Twelve tips for maximizing the potential of reflective writing in medical education.

Medicine assessment medical education medical humanities reflective writing roles of teacher teaching and learning

Journal

Medical teacher
ISSN: 1466-187X
Titre abrégé: Med Teach
Pays: England
ID NLM: 7909593

Informations de publication

Date de publication:
20 Mar 2024
Historique:
medline: 21 3 2024
pubmed: 21 3 2024
entrez: 20 3 2024
Statut: aheadofprint

Résumé

Reflective writing (RW) is a popular tool in medical education, but it is being used in ways that fail to maximize its potential. Literature in the field focuses on

Identifiants

DOI: 10.1080/0142159X.2024.2326093 PMID: 38508199
pubmed: 38508199
doi: 10.1080/0142159X.2024.2326093
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

1-6

Auteurs

Tracy Moniz (T)

Department of Communication Studies, Mount Saint Vincent University, Halifax, Canada.
ORCID: 0000-0002-5078-4611

Carolyn M Melro (CM)

Department of Communication Studies, Mount Saint Vincent University, Halifax, Canada.

Andrew Warren (A)

Department of Pediatrics, Faculty of Medicine, Dalhousie University, Halifax, Canada.

Chris Watling (C)

Department of Oncology, Clinical Neurological Sciences, and Family Medicine, Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Canada.

Classifications MeSH