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Medical Teacher Volume 42, 2020 - Issue 11
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ARTICLES

‘Challenges in experiential learning during transition to clinical practice: A comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships’

Ellen Stuarta Department of General Practice, RCSI, Dublin, IrelandCorrespondence[email protected]
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,
Daire O’Learyb Department of Paediatrics, RCSI, Dublin, IrelandORCID Iconhttps://orcid.org/0000-0001-9201-8221View further author information
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Roberta Rowntreec Department of Psychiatry, RCSI, Dublin, IrelandView further author information
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Cornelia Careyc Department of Psychiatry, RCSI, Dublin, IrelandView further author information
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Linda O’Rourkec Department of Psychiatry, RCSI, Dublin, IrelandView further author information
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Emer O’Briena Department of General Practice, RCSI, Dublin, IrelandView further author information
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Aisling Walshd Department of Epidemiology and Public Health Medicine, RCSI, Dublin, IrelandView further author information
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Vincent Russellc Department of Psychiatry, RCSI, Dublin, IrelandView further author information
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Pages 1275-1282 | Published online: 10 Aug 2020

Citations (8)

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Read on this site (1)

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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Articles from other publishers (7)

Shiva Sarraf‐Yazdi, Anushka Pisupati, Chloe Keyi Goh, Yun Ting Ong, You Ru Toh, Suzanne Pei Lin Goh & Lalit Kumar Radha Krishna. (2024) A scoping review and theory‐informed conceptual model of professional identity formation in medical education. Medical Education.
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Jéssica de Andrade Gomes, Luiza Amara Maciel Braga, Bernardo Pereira Cabral, Renato Matos Lopes & Fabio Batista Mota. (2024) Problem-Based Learning in Medical Education: A Global Research Landscape of the Last Ten Years (2013–2022). Medical Science Educator.
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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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Natalie Kennie-Kaulbach, Hannah Gormley, Harriet Davies, Anne Marie Whelan, Heidi Framp, Sheri Price & Kristin K. Janke. (2023) Indicators, influences, and changes in professional identity formation in early experiential learning in community pharmacy. Currents in Pharmacy Teaching and Learning 15:4, pages 414-426.
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George R. MountRenate KahlkeJohn MeltonLara Varpio. (2022) A Critical Review of Professional Identity Formation Interventions in Medical Education. Academic Medicine 97:11S, pages S96-S106.
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Clare Sullivan, Claire Condron, Claire Mulhall, Mohammad Almulla, Maria Kelly, Daire O'Leary & Walter Eppich. (2022) Preparing for Pediatrics: Experiential Learning Helps Medical Students Prepare for Their Clinical Placement. Frontiers in Pediatrics 10.
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Heeyoung Han & Boyung Suh. (2021) Current Status and Directions of Professional Identity Formation in Medical Education. Korean Medical Education Review 23:2, pages 80-89.
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