ArticleMedicine, health care, and philosophy2019
Reflection in medical education: intellectual humility, discovery, and know-how.
Article in Medicine, health care, and philosophy, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers.
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Who cites it
25 citing papers in PubMed.
- "There Is No Getting Perfect at It": Discussing Intellectual Humility with Academic General Internal Medicine Ward Attendings.Journal of general internal medicine · 2026Article
- Balancing act-ethnic minority trainees' coping strategies in Dutch GP-specialty training-a qualitative study.BMC primary care · 2025Article
- Fostering Physician-Patient Partnerships: The Importance of Embracing the Ontological and Epistemological Understandings of Knowledge.Health expectations : an international journal of public participation in health care and health policy · 2025Review
- Clinical significance criteria in the ICSD and DSM sleep disorder classifications: a content overlap analysis using the Jaccard index.Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine · 2025Review
- Electronic Peer-Assisted Reflection in Educational Discussion Boards: A Content Analysis of Medical and Health Students' Opinions in Psychology-Related Courses.Medical science educator · 2025Article
- A Critical Interpretive Literature Review of Phronesis in Medicine.The Journal of medicine and philosophy · 2025Review
- Exploring the presence and roles of humility when experiencing situations of uncertainty.AEM education and training · 2025Article
- Medical students' perspectives of reflection for their professional development.BMC medical education · 2024Article
- Personality traits predict the need for cognitive closure in advanced undergraduate medical students.BMC medical education · 2024Article
- Exploring challenges and perceptions in the learning environment: an online qualitative study of medical students.BMC medical education · 2024Article
- An evaluation of rehabilitation students' learning goals in their first year: a text mining approach.Frontiers in medicine · 2024Article
- A Qualitative Study of Biomedical Engineering Student Critical Reflection During Clinical Immersion Experiences.Biomedical engineering education · 2024Article
- 'They never mentioned this in medical school!' A qualitative analysis of medical students' reflective writings from general practice.Scandinavian journal of primary health care · 2023Article
- Clinical reasoning training sessions for health educators-A scoping review.Journal of Taibah University Medical Sciences · 2023Article
- Translation and psychometric evaluation of the reflective capacity scale in Iranian medical education.BMC medical education · 2023Article
- Expecting Uncertainty.Family medicine · 2023Article
- The Contribution of Dance Movement Therapy in Promoting Nursing Students' Interpersonal Skills during the COVID-19 Pandemic: A Descriptive Phenomenological Study.International journal of environmental research and public health · 2023Article
- A novel conceptual model of trauma-informed care for patients with post-acute sequelae of SARS-CoV-2 illness (PASC).Journal of advanced nursing · 2022Article
- The ways social networks shape reflection on early significant clinical experiences in medical school.Canadian medical education journal · 2022Article
- Modelling the Effect of Age, Semester of Study and Its Interaction on Self-Reflection of Competencies in Medical Students.International journal of environmental research and public health · 2022Article
Corrections and comments
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Authors and funding
3 authors.
Funding
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Abstract
Reflection has been proclaimed as a means to help physicians deal with medicine's inherent complexity and remedy many of the shortcomings of medical education. Yet, there is little agreement on the nature of reflection nor on how it should be taught and practiced. Emerging neuroscientific concepts suggest that human thought processes are largely nonconscious, in part inaccessible to introspection. Our knowledge of the world is fraught with uncertainty, ignorance and indeterminacy, and influenced by emotion, biases and illusions, including the illusion of not having illusions. Neuroscience also documents that lifelong learning processes may hone nonconscious cognition to high levels of sophistication, allowing rapid and precise perceptions, judgments and actions in complex situations. We argue that knowledge of mechanisms underlying human thought may be useful in designing educational programs to foster desired attributes such as curiosity, critical self-awareness and intuitive acumen in medical professionals. The juxtaposition of neuroscientific insights with ideas from Kant on reflective judgement, van Manen on tact, and Aristotle on phronésis, supports a concept of reflection that manifests as wise practice. We suggest that reflection in medical education should be (a) an imperative for educators seeking to guide learners to manage the complexity and "messiness" of medical practice, and (b) a role-modelling mode of medical practice characterized by self-correcting behaviors that culminate in good and right professional actions. An example illustrates reflective practice in the teaching and learning of physicianship.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.