Zobrazeno 1 - 10
of 2 041
pro vyhledávání: '"Reflective writing"'
Publikováno v:
BMC Palliative Care, Vol 23, Iss 1, Pp 1-10 (2024)
Abstract Background Experiential learning holds high potential for medical students’ education in palliative care. At RWTH Aachen University in Germany, medical students can participate in the course “The Patient as Teacher” offering a one-to-o
Externí odkaz:
https://doaj.org/article/ab25666a0c784925ad7b42019258ae2f
Autor:
Mark Winston Visonà, Şebnem Kurt
Publikováno v:
Educational Technology & Society, Vol 27, Iss 3, Pp 204-217 (2024)
Existing studies investigating the integration of technology using the framework of technological pedagogical content knowledge (TPACK) have frequently relied on self-reported data analyzed through qualitative or quantitative methods focusing on TPAC
Externí odkaz:
https://doaj.org/article/3c2acf6ef3ae41478a28282b5b903d85
Autor:
Michaela Gläser-Zikuda, Chengming Zhang, Florian Hofmann, Lea Plößl, Lisa Pösse, Michaela Artmann
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
In this paper, mixed methods research is presented and discussed in the context of research on reflective writing for the professional development of pre-service teachers. First, we present prominent theoretical frameworks to analyze reflective writi
Externí odkaz:
https://doaj.org/article/a2101bc43f144facb3db510c07606858
Publikováno v:
African Journal of Primary Health Care & Family Medicine, Vol 16, Iss 1, Pp e1-e4 (2024)
Reflective writing and keeping portfolios during rural hospital attachments has been shown to give medical students more confidence, better communication skills and clinical competence, thereby making them stronger adult learners. The role of supervi
Externí odkaz:
https://doaj.org/article/9c721543ee454c2c8b7d6d88f560cbf3
Autor:
Holly J. Swanson, Bryan Dewsbury
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 12 (2024)
First-year students often struggle with self-regulated learning, particularly in monitoring and accurately assessing their level of understanding and translating that into appropriate preparation for rigorous post-secondary coursework. When their aca
Externí odkaz:
https://doaj.org/article/5cc8ab2ff17649648ec865f3baed539e
Autor:
Laura Janssen, Kristina Schick, Tiziana Neurohr, Sylvia Irene Donata Pittroff, Sabine Reiser, Johannes Bauer, Pascal O. Berberat, Martin Gartmeier
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-11 (2024)
Abstract Background Previous research indicates that reflection can foster medical communication competence. However, best practices for embedding reflection in online medical education are missing. This study examined how reflection processes can be
Externí odkaz:
https://doaj.org/article/f885b1f85d394e08a7dea71062d987f8
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 12 (2024)
Providing reflective opportunities for students to independently develop their metacognition and expand their abilities to make judgments about themselves as learners, including which learning strategies are personally most effective for any given ta
Externí odkaz:
https://doaj.org/article/3ebcc3d504e342068e57a2c8b4e16070
Autor:
Edhy Rustan, Hisban Thaha
Publikováno v:
International Journal of Society, Culture and Language, Vol 11, Iss 3, Pp 23-40 (2023)
This study examines the effectiveness of reflective writing pedagogy and elucidates students’ plagiarism behavior, causality, and compositional resources. Drawing on a mixed-methods sequential exploratory design, it addresses the problem of student
Externí odkaz:
https://doaj.org/article/e5885753f625451a928c5540cb87f1c9
Publikováno v:
BMC Medical Education, Vol 23, Iss 1, Pp 1-10 (2023)
Abstract Background Clinical Record (CR) writing is a fundamental skill for healthcare professionals, but the best e-learning methods for teaching it remain unstudied. Therefore, we investigated speech therapy students’ differences in the quality p
Externí odkaz:
https://doaj.org/article/f34818546f7e4bf890b042f7fdadacb6
Publikováno v:
BMC Medical Education, Vol 23, Iss 1, Pp 1-9 (2023)
Abstract Background Narrative medicine purports to improve medical students’ communication skills, self-reflection, empathy and professional development. These interpersonal skills and attitudes can facilitate more patient-centered care and positiv
Externí odkaz:
https://doaj.org/article/5356afb4747f4220adf6f5bad66d3787