Reflective Writing

Naeger, David M.; Hua, Ethan W; Ahearn, Bren; Webb, Emily M.

doi:10.1016/j.acra.2015.07.006

Cited by 9 publications

(3 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the large data set (N = 769), we cite selected, rather than all, records in a given category to illustrate our findings. 18–48 A complete list of the included records is available in Supplemental Digital Appendix 2 at http://links.lww.com/ACADMED/B94.…”

Section: Resultsmentioning

confidence: 99%

“…In most records, either the learners participating in the arts and/or humanities programming were not assessed (158, 37%) 46 or the authors did not report whether the learners were assessed (140, 33%). Of the remaining records, 116 (27%) indicated that the learners were assessed, 47 and 10 (3%) described multiple types of programming where learners were assessed for some types but not for others. 48…”

Section: (19%) Descriptivementioning

confidence: 99%

See 1 more Smart Citation

How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review

Moniz¹,

Golafshani²,

Gaspar³

et al. 2021

Academic Medicine

View full text Add to dashboard Cite

show abstract

Section: Resultsmentioning

confidence: 99%

Section: (19%) Descriptivementioning

confidence: 99%

How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review

Moniz¹,

Golafshani²,

Gaspar³

et al. 2021

Academic Medicine

View full text Add to dashboard Cite

show abstract

“…For example, the current examination was not fully aligned with the interprofessional activity. Reflective assignments were found to promote a reflective interprofessional practice and can be assessed by analyzing levels of reflection (Naeger et al, 2015) as well as the interprofessional content. Such assessment could be used either formatively to support students' reflective awareness, or summative within an overarching IPE programme (Anderson et al, 2016).…”

Section: Improved Course Integrationmentioning

confidence: 99%

Flexible interprofessional student encounters based on virtual patients: a contribution to an interprofessional strategy

Edelbring

Broberger

Sandelius

et al. 2021

Journal of Interprofessional Care

View full text Add to dashboard Cite

It is challenging to organize interprofessional activities in terms of coordinating students' various schedules. These challenges can be overcome by providing flexible online opportunities based on virtual patients (VPs). This study set out to study feasibility of using a blended approach based on virtual patients and a flexible interprofessional student encounter. The encounter was arranged in pairs or triads between nursing and medical students from two separate courses. Data were gathered through a questionnaire and followed up with group interviews. Reflective texts from the interprofessional encounters were analyzed in relation to descriptions of interprofessional competence. The great majority (86%) chose to meet online due to its flexibility. The participants gained an understanding of the other profession's roles and competences and a holistic patient awareness. Given its flexible and scalable opportunities, the blended online virtual patient approach provides a valuable contribution to an interprofessional programme.

show abstract

Radiology Education

Kelly

Slanetz

2015

Academic Radiology

View full text Add to dashboard Cite

Reflective Writing

Cited by 9 publications

References 24 publications

How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review

How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review

Flexible interprofessional student encounters based on virtual patients: a contribution to an interprofessional strategy

Radiology Education

Contact Info

Product

Resources

About