Introducing medical students to reflective practice

Chambers, S; Brosnan, C; Hassell, A

Introducing medical students to reflective practice

Chambers, S Brosnan, C

Hassell, A

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Publication Type:: Journal Article
Citation:: Education for Primary Care, 2011, 22 (2), pp. 100 - 105
Issue Date:: 2011-01-01

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Field	Value	Language
dc.contributor.author	Chambers, S	en_US
dc.contributor.author	Brosnan, C https://orcid.org/0000-0003-2104-4937	en_US
dc.contributor.author	Hassell, A	en_US
dc.date.issued	2011-01-01	en_US
dc.identifier.citation	Education for Primary Care, 2011, 22 (2), pp. 100 - 105	en_US
dc.identifier.issn	1473-9879	en_US
dc.identifier.uri	http://hdl.handle.net/10453/117800
dc.description.abstract	WHAT IS ALREADY KNOWN IN THIS AREA • Reflective practice is an important skill in clinical practice and is being introduced to medical students early in their undergraduate education. WHAT THIS WORK ADDS • It is important for GPs involved in teaching and supervising undergraduate medical students to have an understanding of how reflective practice is being taught in undergraduate curricula and how medical students evaluate it. • This paper summarises the literature published around introducing medical students to reflective practice, including its various definitions, students' attitudes towards it, and the debates over what form it should take, how it should be assessed, and when it should be introduced. • A variety of approaches are currently being used to stimulate medical student reflection. • Current research suggests that high-quality guidance and feedback are key to enabling students to develop a positive attitude and understanding of reflection. SUGGESTIONS FOR FUTURE RESEARCH • Further research is needed on when to introduce reflective practice to medical students, how best to nurture reflection, and how best to assess it. © 2011 Radcliffe Publishing Limited.	en_US
dc.relation.ispartof	Education for Primary Care	en_US
dc.relation.isbasedon	10.1080/14739879.2011.11493975	en_US
dc.subject.classification	Public Health	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Attitude of Health Personnel	en_US
dc.subject.mesh	Thinking	en_US
dc.subject.mesh	Education, Medical, Undergraduate	en_US
dc.subject.mesh	Students, Medical	en_US
dc.title	Introducing medical students to reflective practice	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	22	en_US
utslib.for	1117 Public Health and Health Services	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	22	en_US

Abstract:

WHAT IS ALREADY KNOWN IN THIS AREA • Reflective practice is an important skill in clinical practice and is being introduced to medical students early in their undergraduate education. WHAT THIS WORK ADDS • It is important for GPs involved in teaching and supervising undergraduate medical students to have an understanding of how reflective practice is being taught in undergraduate curricula and how medical students evaluate it. • This paper summarises the literature published around introducing medical students to reflective practice, including its various definitions, students' attitudes towards it, and the debates over what form it should take, how it should be assessed, and when it should be introduced. • A variety of approaches are currently being used to stimulate medical student reflection. • Current research suggests that high-quality guidance and feedback are key to enabling students to develop a positive attitude and understanding of reflection. SUGGESTIONS FOR FUTURE RESEARCH • Further research is needed on when to introduce reflective practice to medical students, how best to nurture reflection, and how best to assess it. © 2011 Radcliffe Publishing Limited.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/117800