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Reflection-Based Learning for Professional Ethical Formation

Overview of attention for article published in AMA Journal of Ethics, April 2017
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5 tweeters

Citations

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12 Dimensions

Readers on

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40 Mendeley
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Title
Reflection-Based Learning for Professional Ethical Formation
Published in
AMA Journal of Ethics, April 2017
DOI 10.1001/journalofethics.2017.19.4.medu1-1704
Pubmed ID
Abstract

One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, guided group reflection using narratives. This method fosters moral development alongside professional identity formation in students and advanced learners. Our method for reflective learning addresses and enables processing of the most pressing ethical issues that learners encounter in practice.

Twitter Demographics

The data shown below were collected from the profiles of 5 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 40 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 40 100%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 8 20%
Student > Master 7 18%
Professor > Associate Professor 4 10%
Student > Doctoral Student 3 8%
Student > Postgraduate 3 8%
Other 8 20%
Unknown 7 18%
Readers by discipline Count As %
Medicine and Dentistry 13 33%
Nursing and Health Professions 5 13%
Psychology 3 8%
Social Sciences 2 5%
Philosophy 1 3%
Other 7 18%
Unknown 9 23%