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Education for Primary Care Volume 22, 2011 - Issue 2
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Original Articles

Introducing medical students to reflective practice

Sally ChambersMedical Teaching Fellow and Specialist Registrar in Elderly Care Medicine, School of Medicine, Keele University, UKCorrespondence[email protected]
, MA MRCP,
Caragh BrosnanResearch Fellow, Centre for Biomedicine & Society, King’s College London, UK
, BSc (Hons) PhD &
Andrew HassellDirector of Undergraduate Programmes, School of Medicine, Keele University, UK
, MBChB MD FRCP MMedEd
Pages 100-105 | Accepted 01 Jan 2011, Published online: 07 Oct 2015

Citations (14)

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Read on this site (3)

Robyn Preston, Monica Gratani, Kimberley Owens, Poornima Roche, Monika Zimanyi & Bunmi Malau-Aduli. (2020) Exploring the Impact of Assessment on Medical Students’ Learning. Assessment & Evaluation in Higher Education 45:1, pages 109-124.
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Kate Cook, Gina Tillard, Christine Wyles, Daniel Gerhard, Tika Ormond & Megan McAuliffe. (2019) Assessing and developing the written reflective practice skills of speech-language pathology students. International Journal of Speech-Language Pathology 21:1, pages 46-55.
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Abigale L. Ottenberg, Dario Pasalic, Gloria T. Bui & Wojciech Pawlina. (2016) An analysis of reflective writing early in the medical curriculum: The relationship between reflective capacity and academic achievement. Medical Teacher 38:7, pages 724-729.
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Articles from other publishers (11)

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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Joanie Poirier, Kathleen Ouellet, Valérie Désilets, Ann Graillon, Marianne Xhignesse & Christina St-Onge. (2023) Assessing commitment to reflection: perceptions of medical students. Canadian Medical Education Journal.
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Kate. J. Cook, Cheryl Messick & Megan. J. McAuliffe. (2022) Written reflective practice abilities of SLT students across the degree programme. International Journal of Language & Communication Disorders 58:4, pages 994-1016.
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Chris Penlington, Ross Lyttle, Megan Dillon, Adam Ali & Paula Waterhouse. (2022) “I think that comes with experience”. A thematic analysis exploring how dental students at a transitional stage of training understand and engage with reflection. European Journal of Dental Education.
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Valérie Désilets, Ann Graillon, Kathleen Ouellet, Marianne Xhignesse & Christina St-Onge. (2021) Reflecting on professional identity in undergraduate medical education: implementation of a novel longitudinal course. Perspectives on Medical Education 11:4, pages 232-236.
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Liza Lack, Jill Yielder & Felicity Goodyear-Smith. (2019) Evaluation of a compulsory reflective group for medical students. Journal of Primary Health Care 11:3, pages 227.
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Thirusha Naidu & Arno K. Kumagai. (2016) Troubling Muddy Waters. Academic Medicine 91:3, pages 317-321.
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Malik Haddam, Julie Aligrin & Marc Leone. (2015) Fer en réanimation : en eaux troubles. Anesthésie & Réanimation 1:4, pages 289-290.
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V. Romotzky, M. Galushko, A. Düsterdiek, R. Obliers, C. Albus, C. Ostgathe & R. Voltz. (2014) “It’s Not that Easy”—Medical Students’ Fears and Barriers in End-of-Life Communication. Journal of Cancer Education 30:2, pages 333-339.
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Stella L Ng, Elizabeth A Kinsella, Farah Friesen & Brian Hodges. (2015) Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review. Medical Education 49:5, pages 461-475.
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J. Tricio, M. Woolford & M. Escudier. (2015) Dental students' reflective habits: is there a relation with their academic achievements?. European Journal of Dental Education 19:2, pages 113-121.
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