery and validation in medicine: a background document, Medical Education, 33, pp. 282-297.
  • WOODWARD, H. (1998) Reflective journals and portfolios: learning through assessment, Assessment and Evaluation in Higher Education, 23(4), pp 415-423.

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