Reflection in Rural Family Medicine Education
Dados Bibliográficos
| ID | 15460244 |
|---|---|
| Autores | Ryuichi Ohta (0000-0003-2593-091X, Community Care, Unnan City Hospital, 699-1221 96-1 Iida, Daito-cho, Unnan 699-1221, Japan, autor correspondente), Chiaki Sano (0000-0002-9796-5161, Shimane University) |
| Ano | 2022 |
| Volume | 19 |
| Fascículo | 9 |
| Páginas | 5137-5137 |
| Data de publicação | 2022-04-23 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Environmental Research and Public Health (JOURNAL) |
| Identificadores do periódico | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Editora | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph19095137 |
| PMID | 35564531 |
| OpenAlex | W4224279613 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 28 |
Reflection in medical education is vital for students' development as professionals. The lack of medical educators in rural family medicine can impinge on the effective reflection of residents' learning. Hence, based on qualitative research, we proposed a framework regarding reflection in rural family medicine education, indicating when, where, and how reflection is performed and progresses. The contents of reflection include clinical issues regarding knowledge and skills, professionalism in clinical decisions, and work-life balance. The settings of reflection include conference rooms, clinical wards, residents' desks, and hospital hallways. The timing of educational reflection includes during and after patient examination and discussion with various professionals, before finishing work, and during "doorknob" times (right before going back home). Rural medical teachers need competence as clinicians and medical educators to promote learning in medical residents and sustain rural medical care. Furthermore, medical teachers must communicate and collaborate with medical residents and nurses for educational reflection to take place in rural family medicine education, especially regarding professionalism. In rural family medicine education, reflection can be performed in various clinical situations through collaboration with learners and various medical professionals, aiding the enrichment of residents' learning and sustainability of rural medical care
Competence (human resources · Medical education · Medical knowledge · Reflection (computer programming · Rural area · Work (physics · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Nursing · Psychology · Reflective Practices in Education
Workplace-based assessment as an educational tool
Cognitive Load Theory
Family Medicine Education at a Rural Hospital in Japan
Effect of Residents-as-Teachers in Rural Community-Based Medical Education on the Learning of Medical Students and Residents
Nurses’ Contributions in Rural Family Medicine Education
Experiential Learning Program to Strengthen Self-Reflection and Critical Thinking in Freshmen Nursing Students during Covid-19
Factors associated with the choice of general medicine as a career among Japanese medical students
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 0,25 |
| Intervalo de citações | 2022 - 2022 (1) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |