The evidence supporting curricular interventions to promote reflection in health professional education remains largely theoretical¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q1
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Evidence supporting and informing curricular interventions and innovations to promote reflection remains largely theoretical. → Mann 2009

Evidence¶

Mann 2009¶

Mann, K., Gordon, J. & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Adv in Health Sci Educ. https://doi.org/10.1007/s10459-007-9090-2

q1 · i? · quant-synthesis · r?

The review reports that the evidence base for reflection-promoting curricular interventions "remains largely theoretical" and that "it is unclear which approaches may have efficacy or impact". This is the review's own assessment of the state of the field.

"The evidence to support and inform these curricular interventions and innovations remains largely theoretical. Further, the literature is dispersed across several fields, and it is unclear which approaches may have efficacy or impact."

Discussion¶

Related Claims¶

• Activities to promote reflection are being incorporated across undergraduate, postgraduate, and continuing health professions education — related
• LLMs help bridge the gap between theoretical curricula and real-world skills by creating simulated scenarios, cases and problem contexts that are hard to reproduce in traditional classrooms — related
• Developing curricular design knowledge enables small-scale responsive adaptations within a structured curriculum — related
• Reflective capacity is regarded by many as an essential characteristic of professional competence in the health professions — related