558 related articles for article (PubMed ID: 27044268)
1. To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers' perceptions of introducing a reflective writing exercise to an undergraduate curriculum.
Sukhato K; Sumrithe S; Wongrathanandha C; Hathirat S; Leelapattana W; Dellow A
BMC Med Educ; 2016 Apr; 16():102. PubMed ID: 27044268
[TBL] [Abstract][Full Text] [Related]
2. The use of reflective journaling as a learning strategy during the clinical rotations of students from the faculty of health sciences: An action-research study.
Ruiz-López M; Rodriguez-García M; Villanueva PG; Márquez-Cava M; García-Mateos M; Ruiz-Ruiz B; Herrera-Sánchez E
Nurse Educ Today; 2015 Oct; 35(10):e26-31. PubMed ID: 26276531
[TBL] [Abstract][Full Text] [Related]
3. What do faculty feel about teaching in this school? assessment of medical education environment by teachers.
Shehnaz SI; Arifulla M; Sreedharan J; Gomathi KG
Educ Health (Abingdon); 2017; 30(1):68-74. PubMed ID: 28707640
[TBL] [Abstract][Full Text] [Related]
4. Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course.
Yoon MH; Blatt BC; Greenberg LW
Teach Learn Med; 2017; 29(4):411-419. PubMed ID: 28497991
[TBL] [Abstract][Full Text] [Related]
5. Learning to care: medical students' reported value and evaluation of palliative care teaching involving meeting patients and reflective writing.
Borgstrom E; Morris R; Wood D; Cohn S; Barclay S
BMC Med Educ; 2016 Nov; 16(1):306. PubMed ID: 27887622
[TBL] [Abstract][Full Text] [Related]
6. Begin the BEGAN (The Brown Educational Guide to the Analysis of Narrative) - a framework for enhancing educational impact of faculty feedback to students' reflective writing.
Reis SP; Wald HS; Monroe AD; Borkan JM
Patient Educ Couns; 2010 Aug; 80(2):253-9. PubMed ID: 20056370
[TBL] [Abstract][Full Text] [Related]
7. Exploring frontline faculty perspectives after a curriculum change.
Venance SL; LaDonna KA; Watling CJ
Med Educ; 2014 Oct; 48(10):998-1007. PubMed ID: 25200020
[TBL] [Abstract][Full Text] [Related]
8. Reflecting on reflections: enhancement of medical education curriculum with structured field notes and guided feedback.
Wald HS; Davis SW; Reis SP; Monroe AD; Borkan JM
Acad Med; 2009 Jul; 84(7):830-7. PubMed ID: 19550172
[TBL] [Abstract][Full Text] [Related]
9. Student perceptions of the impact and value of incorporation of reflective writing across a pharmacy curriculum.
King AE; Joseph AS; Umland EM
Curr Pharm Teach Learn; 2017 Sep; 9(5):770-778. PubMed ID: 29233303
[TBL] [Abstract][Full Text] [Related]
10. Creating Reflective Space for Reflective and "Unreflective" Medical Students: Exploring Seminal Moments in a Large-Group Writing Session.
Campbell BH; Treat R; Johnson B; Derse AR
Acad Med; 2020 Jun; 95(6):882-887. PubMed ID: 32101930
[TBL] [Abstract][Full Text] [Related]
11. Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education.
Bracken RC; Major A; Paul A; Ostherr K
J Med Humanit; 2021 Dec; 42(4):535-569. PubMed ID: 33871756
[TBL] [Abstract][Full Text] [Related]
12. Student views on the effective teaching of physical examination skills: a qualitative study.
Martens MJ; Duvivier RJ; van Dalen J; Verwijnen GM; Scherpbier AJ; van der Vleuten CP
Med Educ; 2009 Feb; 43(2):184-91. PubMed ID: 19161490
[TBL] [Abstract][Full Text] [Related]
13. Is Reflective Learning Visible in Online Discussion Forums for Medical Students on General Practice Placements? A Qualitative Study.
Gillingham K; Eggleton K; Goodyear-Smith F
Teach Learn Med; 2020; 32(4):434-441. PubMed ID: 32174178
[No Abstract] [Full Text] [Related]
14. Medical teachers' perception towards simulation-based medical education: A multicenter study in Saudi Arabia.
Ahmed S; Al-Mously N; Al-Senani F; Zafar M; Ahmed M
Med Teach; 2016; 38 Suppl 1():S37-44. PubMed ID: 26984032
[TBL] [Abstract][Full Text] [Related]
15. Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.
Brynhildsen J; Dahle LO; Behrbohm Fallsberg M; Rundquist I; Hammar M
Med Teach; 2002 May; 24(3):286-8. PubMed ID: 12098415
[TBL] [Abstract][Full Text] [Related]
16. Personal journal writing in a communication skills course for first-year medical students.
Ashbury JE; Fletcher BM; Birtwhistle RV
Med Educ; 1993 May; 27(3):196-204. PubMed ID: 8336568
[TBL] [Abstract][Full Text] [Related]
17. Development of reflective judgement in the pre-doctoral dental clinical curriculum.
Boyd LD
Eur J Dent Educ; 2008 Aug; 12(3):149-58. PubMed ID: 18666896
[TBL] [Abstract][Full Text] [Related]
18. Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing.
Wald HS; Borkan JM; Taylor JS; Anthony D; Reis SP
Acad Med; 2012 Jan; 87(1):41-50. PubMed ID: 22104060
[TBL] [Abstract][Full Text] [Related]
19. Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching.
Jacobs JC; van Luijk SJ; Galindo-Garre F; Muijtjens AM; van der Vleuten CP; Croiset G; Scheele F
BMC Med Educ; 2014 Oct; 14():220. PubMed ID: 25324193
[TBL] [Abstract][Full Text] [Related]
20. Clinical teachers' perspectives on cultural competence in medical education.
Lu PY; Tsai JC; Tseng SY
Med Educ; 2014 Feb; 48(2):204-14. PubMed ID: 24528402
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]