Academic Pediatrics
Volume 10, Issue 2 , Pages 146-152 , March 2010

Peer-Facilitated Virtual Action Learning: Reflecting on Critical Incidents During a Pediatric Clerkship

Received 21 January 2009 ,Accepted 27 November 2009.

References 

  1. Schon DA. Educating the Reflective Practitioner. San Francisco, Calif: Jossey-Bass Publishers; 1987;
  2. Branch W, Pels RJ, Lawrence RS, Arky R. Becoming a doctor: critical incident reports from third year medical students. New Engl J Med. 1993;329:1130–1132
  3. Westberg J, Jason H. Fostering Reflection and Providing Feedback: Helping Others Learn from Experience. New York, NY: Springer Publishing Company, Inc; 2001;
  4. Jarvis P, Holford J, Griffin C. The Theory and Practice of Learning. London, England: Kogan Page; 1998;
  5. Brookfield SD. Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. San Francisco, Calif: Jossey-Bass, Inc; 1987;
  6. Mezirow J. Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco, Calif: Jossey-Bass Publishers; 1990;
  7. Plack MM, Greenberg L. The reflective practitioner: reaching for excellence in practice. Pediatrics. 2005;116:1546–1552
  8. Boud D. Cohen R. Walker D, eds. Using Experience for Learning. Bristol, Pa: The Society for Research into Higher Education and Open University Press; 1993.
  9. Branch WT, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Acad Med. 2002;77:1185–1188
  10. Wilson H, Ayers K. Using significant event analysis in dental and medical education. J Dent Educ. 2004;68:446–453
  11. Marquardt M. Action Learning in Action: Transforming Problems and People for World-Class Organizational Learning. Palo Alto, Calif: Davies-Black Publishing; 1999;
  12. McGrath D, Higgins A. Implementing and evaluating reflective practice group sessions. Nurs Educ Pract. 2006;6:175–181
  13. Douglas S, Machin T. A model for setting up interdisciplinary collaborative working in groups: lessons from an experience of action learning. J Psychiatr Ment Health Nurs. 2004;11:189–193
  14. Plack MM, Dunfee H, Driscoll M, et al. Virtual action learning sets: a model for facilitating reflection in the clinical setting. J Phys Ther Educ. 2008;22:33–41
  15. Kidd J, Nestel D. Facilitating reflection in an undergraduate medical curriculum. Med Teach. 2004;26:481–486
  16. Brady DW, Corbie-Smith G, Branch WT. “What's important to you?”: the use of narratives to promote self-reflection and to understand the experiences of medical residents. Ann Intern Med. 2002;137:220–223
  17. Balslev T. Action learning in the paediatric neurology clinic. Med Educ. 2004;38:564–565
  18. Kamin CS, O'Sullivan P, Deterding RR, Younger M, Wade T. A case study of teaching presence in virtual problem-based learning groups. Med Teach. 2006;28:425–428
  19. Oliver M, Shaw GP. Asynchronous discussion in support of medical education. JALN. 2003;7:56–67
  20. Dunfee H, Plack MM, Driscoll M, et al. Assessing reflection and higher order thinking in electronic discussion threads in the clinical setting. J Phys Ther Educ. 2008;22:60–66
  21. Plack MM, Driscoll M, Blissett S, et al. A method for assessing reflective journal writing. J Allied Health. 2005;34:199–208
  22. Devers KJ. How will we know good qualitative research when we see it?: beginning the dialogue in health services research. Health Serv Res. 1999;34:1153–1188
  23. Miles AMH, Huberman MB. Qualitative Data Analysis: An Expanded Sourcebook. 2nd ed. Thousand Oaks, Calif: SAGE Publications; 1994;
  24. Landis JR, Koch GG. The measurement of observer agreement for categorical data. Biometrics. 1977;33:159–174
  25. Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 1994;69:861–871
  26. Caldicott CV, Faber-Langendoen K. Deception, discrimination, and fear of reprisal: lessons in ethics from third-year medical students. Acad Med. 2005;80:866–873
  27. Hoifodt TS, Talseth AG, Olstad R. A qualitative study of the learning processes in young physicians treating suicidal patients: from insecurity to personal pattern knowledge and self-confidence. BMC Med Educ. 2007;7:21
  28. Christakis DA, Feudtner MA. Ethics in a short white coat: the ethical dilemmas that medical students confront. Acad Med. 1993;68:249–254
  29. Hundert EM. Characteristics of the informal curriculum and trainees' ethical choices. Acad Med. 1996;71:624–633
  30. Lie D, Boker J, Gutierrez D, Prislin M. What do medical students learn from early clinical experiences (ECE)?. Med Teach. 2006;28:479–482

PII: S1876-2859(09)00316-7

doi: 10.1016/j.acap.2009.11.007

Academic Pediatrics
Volume 10, Issue 2 , Pages 146-152 , March 2010

Article Tools