Laura Spinnewijn

130 Chapter 7 References 1. Charles, C., A. Gafni, and T. Whelan, Shared decision-making in the medical encounter: what does it mean? (or it takes at least two to tango). Soc Sci Med, 1997. 44(5): p. 681-92. 2. Berkhof, M., et al., Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews. Patient Educ Couns, 2011. 84(2): p. 152-62. 3. Kolb, D.A., Experiential Learning. 1984: Englwood Cliffs. 4. Stiggelbout, A.M., A.H. Pieterse, and J.C. De Haes, Shared decision making: Concepts, evidence, and practice. Patient Educ Couns, 2015. 98(10): p. 1172-9. 5. Elwyn, G., et al., A three-talk model for shared decision making: multistage consultation process. BMJ, 2017. 359: p. j4891. 6. Singh Ospina, N., et al., Educational programs to teach shared decision making to medical trainees: A systematic review. Patient Education and Counseling, 2020. 103(6): p. 1082-1094. 7. Eraut, M., Informal learning in the workplace. Studies in Continuing Education, 2004. 26(2): p. 247-73. 8. Hafferty, F.W. and R. Franks, The Hidden Curriculum, Ethics Teaching, and the Structure of Medical-Education. Academic Medicine, 1994. 69(11): p. 861-871. 9. Siyam, T., et al., A scoping review of interventions to promote the adoption of shared decision-making (SDM) among health care professionals in clinical practice. Patient Educ Couns, 2019. 102(6): p. 1057-66. 10. Albarqouni, L., P. Glasziou, and T. Hoffmann, Completeness of the reporting of evidence-based practice educational interventions: a review. Med Educ, 2018. 52(2): p. 161-170. 11. Cunliffe, A.L., “On Becoming a Critically Reflexive Practitioner” Redux: What Does It Mean to Be Reflexive? Journal of Management Education, 2016. 40(6): p. 740-746. 12. Bogetz, A.L., et al., How Residents Learn From Patient Feedback: A Multi-Institutional Qualitative Study of Pediatrics Residents’ Perspectives. J Grad Med Educ, 2018. 10(2): p. 176-184. 13. Bourdieu, P., Outline of a theory of practice. Cambridge studies in social anthropology 16. 1977, Cambridge ; New York: Cambridge University Press. viii, 248 p. 14. Simpkin, A.L. and R.M. Schwartzstein, Tolerating Uncertainty - The Next Medical Revolution? N Engl J Med, 2016. 375(18): p. 1713-15. 15. Rogers, E.M., Diffusion of innovations. Vol. 5th Ed. 2003, New York: Free Press. 16. Festinger, L., A theory of cognitive dissonance. 1957, Evanston, Ill.,: Row. 291 p. 17. Brigley, S., et al., Continuing education for medical professionals: a reflective model. Postgrad Med J, 1997. 73(855): p. 23-6. 18. Mamede, S. and H.G. Schmidt, Correlates of reflective practice in medicine. Adv Health Sci Educ Theory Pract, 2005. 10(4): p. 327-37. 19. Hafferty, F.W., Beyond curriculum reform: Confronting medicine’s hidden curriculum. Academic Medicine, 1998. 73(4): p. 403-407. 20. Knowles, M., The Modern Practice of Adult Education : From Pedagogy to Andragogy. 1980: CAMBRIDGE. 21. Coates, D. and T. Clerke, Training Interventions to Equip Health Care Professionals With Shared Decision-Making Skills: A Systematic Scoping Review. J Contin Educ Health Prof, 2020. 40(2): p. 100-119. 22. Durand, M.A., et al., Shared decision making embedded in the undergraduate medical curriculum: A scoping review. PLoS One, 2018. 13(11): p. e0207012. 23. Argyris, C. and D.A. Schö n, Theory in practice : increasing professional effectiveness. 1st ed. 1974, San Francisco: Jossey-Bass Publishers. xiv, 224 p. 24. Schö n, D.A., The reflective practitioner : how professionals think in action. Harper torchbooks TB 5126. 1983, New York: Basic Books. x, 374 p. : ill. 25. Moon, J.A. and Dawsonera, A handbook of reflective and experiential learning : theory and practice. 1st edition. ed. 2004, London: RoutledgeFalmer. viii, 252 p. 26. Mann, K., J. Gordon, and A. MacLeod, Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract, 2009. 14(4): p. 595-621. 27. Gathu, C., Facilitators and Barriers of Reflective Learning in Postgraduate Medical Education: A Narrative Review. J Med Educ Curric Dev, 2022. 9: p. 23821205221096106. 28. Winkel, A.F., et al., Reflection as a Learning Tool in Graduate Medical Education: A Systematic Review. J Grad Med Educ, 2017. 9(4): p. 430-439. 29. Murdoch-Eaton, D. and J. Sandars, Reflection: moving from a mandatory ritual to meaningful professional development. Arch Dis Child, 2014. 99(3): p. 279-83.

RkJQdWJsaXNoZXIy MTk4NDMw