Literature DB >> 16573661

Crafting the reflective lifelong learner: why, what and how.

Mark A Albanese1.   

Abstract

Mesh：

Year:  2006        PMID： 16573661     DOI： 10.1111/j.1365-2929.2006.02470.x

Source DB:  PubMed          Journal:  Med Educ        ISSN： 0308-0110            Impact factor:   6.251


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  4 in total

1.  How does narrative medicine impact medical trainees' learning of professionalism? A qualitative study.

Authors:  Chien-Da Huang; Chang-Chyi Jenq; Kuo-Chen Liao; Shu-Chung Lii; Chi-Hsien Huang; Tsai-Yu Wang
Journal:  BMC Med Educ       Date:  2021-07-21       Impact factor: 2.463

2.  Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

Authors:  Götz Fabry; Marianne Giesler
Journal:  GMS Z Med Ausbild       Date:  2012-08-08

3.  Content and timing of feedback and reflection: a multi-center qualitative study of experienced bedside teachers.

Authors:  Jed D Gonzalo; Brian S Heist; Briar L Duffy; Liselotte Dyrbye; Mark J Fagan; Gary Ferenchick; Heather Harrell; Paul A Hemmer; Walter N Kernan; Jennifer R Kogan; Colleen Rafferty; Raymond Wong; Michael D Elnicki
Journal:  BMC Med Educ       Date:  2014-10-10       Impact factor: 2.463

4.  The reflective zombie: Problematizing the conceptual framework of reflection in medical education.

Authors:  Anne de la Croix; Mario Veen
Journal:  Perspect Med Educ       Date:  2018-12
  4 in total

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