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dc.contributor.advisorDonaldson, Joseph Fetzeren_US
dc.contributor.authorGriggs, Melissa D.en_US
dc.coverage.spatialMiddle West
dc.date.issued2009en_US
dc.date.submitted2009 Springen_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Sept 10, 2010).en_US
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.en_US
dc.descriptionDissertation advisor: Dr. Joe F. Donaldson.en_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionPh. D. University of Missouri--Columbia 2009.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.description.abstractPhysicians deal with complex and ill-structured problems and must reflect in order to function professionally while adapting to their patients' needs. This qualitative single case study explores the meaning and use of reflection in the professional preparation of physicians within the medical school of a Midwestern University. Along with a review of the types of reflection assessed (Aukes et al., 2007) and an analysis of Epstein's (1999) Levels of Mindfulness in guided student reflections, faculty and administrators were interviewed to learn more about their perspectives related to reflection. Assessing reflection in medical education is complicated by a lack of agreement about definitions and goals. Although scientific reflection and clinical reflection are more heavily assessed in written evaluations, faculty tended to discuss personal reflection (learning from experience) more during interviews. Most interviewees focused on one aspect of the phases of reflection (trigger, critical analysis, or outcome) rather than the entire process. Some were particularly uncomfortable with the idea of assessing an internal process. The use of Epstein's (1999) Level of Mindfulness was useful in assessing quality and focus of students' written narratives, however the levels do not work well as a continuum for this purpose and proved to be too broad to detect more subtle shifts in thinking across time. In addition, encouraging students to tell stories seems to stimulate deeper reflection. Using common definitions can help facilitate meaningful opportunities for reflection into the curriculum.en_US
dc.format.extentx, 239 pagesen_US
dc.identifier.oclc694899577en_US
dc.identifier.otherGriggsM-110509-D343en_US
dc.identifier.urihttp://hdl.handle.net/10355/9561
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2009 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2009 Dissertations
dc.subject.lcshCritical thinkingen_US
dc.subject.lcshReflective learningen_US
dc.subject.lcshReflective teachingen_US
dc.subject.lcshMedical educationen_US
dc.subject.lcshMedicine -- Study and teachingen_US
dc.titleUse of reflection in medical educationen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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