Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Fostering learners' reflection and self-assessment

J Westberg1, H Jason

  • 1Department of Family Medicine, University of Colorado Health Sciences Center, Denver.

Family Medicine
|May 1, 1994
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Continuing Education-Where Does it Begin?

Medical teacher·2014
Same author

Teaching interpersonal skills in physician assistant programmes.

Medical teacher·2014
Same author

Teaching is Messy.

Medical teacher·2014
Same author

The Enhancement of Teaching Skills in US Medical Schools: An Overview and some Recommendations.

Medical teacher·2014
Same author

Commentary on "Teaching fearlessness: a manifesto".

Education for health (Abingdon, England)·2012
Same author

The importance--and limits--of best evidence medical education.

Education for health (Abingdon, England)·2004

Medical education often neglects reflection and self-assessment skills, crucial for physician safety and learning. Fostering these abilities helps learners become their own coaches, improving educational outcomes.

Area of Science:

  • Medical Education
  • Healthcare Professional Development
  • Physician Training

Background:

  • Reflection and self-assessment are underdeveloped in medical education.
  • Lack of these skills hinders learners' educational benefit and can compromise patient safety.
  • Current educational environments often present barriers to honest self-evaluation.

Purpose of the Study:

  • To review the importance of fostering reflection and self-assessment in medical learners.
  • To identify barriers preventing learners from engaging in self-reflection and assessment.
  • To present strategies for creating educational programs that promote these essential skills.

Main Methods:

  • Literature review on reflection and self-assessment in medical education.

Related Experiment Videos

  • Analysis of barriers to learner self-evaluation.
  • Synthesis of strategies and tools for program development.

    • Main Results:

    • Learners lacking reflection/self-assessment skills may not maximize educational benefits and risk becoming unsafe practitioners.
    • Barriers include a focus on 'doing' rather than thinking, fear of revealing deficiencies in competitive settings, and authoritarian teaching styles.
    • Effective teaching requires diagnostic insights from learner self-reflection.

    Conclusions:

    • Fostering reflection and self-assessment is critical for developing competent and safe physicians.
    • Educational programs should actively cultivate these skills, empowering learners to become self-directed.
    • Implementing specific strategies and tools can overcome existing barriers and enhance medical training.