Reflection, perception, and the acquisition of wisdom. The structure of reflective practice in medicine. Why medical educators may be failing at feedback. Reflection: a link between receiving and using assessment feedback. Sargeant JM, Mann KV, Vander Vleuten CP, Metsemakers JF. Professional knowledge and the epistemology of reflective practice. Transformative dimensions of adult learning. Reflection: turning experience into learning. New York, NY: Basic Books 1983.īoud D, Keogh R, Walker D, eds. The reflective practitioner: how professionals think in action. Reflection and reflective practice in health professions education: a systematic review. The use of reflection in medical education: AMEE Guide No. General Medical Council, United Kingdom, 2009. The ACGME Learning Portfolio: Experience, Reflect, Learn, Assess. Slowing down when you should: a new model of expert judgement. Moulton CE, Regehr G, Mylopoulos M, MacRae H. Narrative medicine: honoring the stories of illness. Plenary address at the Program in Narrative Medicine workshop, College of Physicians and Surgeons of Columbia University, New York, April 22.Īvrahami E, Reis SP. (2007) Narrative medicine: methods for improving clinical effectiveness. Within this article, we consider opportunities and challenges associated with implementation of reflective writing curricula for promotion of reflective capacity within medical education. Such initiatives, however, raise fundamental questions of reflection definition, program design, efficacy of methods, and outcomes assessment. At Alpert Med, “interactive” reflective writing with guided individualized feedback from interdisciplinary faculty to students’ reflective writing has been implemented in a Doctoring course and Family Medicine clerkship as an educational method to achieve these aims. There has been a proliferation of reflective writing pedagogy within medical education to foster development of reflective capacity, extend empathy with deepened understanding of patients’ experience of illness, and promote practitioner well-being. Reflection has been recently linked to promoting effective use of feedback in medical education and associated with improved diagnostic accuracy, suggesting promising outcomes. Reflective capacity has been described as an essential characteristic of professionally competent clinical practice, core to ACGME competencies.
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