Have a personal or library account? Click to login
CONTeMPLATE—a mnemonic to help medical educators infuse reflection into their residency curriculum Cover

CONTeMPLATE—a mnemonic to help medical educators infuse reflection into their residency curriculum

By: Lawrence Cheung  
Open Access
|Dec 2017

References

  1. Mann K Gordon J MacLeod A Reflection and reflective practice in health professions education: a systematic review Adv Health Sci Educ Theory Pract 2009 14 595 10.1007/s10459-007-9090-2
  2. Teunissen PW Scheele F Scherpbier AJ How residents learn: qualitative evidence for the pivotal role of clinical activities Med Educ 2007 41 763 770 10.1111/j.1365-2923.2007.02778.x
  3. Wald HS Borkan JM Taylor JS Anthony D Reis SP Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing Acad Med 2012 87 41 50 10.1097/ACM.0b013e31823b55fa
  4. Aronson L Niehaus B Lindow J Robertson PA O’Sullivan PS Development and pilot testing of a reflective learning guide for medical education Med Teach 2011 33 e515 e521 10.3109/0142159X.2011.599894
  5. Thomas PA Kern DE Curriculum development for medical education: a six-step approach 2016 3 Baltimore John Hopkins University Press
  6. Atkins S Murphy K Reflection: a review of the literature J Adv Nurs 1993 18 1188 1192 10.1046/j.1365-2648.1993.18081188.x
  7. Nothnagle M Anandarajah G Goldman RE Reis S Struggling to be self-directed: residents’ paradoxical beliefs about learning Acad Med 2011 86 1539 1544 10.1097/ACM.0b013e3182359476
  8. Frank JR Snell L Sherbino J CanMEDS 2015 physician competency framework 2017
  9. Ertmer PA Newby TJ The expert learner: strategic, self-regulated, and reflective Instr Sci 1996 24 1 24 10.1007/BF00156001
  10. Butani L Bannister SL Rubin A Forbes KL How educators conceptualize and teach reflective practice: a survey of north American Pediatric Medical Educators Acad Pediatr 2017 17 303 309 10.1016/j.acap.2016.12.008
  11. Mann KV Faculty development to promote role-modeling and reflective practice 2014 Dordrecht Springer 245 264
  12. Korthagen F Vasalos A Levels in reflection: core reflection as a means to enhance professional growth Teach Teach 2005 11 47 71 10.1080/1354060042000337093
  13. Henderson E Berlin A Freeman G Fuller J Twelve tips for promoting significant event analysis to enhance reflection in undergraduate medical students Med Teach 2002 24 121 124 10.1080/01421590220125240
  14. Wen CC Lin MJ Lin CW Chu SY Exploratory study of the characteristics of feedback in the reflective dialogue group given to medical students in a clinical clerkship Med Educ Online 2015 20 25965 10.3402/meo.v20.25965
  15. Dekker H Schonrock-Adema J Snoek JW van der Molen T Cohen-Schotanus J Which characteristics of written feedback are perceived as stimulating students’ reflective competence: an exploratory study BMC Med Educ 2013 13 94 10.1186/1472-6920-13-94
  16. Reis SP Wald HS Monroe AD Borkan JM 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 Patient Educ Couns 2010 80 253 259 10.1016/j.pec.2009.11.014
  17. Cote L Laughrea PA Preceptors’ understanding and use of role modeling to develop the CanMEDS competencies in residents Acad Med 2014 89 934 939 10.1097/ACM.0000000000000246
  18. Schaub-de Jong MA Schönrock-Adema J Dekker H Verkerk M Cohen-Schotanus J Development of a student rating scale to evaluate teachers’ competencies for facilitating reflective learning Med Educ 2011 45 155 165 10.1111/j.1365-2923.2010.03774.x
Language: English
Published on: Dec 18, 2017
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2017 Lawrence Cheung, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.