References
- Benson J, Magraith K. 2005. Compassion fatigue and burnout-the role of Balint groups. Aust Fam Physician 34:497–498
- Booth R. 2014. Mindfulness therapy comes at a high price for some, say experts: Much-hyped therapy can reduce relapses into depression – But it can have troubling side effects. The Guardian. [Accessed 1 October 2014] Available from http://www.theguardian.com/society/2014/aug/25/mental-health-meditation
- Boud D, Keogh R, Walker D. 1985. Reflection: Turning experience into learning. London: Kogan Page
- Catholic on Line. 2014. A guide for confession. [Accessed 1 October 2014]. Available from http://www.catholic.org/prayers/confession.php
- Dewey J. 1933. How we think: A restatement of the relation of reflective thinking to the educative process. New York: D.C. Heath and Co
- Dobkin PL, Hutchinson TA. 2013. Teaching mindfulness in medical school: Where are we now and where are we going? Med Educ 47:768–779
- Eichbaum Q. 2014. Thinking about thinking and emotion: The metacognitive approach to the medical humanities that integrates humanities with the basic and clinical sciences. Permanente J 18(4):64–75
- Fejes A, Dahlstedt M. 2013. The confessing society: Foucault, confession and practices of lifelong learning. London, UK: Routledge
- Flavell, JH. 1979. Metacognition and cognitive monitoring. A new area of cognitive-development inquiry. Am Psychol 34:906–911
- Fleming A, Cutrer W, Moutsios S, Heavrin B, Pilla M, Eichbaum Q, Rodgers S. 2013. Building learning communities: Evolution of the colleges at Vanderbilt University School of Medicine. Acad Med 88:1246–1251
- Foucault, M. 1995. Discipline and punish: The birth of the prison. Sheridan AM (trans.). New York: Vintage Books (Original work published in 1975)
- Fralick M, Flegel K. 2014. Physician burnout: Who will protect us from ourselves? CMAJ 186(10):731
- Frankford DM, Patterson MA, Konrad TR. 2000. Transforming practice organizations to foster lifelong learning and commitment to medical professionalism. Acad Med 75:708–717
- Freud S. 1969. An outline of psycho-analysis. New York: WW Norton and Company (original work published in 1940)
- Groopman JE, Prichard M. 2007. How doctors think. Boston: Houghton Mifflin Publishing
- Habermas J. 1971. Knowledge and human interests: A general perspective. Boston: Beacon Press
- Hanson FA. 1993. Testing testing: social consequences of the examined life. Berkeley: University of California Press
- Hodges BD. 2004. Medical student bodies and the pedagogy of self-reflection, self-assessment and self-regulation. J Curriculum Theory 20:41–51
- Hodges BD. 2006. Medical education and the maintenance of incompetence. Med Teach 28:690–696
- Hodges BD. 2007. Scylla or Charybdis: Navigating between excessive examination and naive reliance on self-assessment. Nurs Inq 14(3):177
- Hodges BD, Lingard L. 2012. The question of competence: Reconsidering medical education in the twenty-first century. Ithaca: Cornell University Press
- Hodges D, McLachlan JC, Finn GM. 2009. Exploring reflective ‘critical incident' documentation of professionalism lapses in a medical undergraduate setting. BMC Med Educ 9:44
- Kinsella EA. 2008. Embodied reflection and the epistemology of reflective practice. J Philos Educ 41:395–409
- Kinsella EA. 2012. Practitioner reflection and judgement as phronesis. In: Kinsella EA, Pitman A, editors. Phronesis as professional knowledge: Practical wisdom in the professions. Rotterdam: Sense Publishers. pp 35–52
- Kolb D. 1984. Experiential learning as the science of learning and development. Englewood Cliffs: Prentice Hall
- Koole S, Dornan T, Aper L, Scherpbier A, Valcke M, Cohen-Schotanus J, Derese A. 2011. Factors confounding the assessment of reflection: A critical review. BMC Med Educ 11:1–9
- Mann K, Gordon J, MacLeod A. 2009. Reflection and reflective practice in health professions education: A systematic review. Adv Health Sci Educ 14:595–621
- Miller G. 1990. The assessment of clinical skills/competence/performance. Acad Med 65:S63–S67
- Murdoch-Eaton D, Sandars J. 2014. Reflection: Moving from a mandatory ritual to meaningful professional development. Arch Dis Child 99:279–283
- Nelson S. 2012. The lost path to emancipatory practice: Towards a history of reflective practice in nursing. Nurs Philos 13:202–213
- Nelson S, Purkis ME. 2004. Mandatory reflection: The Canadian reconstitution of the competence nurse. Nurs Inq 11:247–257
- Ng S. 2012. Reflection and reflective practice: Creating knowledge through experience. Semin Hear 33:117–134
- Ng S, Kinsella EA, Friesen F, Hodges B. in press. Re-claiming a theoretical orientation to reflection in medical education research. Med Educ
- Psychology Today. 2014. What is mindfulness? [Accessed 1 October 2014] Available from http://www.psychologytoday.com/basics/mindfulness
- Schön DA. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books
- Schön DA. 1987. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Inc
- Stewart S, Richardson B. 2000. Reflection and its place in the curriculum on an undergraduate course: Should it be assessed? Assess Eval High Educ 25:369–380
- Sumsion J, Fleet A. 1996. Reflection: Can we assess it? Should we assess it? Assess Eval High Educ 21:121–131
- Whitehead C, Hodges BD, Austen Z. 2013. Dissecting the doctor: From character to characteristics in North American medical education. Adv Health Sci Educ Theory Pract 18:687–699
- Wikipedia. 2014. Human self-reflection. [Accessed 1 October 2014] Available from http://en.wikipedia.org/wiki/Human_self-reflection