The Library
Facilitating reflection in an undergraduate medical curriculum
Tools
Tools
Tools
UNSPECIFIED (2004) Facilitating reflection in an undergraduate medical curriculum. MEDICAL TEACHER, 26 (5). pp. 481-483. doi:10.1080/0142159042000218678
Full text not available from this repository, contact author.
Official URL: http://dx.doi.org/10.1080/0142159042000218678
Abstract
A reflective practitioner is one of the desired outcomes of medical education. This paper describes the introduction of a reflective assignment in the first year of a medical curriculum. Students completed written reflective assignments for which individual and group feedback was provided. Tutors reflected on their roles throughout the development and implementation of this new assignment. The majority of students completed the assignments and while some students became highly involved in the task others worked at a surface level. Tutors found the process time consuming and less enjoyable than working directly with students who need to be supported in the development of skills necessary for reflective practice.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Subjects: | L Education > LB Theory and practice of education H Social Sciences > HV Social pathology. Social and public welfare |
||||
| Journal or Publication Title: | MEDICAL TEACHER | ||||
| Publisher: | CARFAX PUBLISHING | ||||
| ISSN: | 0142-159X | ||||
| Official Date: | August 2004 | ||||
| Dates: |
|
||||
| Volume: | 26 | ||||
| Number: | 5 | ||||
| Number of Pages: | 4 | ||||
| Page Range: | pp. 481-483 | ||||
| DOI: | 10.1080/0142159042000218678 | ||||
| Publication Status: | Published |
Data sourced from Thomson Reuters' Web of Knowledge
Request changes or add full text files to a record
Repository staff actions (login required)
 |
View Item |
