Abstract:
CONTEXT:Critical reflection may improve health professionals' performance of the social roles of care (eg collaboration) in indeterminate zones of practice that are ambiguous, unique, unstable or value-conflicted. Research must explore critical reflection in practice and how it is developed. In this study, we explored what critical reflection consisted of in a context known for indeterminacy, and to what sources participants attributed their critically reflective insights and approaches. METHODS:The study context was the interface between health care and education for children with chronic conditions or disabilities necessitating health-related recommendations and supports (eg accommodations or equipment) at school. We conducted a secondary analysis of 42 interview transcripts from an institutional ethnographic study involving health professionals, school-based educators and parents of children with chronic conditions or disabilities. We coded all transcripts for instances of critical reflection, moments that seemed to lack but could benefit from critical reflection, and participant-attributed sources of critically reflective insights. RESULTS:Critically reflective practice involved getting to know the other, valuing and leveraging different forms and sources of knowledge, identifying and communicating workarounds (ie strategies to circumvent imperfect systems), seeing inequities, and advocating as collaborators, not adversaries. Participants invariably attributed critically reflective insights to personal experiences such as former careers or close personal relationships. CONCLUSIONS:This study shows that personal experiences and connections inspire critically reflective views, and that being critically reflective is not a binary trait possessed (or not) by individuals. It is learnable through personally meaningful experiences. Health professions education could aim to preserve philosophical space for personal experience as a source of learning and integrate evidence-informed approaches to foster critically reflective practice.
journal_name
Med Educjournal_title
Medical educationauthors
Ng SL,Mylopoulos M,Kangasjarvi E,Boyd VA,Teles S,Orsino A,Lingard L,Phelan Sdoi
10.1111/medu.14032subject
Has Abstractpub_date
2020-04-01 00:00:00pages
312-319issue
4eissn
0308-0110issn
1365-2923journal_volume
54pub_type
杂志文章abstract:BACKGROUND:Computerised learning clearly offers exciting potential for improving student learning, either as an aid to or as a replacement for traditional formats, or for the development of innovative approaches. However, rigorous evaluation of the utility of computer-aided learning (CAL) in enhancing student learning ...
journal_title:Medical education
pub_type: 临床试验,杂志文章,随机对照试验
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更新日期:2004-08-01 00:00:00
abstract:CONTEXT:Since 2000, problem-based learning (PBL) seminars have been introduced into the curriculum of medical studies at the University of Liège. We aimed to carry out a cross-sectional investigation of the maturational increase in biomedical reasoning capacity in comparison with factual knowledge retention throughout ...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2009.03410.x
更新日期:2009-09-01 00:00:00
abstract::The objective of this study was to investigate whether or not education about the concept of uncertainty reduced variability in treatment decision-making. Three small groups of dentists in North York, Canada were asked to make restorative treatment decisions about simulated bitewing radiographs. They subsequently took...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1998.00153.x
更新日期:1998-01-01 00:00:00
abstract:CONTEXT:The challenges of maintaining comprehensive banks of valid checklists make context-specific checklists for assessment of clinical procedural skills problematic. OBJECTIVES:This paper reports the development of a tool which supports generic holistic assessment of clinical procedural skills. METHODS:We carried ...
journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/j.1365-2923.2008.03023.x
更新日期:2008-06-01 00:00:00
abstract:OBJECTIVE:To evaluate the impact of 3 years' ethics teaching (30 hours mainly small group teaching in year 1, 14 hours mainly lecture-type teaching in years 2 and 3) on students' proposed behaviour on encountering ethical dilemmas. DESIGN:Cohort design. SETTING:University of Glasgow Medical School. SUBJECTS:A cohort...
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更新日期:2002-05-01 00:00:00
abstract:CONTEXT:A student's academic success in graduate and professional school may depend on prior knowledge. However, these students may not see important and necessary material for extended periods of time between their pre-requisites and their new course work. As such, they are more prone to being unable to access availab...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.14162
更新日期:2020-10-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1981.tb02640.x
更新日期:1981-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2002.01070.x
更新日期:2002-02-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12254
更新日期:2013-09-01 00:00:00
abstract::By providing injecting equipment to drug misusers, community pharmacists in the UK may become involved in preventing the spread of HIV via the intravenous route. Over 60% of pharmacy graduates from the School of Pharmacy enter community pharmacy and, as part of their undergraduate course, attend a series of lectures a...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1994.tb02725.x
更新日期:1994-11-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/medu.14453
更新日期:2021-01-13 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2009.03506.x
更新日期:2009-10-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1982.tb01253.x
更新日期:1982-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2929.2004.01910.x
更新日期:2004-09-01 00:00:00
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更新日期:2020-12-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2010.03910.x
更新日期:2011-06-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1976.tb00432.x
更新日期:1976-05-01 00:00:00
abstract::In September 1974 candidates who had taken a computerized patient managment problem examination (CPMP), as part of the certification process in paediatrics required by the Royal College of Physicians and Surgeons of Canada, completed a questionnaire designed to elicit their reactions to CPMPs. The results indicated th...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1976.tb01494.x
更新日期:1976-09-01 00:00:00
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pub_type: 杂志文章
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更新日期:2002-12-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1995.tb02870.x
更新日期:1995-11-01 00:00:00
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journal_title:Medical education
pub_type: 临床试验,杂志文章,随机对照试验
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更新日期:2001-09-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章,多中心研究
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更新日期:2007-08-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1994.tb02533.x
更新日期:1994-03-01 00:00:00
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journal_title:Medical education
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doi:10.1046/j.1365-2923.2000.0340s1001.x
更新日期:2000-09-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12969
更新日期:2016-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1999.00382.x
更新日期:1999-11-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1981.tb02407.x
更新日期:1981-03-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章,多中心研究,随机对照试验
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更新日期:2007-09-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.14378
更新日期:2020-09-14 00:00:00