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[Not Available].[无可用内容]。
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本文引用的文献

1
Portfolios in medical education: why do they meet with mixed success? A systematic review.医学教育中的档案袋：为何它们的成效参差不齐？一项系统综述。
Med Educ. 2007 Dec;41(12):1224-33. doi: 10.1111/j.1365-2923.2007.02944.x.
2
How residents learn: qualitative evidence for the pivotal role of clinical activities.住院医师如何学习：临床活动关键作用的定性证据
Med Educ. 2007 Aug;41(8):763-70. doi: 10.1111/j.1365-2923.2007.02778.x.
3
A literature review of multi-source feedback systems within and without health services, leading to 10 tips for their successful design.对卫生服务内外多源反馈系统的文献综述，得出其成功设计的十条建议。
Med Teach. 2006 Nov;28(7):e185-91. doi: 10.1080/01421590600834286.
4
Accuracy of physician self-assessment compared with observed measures of competence: a systematic review.与观察到的能力指标相比，医生自我评估的准确性：一项系统综述。
JAMA. 2006 Sep 6;296(9):1094-102. doi: 10.1001/jama.296.9.1094.
5
Students' views of reflective learning techniques: an efficacy study at a UK medical school.学生对反思性学习技巧的看法：英国一所医学院校的效果研究
Med Educ. 2006 Apr;40(4):379-88. doi: 10.1111/j.1365-2929.2006.02415.x.
6
Conditions for successful reflective use of portfolios in undergraduate medical education.本科医学教育中成功反思性使用档案袋的条件。
Med Educ. 2005 Dec;39(12):1230-5. doi: 10.1111/j.1365-2929.2005.02337.x.
7
Self-assessment in the health professions: a reformulation and research agenda.卫生专业中的自我评估：重新阐述与研究议程。
Acad Med. 2005 Oct;80(10 Suppl):S46-54. doi: 10.1097/00001888-200510001-00015.
8
The structure of reflective practice in medicine.医学反思性实践的结构。
Med Educ. 2004 Dec;38(12):1302-8. doi: 10.1111/j.1365-2929.2004.01917.x.
9
Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of concept.一分钟带教模式对患者和学习者的诊断效果：概念验证
Acad Med. 2004 Jan;79(1):42-9. doi: 10.1097/00001888-200401000-00010.
10
The mini-CEX: a method for assessing clinical skills.迷你临床演练评估：一种临床技能评估方法
Ann Intern Med. 2003 Mar 18;138(6):476-81. doi: 10.7326/0003-4819-138-6-200303180-00012.

自我批判的医生：帮助学生更具反思性。

The self critical doctor: helping students become more reflective.

作者信息

Driessen Erik, van Tartwijk Jan, Dornan Tim

机构信息

Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands.

出版信息

BMJ. 2008 Apr 12;336(7648):827-30. doi: 10.1136/bmj.39503.608032.AD.

DOI:10.1136/bmj.39503.608032.AD
PMID:18403547
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC2292362/
Abstract

Reflection underpins learning from experience, so how do you foster reflection in your students? This article explores the best ways to do this

摘要

反思是从经验中学习的基础，那么如何在学生中培养反思能力呢？本文探讨了做到这一点的最佳方法。