A layered analysis of self-explanation and structured reflection to support clinical reasoning in medical students.

ABSTRACT: Self-explanation and structured reflection have been studied independently with results suggesting that both learning interventions can effectively support medical students' clinical reasoning development. Given this evidence, medical schools may want/begin to implement these interventions in their curricula. Implementing educational interventions requires educators to maintain the core philosophy and principles of the interventions intact while adjusting implementation techniques to the specificities of individual learning contexts. Educational scholars have yet to explicitly articulate the philosophy, principles and techniques of self-explanation and structured reflection. Without such descriptions, educators risk failing to realize self-explanation's and structured reflection's effect t

SUBMITTER: Chamberland M 

PROVIDER: S-EPMC8187699 | biostudies-literature | 2021 Jun

REPOSITORIES: biostudies-literature