Twelve tips for promoting significant event analysis to enhance reflection in undergraduate medical students

Medical Teacher

Volumn 24, Issue 2, 2002, Pages 121-124

  Henderson, Emma ^a   Berlin, Anita ^a   Freeman, George ^a   Fuller, Jon ^a  

^a IMPERIAL COLLEGE SCHOOL OF MEDICINE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CONFLICT; EMOTIONAL STRESS; EMOTIONALITY; ENVIRONMENTAL FACTOR; HUMAN; HUMAN RELATION; LEARNING; MEDICAL EDUCATION; MEDICAL RESEARCH; MEDICAL STUDENT; SAFETY; THINKING;

EID: 0036230580     PISSN: 0142159X     EISSN: None     Source Type: Journal    
DOI: 10.1080/01421590220125240     Document Type: Article

References (9)

1. Using critical incidents to explore learners' assumptions
2. The critical incident technique
3. Developing Professional Knowledge and Competence
4. Revalidating Doctors, Ensuring Standards, Securing the Future
5. Guidelines for Portfolio Use in Initial Teacher Education
6. Toolbox for Portfolio Development
7. Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions
8. Approaches to experiential learning, course delivery and validation in medicine: A background document
9. Reflective journals and portfolios: Learning through assessment