| Through the looking glass: how reflective learning influences the development of young faculty members. | |
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MedLine Citation:
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PMID: 21745058 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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Background: Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues. Purpose: We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members. Methods: We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program. Six of the participants and the facilitator were participant observers in the qualitative analysis. Results: Group support, validation, and cohesion led to adoption of common values that informed the professional development of the participants over 4 years of the study. Common values influenced the group members as they progressed in their careers. Conclusions: Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers. |
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Authors:
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Stacy Higgins; Lisa Bernstein; Kimberly Manning; Jason Schneider; Anna Kho; Erica Brownfield; William T Branch |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Teaching and learning in medicine Volume: 23 ISSN: 1532-8015 ISO Abbreviation: Teach Learn Med Publication Date: 2011 Jul-Sep |
Date Detail:
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Created Date: 2011-07-12 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 8910884 Medline TA: Teach Learn Med Country: England |
Other Details:
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Languages: eng Pagination: 238-43 Citation Subset: IM |
Affiliation:
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a Division of General Internal Medicine, Emory University School of Medicine , Atlanta , Georgia , USA. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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