Cargando…

How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts?

INTRODUCTION: Portfolio use to support self-regulated learning (SRL) during clinical workplace learning is widespread, but much is still unknown regarding its effectiveness. This review aimed to gain insight in the extent to which portfolio use supports SRL and under what circumstances. METHODS: A r...

Descripción completa

Detalles Bibliográficos
Autores principales:	van der Gulden, Rozemarijn, Timmerman, Angelique, Muris, Jean W. M., Thoonen, Bart P. A., Heeneman, Sylvia, Scherpbier-de Haan, Nynke D.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Bohn Stafleu van Loghum 2022
Materias:	Review Article
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9582105/ https://www.ncbi.nlm.nih.gov/pubmed/36136233 http://dx.doi.org/10.1007/s40037-022-00727-7

Ejemplares similares

How does portfolio use support self-regulated learning during general practitioner specialty training? A qualitative focus group study
por: van der Gulden, Rozemarijn, et al.
Publicado: (2023)

How is self-regulated learning documented in e-portfolios of trainees? A content analysis
por: van der Gulden, R., et al.
Publicado: (2020)

Learning intraprofessional collaboration by participating in a consultation programme: what and how did primary and secondary care trainees learn?
por: Janssen, Marijn, et al.
Publicado: (2017)

Professional development arising from multiple-site workplace learning: boundary crossing between the education and clinical contexts
por: Barry, Margot, et al.
Publicado: (2020)

Designing the learning of intraprofessional collaboration among medical residents
por: Looman, Natasja, et al.
Publicado: (2022)

Preconception Care in a Remote Aboriginal Community Context: What, When and by Whom?
por: Griffiths, Emma, et al.
Publicado: (2020)

Intraprofessional workplace learning in postgraduate medical education: a scoping review
por: Teheux, Lara, et al.
Publicado: (2021)

Aspirin in essential thrombocythemia. For whom? What formulation? What regimen?
por: Cattaneo, Marco
Publicado: (2023)

Exploring the context of sedentary behaviour in older adults (what, where, why, when and with whom)
por: Leask, Calum F., et al.
Publicado: (2015)

The use of a portfolio in postgraduate medical education – reflect, assess and account, one for each or all in one?
por: Heeneman, Sylvia, et al.
Publicado: (2017)

Assessing family medicine trainees – what can we learn from the European neighbours?
por: Flum, Elisabeth, et al.
Publicado: (2015)

Learning What to Want: Context-Sensitive Preference Learning
por: Srivastava, Nisheeth, et al.
Publicado: (2015)

Oncoplastic Breast Surgery: What, When and for Whom?
por: Macmillan, R. Douglas, et al.
Publicado: (2016)

Disentangling what works best for whom in comorbidity
por: Glozier, Nick, et al.
Publicado: (2022)

Use of an e‑portfolio mapping tool: connecting experiences, analysis and action by learners
por: Heeneman, Sylvia, et al.
Publicado: (2019)

Feedback on clinical team performance: how does it work, in what contexts, for whom, and for what changes? A critical realist qualitative multiple case study
por: Rapin, Joachim, et al.
Publicado: (2023)

How, for whom, and in what contexts will artificial intelligence be adopted in pathology? A realist interview study
por: King, Henry, et al.
Publicado: (2022)

For whom and under what circumstances does email message batching work?
por: Wijngaards, Indy, et al.
Publicado: (2022)

Honor-Based Abuse in England and Wales: Who Does What to Whom?
por: Bates, Lis
Publicado: (2020)

What factors are important to whom in what context, when adults are prescribed hearing aids for hearing loss? A realist review protocol
por: Broome, Emma, et al.
Publicado: (2022)

VIEWPOINT: What counts as online patient feedback, and for whom?
por: Dudhwala, Farzana, et al.
Publicado: (2017)

What approaches to social prescribing work, for whom, and in what circumstances? A realist review
por: Husk, Kerryn, et al.
Publicado: (2019)

Person‐centred care in primary care: What works for whom, how and in what circumstances?
por: Ahmed, Anam, et al.
Publicado: (2022)

Influence of the workplace on learning physical examination skills
por: Duvivier, Robbert, et al.
Publicado: (2014)

What theory, for whom and in which context? Reflections on the application of theory in the development and evaluation of complex population health interventions
por: Moore, Graham F., et al.
Publicado: (2016)

Realist evaluation of Schwartz rounds® for enhancing the delivery of compassionate healthcare: understanding how they work, for whom, and in what contexts
por: Maben, J., et al.
Publicado: (2021)

Antecedent Disease and Amyotrophic Lateral Sclerosis: What Is Protecting Whom?
por: Hollinger, Sabrina K., et al.
Publicado: (2016)

Internet-based medical education: a realist review of what works, for whom and in what circumstances
por: Wong, Geoff, et al.
Publicado: (2010)

A realist review of infant feeding counselling to increase exclusive breastfeeding by HIV-positive women in sub Saharan-Africa: what works for whom and in what contexts
por: Nyoni, Simangaliso, et al.
Publicado: (2019)

What approaches to social prescribing work, for whom, and in what circumstances? A protocol for a realist review
por: Husk, Kerryn, et al.
Publicado: (2016)

Exploring power dynamics and their impact on intraprofessional learning
por: Looman, Natasja, et al.
Publicado: (2021)

Itraconazole in chronic pulmonary aspergillosis: In whom, for how long, and at what dose?
por: Maturu, Venkata Nagarjuna, et al.
Publicado: (2015)

Dose intensity for induction in acute myeloid leukemia: what, when, and for whom?
por: McCurdy, Shannon R., et al.
Publicado: (2021)

The “What”, “Why” and “Whom” of Interrole Interference Among Home-Based Teleworkers
por: Smith, Claire E., et al.
Publicado: (2021)

What, how and from whom do health care professionals learn during collaboration in palliative home care: a cross-sectional study in primary palliative care
por: Pype, Peter, et al.
Publicado: (2014)

Job crafting interventions: what works, for whom, why, and in which contexts? Research protocol for a systematic review with coincidence analysis
por: Roczniewska, Marta, et al.
Publicado: (2023)

Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes
por: Fransen, Frederike, et al.
Publicado: (2018)

What aspects of intentional rounding work in hospital wards, for whom and in what circumstances? A realist evaluation protocol
por: Harris, Ruth, et al.
Publicado: (2017)

Realist synthesis of intentional rounding in hospital wards: exploring the evidence of what works, for whom, in what circumstances and why
por: Sims, Sarah, et al.
Publicado: (2018)

Who does what to whom? graph representations of action-predication in speech relate to psychopathological dimensions of psychosis
por: Nikzad, Amir H., et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_pqncva7tgnk28o8uvn9unmjj3i