Citations (55)
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Marco Antonio de Carvalho Filho, Carolin Sehlbach & Andrés Martin. (2023) Co-Constructive Patient Simulation as an Experiential Tool for Continuing Professional Development in Healthcare. Journal of CME 12:1.
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Rozemarijn van der Gulden, Mario Veen & Bart P.A. Thoonen. (2023) A Philosophical Discussion of the Support of Self-Regulated Learning in Medical Education: The Treasure Hunt Approach Versus the (Dutch) “Dropping” Approach. Teaching and Learning in Medicine 35:5, pages 623-629.
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Julianne Stout, Aletha Stahl & J. Dennis Fortenberry. (2023) Developing medical professionalism in care of gender nonconforming patients: Reflections of second-year medical students after a curricular experience with gender nonconforming people and allies. Medical Teacher 45:9, pages 984-990.
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Michael Dunne, Merrolee Penman & Gillian Nisbet. (2023) Exploring the outcomes of a reflective teaching strategy with students: A feasibility study. International Journal of Speech-Language Pathology 0:0, pages 1-12.
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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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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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Alain P. Gauthier, Nathalie Bourgoin, Natacha Ndihokubwayo, Manon Lemonde, Darene Toal-Sullivan, Patrick E. Timony, Carolynn Warnet, Marie-Hélène Chomienne, Claire E. Kendall, Kamila Premji & Simone Dahrouge. (2022) Learning from reflective journaling; the experience of navigators in assisting patients access to health and social resources in the community. International Journal of Health Promotion and Education 60:6, pages 354-364.
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Bhuwandeep. (2022) The impact of reflective practices on student learning in remote internships during COVID 19 pandemic: a qualitative study. Reflective Practice 23:4, pages 509-523.
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Cassandra Préfontaine, Isabelle Gaboury, Hélène Corriveau, Jacinthe Beauchamp, Chantal Lemire & Marie-Josée April. (2022) Assessment tools for reflection in healthcare learners: A scoping review . Medical Teacher 44:4, pages 394-400.
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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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Michael Dunne, Gillian Nisbet & Merrolee Penman. (2021) How speech pathology educators conceptualise reflection in practicum contexts influences student learning experiences. Reflective Practice 22:3, pages 400-414.
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Nancy Sturman, Liz Fitzmaurice, Gerard Ingham, Cathy Lee & Michelle Sheldrake. (2021) Getting good help: a guide for reflection, debriefing and feedback conversations about in-consultation supervision. Education for Primary Care 32:2, pages 118-122.
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Jana Müller, Rhoda Meyer, Jason Bantjes, Elize Archer & Ian Couper. Handle with Care: Transformative Learning as Pedagogy in an Under-Resourced Health Care Context. Teaching and Learning in Medicine 0:0, pages 1-10.
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Frederieke van Oorschot, Marianne Brouwers, Jean Muris, Mario Veen, Angelique Timmerman & Sandra van Dulmen. How does guided group reflection work to support professional identity formation in postgraduate medical education: A scoping review. Medical Teacher 0:0, pages 1-11.
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Articles from other publishers (41)
Carlos Frederico Confort Campos & Nicolle Taissun. (2024) You are thinking, reflecting, analysing what you see and what you do all the time. Revista Brasileira de Medicina de Família e Comunidade 19:46, pages 3928.
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Noor Akmal Shareela Ismail, Nanthini Mageswaran, Siti Mariam Bujang & Mohd Nasri Awang Besar. (2024) Beyond words: analyzing non-verbal communication techniques in a medical communication skills course via synchronous online platform. Frontiers in Medicine 11.
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Elina Paloniemi, Maria Hagnäs, Ilona Mikkola, Markku Timonen & Ritva Vatjus. (2024) Reflective capacity and context of reflections: qualitative study of second-year medical students’ learning diaries related to a general practice course. BMC Medical Education 24:1.
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Mike Rueb, Eva A. Rehfuess, Matthias Siebeck & Lisa M. Pfadenhauer. (2023) Cinemeducation: A mixed methods study on learning through reflective thinking, perspective taking and emotional narratives. Medical Education 58:1, pages 63-92.
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Kyle A. Robertson, Jason M. Organ, Michael Yard & Jessica N. Byram. (2023) First patient project: Engaging pathology through the donor dissection experience and its role in professionalism. Anatomical Sciences Education 17:1, pages 199-212.
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Santosh Patel. (2023) Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion. International Medical Education 2:4, pages 262-275.
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Chris W. Walinga, Pieter C. Barnhoorn, Geurt T.J.M. Essers, Sven P.C. Schaepkens & Anneke W.M. Kramer. (2023) ‘You are not alone.’ An exploratory study on open-topic, guided collaborative reflection sessions during the General Practice placement. BMC Medical Education 23:1.
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Mahmoud Abbasi, Mandana Shirazi, Hojjat Torkmandi, Sanaz Homayoon & Mohammad Abdi. (2023) Impact of teaching, learning, and assessment of medical law on cognitive, affective and psychomotor skills of medical students: a systematic review. BMC Medical Education 23:1.
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William MacAskill, Weng Joe Chua, Hannah Woodall & Janani Pinidiyapathirage. (2023) Beyond the Written Reflection: A Systematic Review and Qualitative Synthesis of Creative Approaches to Reflective Learning Amongst Medical Students. Perspectives on Medical Education 12:1, pages 361-371.
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Martin Sands. 2023. Improving Learning Through Assessment Rubrics. Improving Learning Through Assessment Rubrics
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Ravid Doron, Rachel Eichler & Vidyut Rajhans. (2023) Effectiveness of online learning in improving optometry student's reflective abilities. Journal of Optometry 16:3, pages 199-205.
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Marie S. Thommes, Michelle Schmidt, Sophie I. Lambert, Michael T. Schauwinhold, Martin Klasen & Saša Sopka. (2023) Reflective practice improves Basic Life Support training outcomes: A randomized controlled study. PLOS ONE 18:6, pages e0287908.
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Sujin Shin, Inyoung Lee, Jeonghyun Kim, Eunyoung Oh & Eunmin Hong. (2023) Effectiveness of a critical reflection competency program for clinical nurse educators: a pilot study. BMC Nursing 22:1.
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Machelle Linsenmeyer & Goldberry Long. (2023) Goal-Oriented and Habit-Oriented Reflective Models to Support Professional Identity Formation and Metacognitive Thinking. Medical Science Educator 33:2, pages 569-575.
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Mahboobeh Khabaz Mafinejad, Fatemeh Ebrahimpour, Azadeh Sayarifard, Fatemeh Shahbazi & Larry Gruppen. (2022) Reflection on near-peer shadowing program: impact on operating room student’s perception of their future profession. BMC Medical Education 22:1.
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Elisa Geiser, Léa Violette Schilter, Jean-Michel Carrier, Carole Clair & Joëlle Schwarz. (2022) Reflexivity as a tool for medical students to identify and address gender bias in clinical practice: A qualitative study. Patient Education and Counseling 105:12, pages 3521-3528.
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Jhancy Malay, Salah Eldin Kassab, Tarig Hakim Merghani, Ramya Rathan & Anusha Sreejith. (2022) Faculty and Students’ Perceptions About Online Teaching Styles of Faculty in Large Group Lectures. Advances in Medical Education and Practice Volume 13, pages 1261-1266.
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Marije van Braak, Mike Huiskes & Mario Veen. (2022) When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: an interactional analysis. Advances in Health Sciences Education 27:4, pages 965-988.
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Regina Mayumi Utiyama Kaneko, Inês Monteiro & Maria Helena Baena de Moraes Lopes. (2022) Form for planning and elaborating high fidelity simulation scenarios: A validation study. PLOS ONE 17:9, pages e0274239.
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Nicola Mimms. (2022) Designing a Reflective Assessment with Universal Design for Learning Principles: Insights from a Speech and Language Therapy Programme. Gateway Papers 3:1.
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Susanne Michl, Johannes Katsarov & Tobias Eichinger. (2022) Gelingende Ethik-Lehre in der Medizin. Erkenntnisse aus der LehrforschungEffective ways to teach ethics in medicine. Findings from educational research. Ethik in der Medizin 34:3, pages 433-450.
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Götz Fabry. (2022) Wie lassen sich professionelle Kompetenzen im Medizinstudium vermitteln?. Ethik in der Medizin 34:3, pages 287-299.
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Andrea Jones, Iseult Wilson, Stephen McClean, Danny Kerr & Cathal Breen. (2022) Supporting the learning experience of health‐related profession students during clinical placements with technology: A systematic review. Review of Education 10:2.
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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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Giovanna Artioli, Laura Deiana, Francesco De Vincenzo, Margherita Raucci, Giovanna Amaducci, Maria Chiara Bassi, Silvia Di Leo, Mark Hayter & Luca Ghirotto. (2021) Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis. BMC Medical Education 21:1.
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Giovanni Piumatti, Sissel Guttormsen, Barbara Zurbuchen, Milena Abbiati, Margaret W. Gerbase & Anne Baroffio. (2021) Trajectories of learning approaches during a full medical curriculum: impact on clinical learning outcomes. BMC Medical Education 21:1.
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Marco Zaccagnini & Patricia A. Miller. (2021) Portfolios with Evidence of Reflective Practice Required by Regulatory Bodies: An Integrative Review. Physiotherapy Canada.
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Bridie McCarthy, Nicola Bessell, Siobhan Murphy & Irene Hartigan. (2021) “Nursing and speech and language students’ perspectives of reflection as a clinical learning strategy in undergraduate healthcare education: A qualitative study”. Nurse Education in Practice 57, pages 103251.
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Elizabeth Armitage-Chan, Stefanie Reissner, Elizabeth Jackson, April Kedrowicz & Regina Schoenfeld-Tacher. (2021) How Do Veterinary Students Engage When Using Creative Methods to Critically Reflect on Experience? A Qualitative Analysis of Assessed Reflective Work. Journal of Veterinary Medical Education, pages e20210070.
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Janet L. Woldt & Monica W. Nenad. (2021) Reflective writing in dental education to improve critical thinking and learning: A systematic review. Journal of Dental Education 85:6, pages 778-785.
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Mario Gabriel Torres-Calixto. (2021) Trends and challenges of medical education. Revista de la Facultad de Medicina 69:3, pages e84330.
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Ogonna N. Nnamani Silva, Andre R. Campbell, Sanziana A. Roman, Julie Ann Sosa, Matthew Y.C. Lin & Patricia S. O’Sullivan. (2021) Students are watching: They see how surgical residents and attendings deal with difficult situations. The American Journal of Surgery 221:5, pages 910-912.
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Vidyut Rajhans, Rachel Eichler, Orit Sztrigler Cohen & Ariela Gordon‐Shaag. (2020) A Novel method of enhancing students’ involvement in reflective writing. The Clinical Teacher 18:2, pages 174-179.
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Ligia Maria Cayres Ribeiro, Silvia Mamede, Eliza Maria de Brito, Alexandre Sampaio Moura, Rosa Malena Delbone de Faria & Henk G. Schmidt. (2020) Exploring mechanisms underlying learning from deliberate reflection: An experimental study. Medical Education 55:3, pages 404-412.
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Camila Ament Giuliani Franco, Renato Soleiman Franco, Dario Cecilio-Fernandes, Milton Severo, Maria Amélia Ferreira & Marco Antonio de Carvalho-Filho. (2020) Added value of assessing medical students’ reflective writings in communication skills training: a longitudinal study in four academic centres. BMJ Open 10:11, pages e038898.
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Martin C. Henman. (2020) Pharmacy Education; Competency and Beyond. Pharmacy 8:2, pages 104.
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