Evidence map›Paper›PMID 40144129›Full record

ArticleMedical science educator2025

A critical Exploration of Theoretical Frameworks for Reflective Learning: Reflections from a Faculty Development Workshop.

Chew-Fei Sow, Supathiratheavy Rasiah, Hui Meng Er

Abstract readEditorial
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Chew-Fei SowClinical Skills Department, International Medical University, 126 Jalan Jalil Perkasa, Bukit Jalil, 57000 Kuala Lumpur, Malaysia.ORCID 0000-0003-2482-2781
Supathiratheavy RasiahPublic Health & Comunity Medicine Department, International Medical University, 126 Jalan Jalil Perkasa, Bukit Jalil, 57000 Kuala Lumpur, Malaysia.
Hui Meng ErIMU Centre for Education, International Medical University, 126 Jalan Jalil Perkasa, Bukit Jalil, 57000 Kuala Lumpur, Malaysia.ORCID 0000-0001-9835-4840

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Faculty training in reflective practice is essential, given the importance of this skill for health professionals. There are several reflective practice frameworks available; however, facilitators' experiences with these frameworks vary depending on the learning context (i.e. various types of teaching and learning activities). This commentary discusses the practicality of four reflective learning frameworks, i.e. Kolb's experiential learning framework, Gibbs' reflective cycle, Schön's reflective practice model, and the "What" model. Integrating the "What" model into the Gibbs' reflective cycle or Kolb's experiential learning framework is recommended to enhance learners' comprehension and application of the reflective process through a simple and practical approach.

Indexed as

Faculty developmentReflective modelsReflective trainingReflective writing

Identifiers

PMID40144129
PMCPMC11933550

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

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.