To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum

BACKGROUND: Introducing reflective writing to a medical curriculum requires the acceptance and participation of teachers. The purpose of this study was to explore medical teachers’ views on the benefits of introducing a reflective writing exercise into an undergraduate medical curriculum, including...

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Detalles Bibliográficos
Autores principales: Sukhato, Kanokporn, Sumrithe, Sutida, Wongrathanandha, Chathaya, Hathirat, Saipin, Leelapattana, Wajana, Dellow, Alan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2016
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4819268/
https://www.ncbi.nlm.nih.gov/pubmed/27044268
http://dx.doi.org/10.1186/s12909-016-0624-2

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4819268/
https://www.ncbi.nlm.nih.gov/pubmed/27044268
http://dx.doi.org/10.1186/s12909-016-0624-2

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