How useful are structured electronic Portfolio templates to encourage reflective practice?

Medical Teacher

Volumn 35, Issue 1, 2013, Pages 71-73

  Goodyear, H M ^a   Bindal, T ^a   Wall, D ^a  

^a West Midlands Workforce Deanery   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; COMPUTER INTERFACE; DOCUMENTATION; EDUCATION; EVALUATION; FEMALE; HUMAN; MALE; MEDICAL EDUCATION; MEDICAL STUDENT; METHODOLOGY; PEDIATRICS; THINKING; UNITED KINGDOM;

DOCUMENTATION; EDUCATION, MEDICAL; FEMALE; GREAT BRITAIN; HUMANS; MALE; PEDIATRICS; STUDENTS, MEDICAL; THINKING; USER-COMPUTER INTERFACE;

MLCS; MLOWN;

EID: 84871973319     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.3109/0142159X.2012.732246     Document Type: Review

References (6)

1. Colthart I, Bagnall G, Evans A, Allbutt H, Haig A, Illing J, McKinstry B. 2008. The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME guide no. 10. Med Teach 30:124-145.
2. General Medical Council. 2006. Good medical practice. London: General Medical Council.
3. Kolb DA. 1984. Experiential learning: Experience as the source of learning and development. London: Prentice-Hall International.
4. Royal College of Paediatrics and Child Health. 2010. Curriculum for paediatric training: General paediatrics level 1, 2 and 3 training. London: RCPCH.
5. Sandars J. 2009. The use of reflection in medical education: AMEE guide no. 44. Med Teach 31:685-695.
6. Shaw G, Marlow N. 1999. The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning. Comput Educ 33:223-234. (Pubitemid 129620120)