La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicina

Introducción: Existe evidencia extensa de la utilidad de la retroalimentación (RA) para promover el aprendizaje. Por este motivo, son importantes las estrategias que permitan potenciarla. La reflexión podría llevar al estudiante al uso de la autorregulación para generar pensamientos críticos que der...

Full description

Autores:
Tipo de recurso:
Fecha de publicación:
2022
Institución:
Universidad del Rosario
Repositorio:
Repositorio EdocUR - U. Rosario
Idioma:
spa
OAI Identifier:
oai:repository.urosario.edu.co:10336/37861
Acceso en línea:
https://doi.org/10.48713/10336_37861
https://repository.urosario.edu.co/handle/10336/37861
Palabra clave:
Retroalimentación
Reflexión
Autorregulación
Reflexividad
Promoción de salud
Feedback
Reflection
Reflexivity
Self-regulation
Rights
License
Abierto (Texto Completo)
id EDOCUR2_5782cb3c39cfa00108c1a5c6eb4f65ce
oai_identifier_str oai:repository.urosario.edu.co:10336/37861
network_acronym_str EDOCUR2
network_name_str Repositorio EdocUR - U. Rosario
repository_id_str
dc.title.es.fl_str_mv La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicina
dc.title.TranslatedTitle.es.fl_str_mv Post-Feedback Reflection and its Influence on the Self-regulation of Postgraduate Medicine Students
dc.title.alternative.none.fl_str_mv La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de posgrado de medicina
title La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicina
spellingShingle La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicina
Retroalimentación
Reflexión
Autorregulación
Reflexividad
Promoción de salud
Feedback
Reflection
Reflexivity
Self-regulation
title_short La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicina
title_full La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicina
title_fullStr La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicina
title_full_unstemmed La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicina
title_sort La reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicina
dc.contributor.advisor.none.fl_str_mv Olmos, Francisco
dc.subject.es.fl_str_mv Retroalimentación
Reflexión
Autorregulación
Reflexividad
topic Retroalimentación
Reflexión
Autorregulación
Reflexividad
Promoción de salud
Feedback
Reflection
Reflexivity
Self-regulation
dc.subject.ddc.es.fl_str_mv Promoción de salud
dc.subject.keyword.es.fl_str_mv Feedback
Reflection
Reflexivity
Self-regulation
description Introducción: Existe evidencia extensa de la utilidad de la retroalimentación (RA) para promover el aprendizaje. Por este motivo, son importantes las estrategias que permitan potenciarla. La reflexión podría llevar al estudiante al uso de la autorregulación para generar pensamientos críticos que deriven en la resolución de problemas y la toma de decisiones acertadas. Este estudio tiene como objetivo explorar de qué manera la reflexión posterior a una RA influye en los procesos de autorregulación de los estudiantes de postgrado de anestesiología. Metodología: Los autores seleccionaron un enfoque fenomenológico hermenéutico para brindar una descripción rica de las estructuras y el significado de las experiencias de reflexión vividas. Se incluyeron 12 estudiantes del postgrado de anestesiología de la Pontifica Universidad Javeriana. Se emplearon escritos reflexivos y entrevistas semiestructuradas para la recolección de datos. Estos fueron analizados mediante un análisis fenomenológico hermenéutico de seis pasos. Resultados: Se percibe la utilidad de la RA externa para el aprendizaje, pero existen numerosos problemas que impiden su aplicación apropiada. Lo anterior lleva al estudiante a buscar estrategias encaminadas a la RA interna que la complementen. La reflexión posterior a un RA externa desencadena procesos metacognitivos que finalmente generan RA interna y derivan en mejores procesos autorregulatorios. Conclusión Existiendo problemas con la forma en la que se da la RA , las estrategias de reflexión surgen como herramientas útiles que complementan dicho proceso al facilitar la generación de procesos autorregulatorios que permiten al estudiante alcanzar objetivos de aprendizaje y podrían ser usadas habitualmente para tal fin.
publishDate 2022
dc.date.created.none.fl_str_mv 2022-12-13
dc.date.accessioned.none.fl_str_mv 2023-01-11T20:57:43Z
dc.date.available.none.fl_str_mv 2023-01-11T20:57:43Z
dc.type.es.fl_str_mv bachelorThesis
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.document.es.fl_str_mv Artículo
dc.type.spa.es.fl_str_mv Trabajo de grado
dc.identifier.doi.none.fl_str_mv https://doi.org/10.48713/10336_37861
dc.identifier.uri.none.fl_str_mv https://repository.urosario.edu.co/handle/10336/37861
url https://doi.org/10.48713/10336_37861
https://repository.urosario.edu.co/handle/10336/37861
dc.language.iso.es.fl_str_mv spa
language spa
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.acceso.es.fl_str_mv Abierto (Texto Completo)
rights_invalid_str_mv Abierto (Texto Completo)
http://purl.org/coar/access_right/c_abf2
dc.format.extent.es.fl_str_mv 31 pp
dc.format.mimetype.es.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad del Rosario
Pontificia Universidad Javeriana. Facultad de Medicina
dc.publisher.department.none.fl_str_mv Escuela de Medicina y Ciencias de la Salud
dc.publisher.program.none.fl_str_mv Maestría en Educación para Profesionales de la Salud
publisher.none.fl_str_mv Universidad del Rosario
Pontificia Universidad Javeriana. Facultad de Medicina
institution Universidad del Rosario
dc.source.bibliographicCitation.none.fl_str_mv Armson, Heather; Lockyer, Jocelyn M.; Zetkulic, Marygrace; Koenings, Karen D.; Sargeant, Joan (2019) Identifying coaching skills to improve feedback use in postgraduate medical education. En:Medical education; Vol. 53; No. 5; Journal Article; pp. 477 - 493; England: Wiley Subscription Services, Inc; 0308-0110; Consultado en: May. Disponible en: 10.1111/medu.13818.
Kornegay, Joshua G.; Kraut, Aaron; Manthey, David; Omron, Rodney; Caretta‐Weyer, Holly; Kuhn, Gloria; Martin, Sandra; Yarris, Lalena M.; Sherbino, Jonathan (2017) Feedback in Medical Education: A Critical Appraisal. En:AEM education and training; Vol. 1; No. 2; Journal Article; pp. 98 - 109; United States: John Wiley and Sons Inc; 2472-5390; Consultado en: Apr. Disponible en: 10.1002/aet2.10024.
Bing-You, Robert; Hayes, Victoria; Varaklis, Kalli; Trowbridge, Robert; Kemp, Heather; McKelvy, Dina (2017) Feedback for Learners in Medical Education: What Is Known? A Scoping Review. En:Academic medicine; Vol. 92; No. 9; Journal Article; pp. 1346 - 1354; United States: by the Association of American Medical Colleges; 1040-2446; Consultado en: Sep. Disponible en: 10.1097/ACM.0000000000001578.
Kuhlmann Lüdeke, Angelika Beatriz Ellen; Guillén Olaya, Javier Fabricio (2020) Effective Feedback, An Essential Component of all Stages in Medical Education. En:Universitas Medica; Vol. 61; No. 3; Journal Article; pp. 32 - 46; Pontificia Universidad Javeriana; 0041-9095; Consultado en: May 7,. Disponible en: 10.11144/Javeriana.umed61-3.feed.
Al-Mously, Najwa; Nabil, Nihal Mohamed; Al-Babtain, Sarah Abdulrahman; Fouad Abbas, Mostafa A. (2014) Undergraduate medical students' perceptions on the quality of feedback received during clinical rotations. En:Medical teacher; Vol. 36; No. S1; Journal Article; pp. S17 - S23; England: Informa UK Ltd; 0142-159X; Consultado en: Apr. Disponible en: 10.3109/0142159X.2014.886009.
Sreedevi, B. V.; K. S., Suprajha (2021) Perception of medical students of feedback in medical education. En:INDIAN JOURNAL OF APPLIED RESEARCH; Journal Article; pp. 16 - 18; Consultado en: Jun 1,. Disponible en: 10.36106/ijar/6500657.
Sandars, John; Homer, Matthew (2008) Reflective learning and the Net Generation. En:Medical teacher; Vol. 30; No. 9-10; Journal Article; pp. 877 - 879; England: Informa UK Ltd; 0142-159X; Disponible en: https://www.tandfonline.com/doi/abs/10.1080/01421590802263490; https://www.tandfonline.com/doi/abs/10.1080/01421590802263490. Disponible en: 10.1080/01421590802263490.
Gauntlett, David (2007) Creative Explorations. Book, Whole; Florence: Routledge; 9780415396592; Disponible en: https://www.taylorfrancis.com/books/9781134155095; https://www.taylorfrancis.com/books/9781134155095. Disponible en: 10.4324/9780203961407.
Grant, Andrew; Kinnersley, Paul; Metcalf, Elizabeth; Pill, Roisin; Houston, Helen (2006) Students' views of reflective learning techniques: an efficacy study at a UK medical school. En:Medical education; Vol. 40; Received 7 March 2005; editorial comments to authors 29 April 2005, 25 July 2005; accepted for publication 25 August 2005; No. 4; Journal Article; pp. 379 - 388; Oxford, UK: Blackwell Publishing Ltd; 0308-0110; Consultado en: Apr. Disponible en: https://api.istex.fr/ark:/67375/WNG-XF3LLC97-Q/fulltext.pdf; https://api.istex.fr/ark:/67375/WNG-XF3LLC97-Q/fulltext.pdf. Disponible en: 10.1111/j.1365-2929.2006.02415.x.
McDrury, Janice; Alterio, Maxine (2003) Learning through storytelling in higher education. Book, Whole; London [u.a.]: Kogan Page; 9780749440381; Disponible en: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=010268999&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA; http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=010268999&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Wald, Hedy S.; Reis, Shmuel P. (2010) Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education. En:Journal of general internal medicine : JGIM; Vol. 25; No. 7; Journal Article; pp. 746 - 749; New York: Springer-Verlag; 0884-8734; Disponible en: 10.1007/s11606-010-1347-4.
Díaz-Bravo, Laura; Torruco-García, Uri; Martínez-Hernández, Mildred; Varela-Ruiz, Margarita (2013) La entrevista, recurso flexible y dinámico. En:Investigación en educación médica; Vol. 2; No. 7; Journal Article; pp. 162 - 167; Universidad Nacional Autónoma de México, Facultad de Medicina; 2007-5057; Consultado en: Jul. Disponible en: 10.1016/S2007-5057(13)72706-6.
Onuoha, Onyi; Heins, Sarah J.; Clapp, Justin T.; Muralidharan, Madhavi; Baranov, Dimitry Y.; Fleisher, Lee A.; Gordon, Emily K. B. (2022) Improving Formative Feedback in the Operating Room Setting: Developing and Implementing an Initiative to Improve Feedback Quality and Culture. En:Academic medicine; Vol. 97; No. 2; Journal Article; pp. 222 - 227; United States: Lippincott Williams & Wilkins, WK Health; 1040-2446; Consultado en: Feb 1,. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/34232152; https://www.ncbi.nlm.nih.gov/pubmed/34232152. Disponible en: 10.1097/ACM.0000000000004229.
Candy, Philip C. (1989) Constructivism and the Study of Self-direction in Adult Learning. En:Studies in the education of adults; Vol. 21; No. 2; Journal Article; pp. 95 - 116; Leicester, U.K: Routledge; 0266-0830; Disponible en: 10.1080/02660830.1989.11730524.
Bontekoe, Ronald (1996) Dimensions of the Hermeneutic Circle. Book, Whole; Humanities;
Manen, Max van (1997) From Meaning to Method. En:Qualitative health research; Vol. 7; No. 3; Journal Article; pp. 345 - 369; Thousand Oaks, CA: Sage Publications; 1049-7323; Consultado en: Aug. Disponible en: 10.1177/104973239700700303.
Flick, Uwe (2013) The SAGE Handbook of Qualitative Data Analysis. Book, Whole; London: SAGE Publications, Limited; 1446208982; Disponible en: 10.4135/9781446282243.
Martinez-Salgado, Carolina (2012) El muestreo en investigacion cualitativa. Principios basicos y algunas controversias. En:Ciência & saude coletiva; Vol. 17; No. 3; Journal Article; pp. 613 - 619; Associacao Brasileira de Pos-Graduacao em Saude Coletiva; 1413-8123; Consultado en: Mar 1,. Disponible en: 10.1590/S1413-81232012000300006.
Bynum, William; Varpio, Lara (2018) When I say … hermeneutic phenomenology. En:Medical education; Vol. 52; No. 3; Journal Article; pp. 252 - 253; England: Wiley Subscription Services, Inc; 0308-0110; Consultado en: Mar. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.13414; https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.13414. Disponible en: 10.1111/medu.13414.
Neubauer, Brian E.; Witkop, Catherine T.; Varpio, Lara (2019) How phenomenology can help us learn from the experiences of others. En:Perspectives on medical education; Vol. 8; No. 2; Journal Article; pp. 90 - 97; Houten: Bohn Stafleu van Loghum; 2212-2761; Consultado en: Apr 5,. Disponible en: 10.1007/s40037-019-0509-2.
Paris, Scott G.; Byrnes, James P. (2015) The Constructivist Approach to Self-Regulation and Learning in the Classroom. En: Self-Regulated Learning and Academic Achievement. Springer Series in Cognitive Development; Book, Section; pp. 169 - 200; New York, NY: Springer New York; 9781461281801; Disponible en: http://link.springer.com/10.1007/978-1-4612-3618-4_7; http://link.springer.com/10.1007/978-1-4612-3618-4_7. Disponible en: 10.1007/978-1-4612-3618-4_7.
Mann, Karen; MacLeod, Anna (2015) Constructivism: learning theories and approaches to research. En: Researching Medical Education. Book, Section; pp. 49 - 66; Chichester, UK: John Wiley & Sons, Ltd; 111883920X; Consultado en: Jul 15,. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118838983.ch6; https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118838983.ch6. Disponible en: 10.1002/9781118838983.ch6.
Rees, Charlotte; Crampton, Paul; Monrouxe, Lynn (2020) Re-visioning Academic Medicine Through a Constructionist Lens. En:Academic medicine; Vol. 95; No. 6; Journal Article; pp. 846 - 850; United States: by the Association of American Medical Colleges; 1040-2446; Consultado en: Jun. Disponible en: 10.1097/ACM.0000000000003109.
Schunk, Dale H.; Greene, Jeffrey A. (2018) Handbook of Self-Regulation of Learning and Performance. En: Educational psychology handbook series. Book, Whole; Milton: Routledge; 9781138903180; Disponible en: 10.4324/9781315697048.
Zimmerman, Barry J.; Schunk, Dale H. (2001) Self-Regulated Learning and Academic Achievement. Book, Whole; Mahwah: Taylor & Francis Group; 9780805835601;
Jorwekar, Gokul J. (2017) Reflective practice as a method of learning in medical education: history and review of literature. En:International journal of research in medical sciences; Vol. 5; No. 4; Journal Article; pp. 1188 2320-6071; Consultado en: Mar 28,. Disponible en: 10.18203/2320-6012.ijrms20171223.
Sandars, John (2009) The use of reflection in medical education: AMEE Guide No. 44. En:Medical teacher; Vol. 31; No. 8; Journal Article; pp. 685 - 695; England: Informa UK Ltd; 0142-159X; Disponible en: 10.1080/01421590903050374.
Artioli, Giovanna; Deiana, Laura; De Vincenzo, Francesco; Raucci, Margherita; Amaducci, Giovanna; Bassi, Maria Chiara; Di Leo, Silvia; Hayter, Mark; Ghirotto, Luca (2021) Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis. En:BMC medical education; Vol. 21; No. 1; Journal Article; pp. 1 - 394; London: BioMed Central Ltd; 1472-6920; Consultado en: Jul 22,. Disponible en: 10.1186/s12909-021-02831-4.
Morse, Janice M. (1995) The Significance of Saturation. En:Qualitative health research; Vol. 5; No. 2; Journal Article; pp. 147 - 149; Thousand Oaks, CA: Sage Publications; 1049-7323; Consultado en: May. Disponible en: https://journals.sagepub.com/doi/full/10.1177/104973239500500201; https://journals.sagepub.com/doi/full/10.1177/104973239500500201. Disponible en: 10.1177/104973239500500201.
Martinez-Salgado, Carolina (2012) El muestreo en investigacion cualitativa. Principios basicos y algunas controversias. En:Ciência & saude coletiva; Vol. 17; No. 3; Journal Article; pp. 613 - 619; Associacao Brasileira de Pos-Graduacao em Saude Coletiva; 1413-8123; Consultado en: Mar 1,. Disponible en: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-81232012000300006&lng=en&tlng=en; http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-81232012000300006&lng=en&tlng=en. Disponible en: 10.1590/S1413-81232012000300006.
Grondin, Jean (2002) Gadamer's Basic Understanding of Understanding. En: The Cambridge Companion to Gadamer. Book, Section; pp. 36 : Cambridge UP; Disponible en: http://gateway.proquest.com/openurl?ctx_ver=Z39.88-2003&xri:pqil:res_ver=0.2&res_id=xri:ilcs-us&rft_id=xri:ilcs:rec:abell:R04292116; http://gateway.proquest.com/openurl?ctx_ver=Z39.88-2003&xri:pqil:res_ver=0.2&res_id=xri:ilcs-us&rft_id=xri:ilcs:rec:abell:R04292116.
Ajjawi, Rola; Higgs, Joy (2007) Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning. En:Qualitative report; Vol. 12; No. 4; Journal Article; pp. 612 : Nova Southeastern University, Inc; 1052-0147; Consultado en: Dec 1,.
Lopez, Kay A.; Willis, Danny G. (2004) Descriptive Versus Interpretive Phenomenology: Their Contributions to Nursing Knowledge. En:Qualitative health research; Vol. 14; No. 5; Journal Article; pp. 726 - 735; United States: SAGE Publications; 1049-7323; Consultado en: May. Disponible en: https://journals.sagepub.com/doi/full/10.1177/1049732304263638; https://journals.sagepub.com/doi/full/10.1177/1049732304263638. Disponible en: 10.1177/1049732304263638.
Teherani, Arianne; Martimianakis, Tina; Stenfors-Hayes, Terese; Wadhwa, Anupma; Varpio, Lara (2015) Choosing a qualitative research approach. En:Journal of graduate medical education; Vol. 7; No. 4; Journal Article; pp. 669 - 670; United States: The Accreditation Council for Graduate Medical Education; 1949-8349; Consultado en: Dec. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/26692985; https://www.ncbi.nlm.nih.gov/pubmed/26692985. Disponible en: 10.4300/JGME-D-15-00414.1.
Butler, Deborah L.; Winne, Philip H. (1995) Feedback and Self-Regulated Learning: A Theoretical Synthesis. En:Review of educational research; Vol. 65; No. 3; Journal Article; pp. 245 - 281; Thousand Oaks, CA: Sage Publications; 0034-6543; Consultado en: Sep. Disponible en: https://journals.sagepub.com/doi/full/10.3102/00346543065003245; https://journals.sagepub.com/doi/full/10.3102/00346543065003245. Disponible en: 10.3102/00346543065003245.
Chou, Chih-Yueh; Zou, Nian-Bao (2020) An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models. En:International Journal of Educational Technology in Higher Education; Vol. 17; No. 1; Journal Article; pp. 1 - 27; Cham: Springer International Publishing; Consultado en: Dec 9,. Disponible en: https://link.springer.com/article/10.1186/s41239-020-00233-y; https://link.springer.com/article/10.1186/s41239-020-00233-y. Disponible en: 10.1186/s41239-020-00233-y.
Winkel, Abigail Ford; Yingling, Sandra; Jones, Aubrie-Ann; Nicholson, Joey (2017) Reflection as a Learning Tool in Graduate Medical Education: A Systematic Review. En:Journal of graduate medical education; Vol. 9; No. 4; Journal Article; pp. 430 - 439; United States: The Accreditation Council for Graduate Medical Education; 1949-8349; Consultado en: Aug. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/28824754; https://www.ncbi.nlm.nih.gov/pubmed/28824754. Disponible en: 10.4300/JGME-D-16-00500.1.
Sandars, John; Cleary, Timothy J. (2011) Self-regulation theory: Applications to medical education: AMEE Guide No. 58. En:Medical teacher; Vol. 33; No. 11; Journal Article; pp. 875 - 886; England: Informa UK, Ltd; 0142-159X; Consultado en: Nov. Disponible en: https://www.tandfonline.com/doi/abs/10.3109/0142159X.2011.595434; https://www.tandfonline.com/doi/abs/10.3109/0142159X.2011.595434. Disponible en: 10.3109/0142159X.2011.595434.
Zimmerman, Barry J. (2000) Attaining self-regulation : a social cognitive perspective. En: Handbook of self-regulation. Book, Section; pp. 13 - 39; San Diego, Calif. : Academic Press; Disponible en: https://hal.archives-ouvertes.fr/hal-00702963; https://hal.archives-ouvertes.fr/hal-00702963.
Mamede, Silvia; Schmidt, Henk G.; Penaforte, Júlio César (2008) Effects of reflective practice on the accuracy of medical diagnoses. En:Medical education; Vol. 42; Received 16 February 2006; editorial comments to authors 16 June 2006, 16 November 2006, 2 March 2007, 21 June 2007; accepted for publication 8 October 2007; No. 5; Journal Article; pp. 468 - 475; Oxford, UK: Blackwell Publishing Ltd; 0308-0110; Consultado en: May. Disponible en: https://api.istex.fr/ark:/67375/WNG-2CBKZ3F6-X/fulltext.pdf; https://api.istex.fr/ark:/67375/WNG-2CBKZ3F6-X/fulltext.pdf. Disponible en: 10.1111/j.1365-2923.2008.03030.x.
Gonzalo, Jed D.; Heist, Brian S.; Duffy, Briar L.; Dyrbye, Liselotte; Fagan, Mark J.; Ferenchick, Gary; Harrell, Heather; Hemmer, Paul A.; Kernan, Walter N.; Kogan, Jennifer R.; Rafferty, Colleen; Wong, Raymond; Elnicki, Michael D. (2014) Content and timing of feedback and reflection: a multi-center qualitative study of experienced bedside teachers. En:BMC medical education; Vol. 14; No. 1; Journal Article; pp. 212 England: BioMed Central Ltd; 1472-6920; Consultado en: Oct 10,. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/25304386; https://www.ncbi.nlm.nih.gov/pubmed/25304386. Disponible en: 10.1186/1472-6920-14-212.
Lefroy, Janet; Walters, Ben; Molyneux, Adrian; Smithson, Sarah (2021) Can learning from workplace feedback be enhanced by reflective writing? A realist evaluation in UK undergraduate medical education. En:Education for primary care; Vol. 32; No. 6; Journal Article; pp. 326 - 335; Taylor & Francis; 1473-9879; Consultado en: Nov 2,. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/14739879.2021.1920472; https://www.tandfonline.com/doi/abs/10.1080/14739879.2021.1920472. Disponible en: 10.1080/14739879.2021.1920472.
Burgess, Annette; Mellis, Craig (2015) Feedback and assessment for clinical placements: achieving the right balance. En:Advances in medical education and practice; Vol. 6; No. default; Journal Article; pp. 373 - 381; New Zealand: Dove Medical Press Limited; 1179-7258; Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/26056511; https://www.ncbi.nlm.nih.gov/pubmed/26056511. Disponible en: 10.2147/AMEP.S77890.
Delva, Dianne; Sargeant, Joan; Miller, Stephen; Holland, Joanna; Alexiadis Brown, Peggy; Leblanc, Constance; Lightfoot, Kathryn; Mann, Karen (2013) Encouraging residents to seek feedback. En:Medical teacher; Vol. 35; No. 12; Journal Article; pp. e1625 - e1631; England: Informa UK Ltd; 0142-159X; Consultado en: Dec. Disponible en: https://www.tandfonline.com/doi/abs/10.3109/0142159X.2013.806791; https://www.tandfonline.com/doi/abs/10.3109/0142159X.2013.806791. Disponible en: 10.3109/0142159X.2013.806791.
Young, John Q.; Sugarman, Rebekah; Schwartz, Jessica; O'Sullivan, Patricia S. (2020) Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences. En:Teaching and learning in medicine; Vol. 32; No. 5; Journal Article; pp. 541 - 551; United States: Routledge; 1040-1334; Consultado en: Oct 19,. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/10401334.2020.1767107; https://www.tandfonline.com/doi/abs/10.1080/10401334.2020.1767107. Disponible en: 10.1080/10401334.2020.1767107.
Reddy, Shalini T.; Zegarek, Matthew H.; Fromme, H. Barrett; Ryan, Michael S.; Schumann, Sarah-Anne; Harris, Ilene B. (2015) Barriers and facilitators to effective feedback: a qualitative analysis of data from multispecialty resident focus groups. En:Journal of graduate medical education; Vol. 7; No. 2; Journal Article; pp. 214 - 219; United States: The Accreditation Council for Graduate Medical Education; 1949-8349; Consultado en: Jun. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/26221437; https://www.ncbi.nlm.nih.gov/pubmed/26221437. Disponible en: 10.4300/JGME-D-14-00461.1.
Alrebish, Saleh Ali (2018) Barriers to effective feedback in undergraduate medical education: Case study from Saudi Arabia. En:International journal of health sciences; Vol. 12; No. 2; Journal Article; pp. 31 - 36; Saudi Arabia: Qassim Uninversity; 1658-3639; Consultado en: Mar. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/29599692; https://www.ncbi.nlm.nih.gov/pubmed/29599692.
Burgess, Annette; van Diggele, Christie; Roberts, Chris; Mellis, Craig (2020) Feedback in the clinical setting. En:BMC medical education; Vol. 20; No. Suppl 2; Journal Article; pp. 460 England: BioMed Central Ltd; 1472-6920; Consultado en: Dec 3,. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/33272265; https://www.ncbi.nlm.nih.gov/pubmed/33272265. Disponible en: 10.1186/s12909-020-02280-5.
Fredette, Jenna; Michalec, Barret; Billet, Amber; Auerbach, Heather; Dixon, Jessica; Poole, Christy; Bounds, Richard (2021) A qualitative assessment of emergency medicine residents’ receptivity to feedback. En:AEM education and training; Vol. 5; No. 4; Journal Article; pp. e10658 - n/a; 2472-5390; Consultado en: Oct. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1002/aet2.10658; https://onlinelibrary.wiley.com/doi/abs/10.1002/aet2.10658. Disponible en: 10.1002/aet2.10658.
Branfield Day, Leora; Miles, Amy; Ginsburg, Shiphra; Melvin, Lindsay (2020) Resident Perceptions of Assessment and Feedback in Competency-Based Medical Education: A Focus Group Study of One Internal Medicine Residency Program. En:Academic medicine; Vol. 95; No. 11; Journal Article; pp. 1712 - 1717; United States: by the Association of American Medical Colleges; 1040-2446; Consultado en: Nov. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/32195692; https://www.ncbi.nlm.nih.gov/pubmed/32195692. Disponible en: 10.1097/ACM.0000000000003315.
dc.source.instname.none.fl_str_mv instname:Universidad del Rosario
dc.source.reponame.none.fl_str_mv reponame:Repositorio Institucional EdocUR
bitstream.url.fl_str_mv https://repository.urosario.edu.co/bitstreams/b93c5b07-e0ca-41ee-af56-18d9df88f9cd/download
https://repository.urosario.edu.co/bitstreams/4aa4c24c-c5df-4283-8d1c-09cb5011da2f/download
https://repository.urosario.edu.co/bitstreams/804c7c4c-3593-462b-ab70-daa30784a8c7/download
https://repository.urosario.edu.co/bitstreams/fdce105e-0c3a-46db-8b5d-1fc323af6805/download
https://repository.urosario.edu.co/bitstreams/c2a253b9-ba14-4b28-a972-1fe3063553f9/download
bitstream.checksum.fl_str_mv 1fcc842ef602da0bcf8a447d42872cff
101afe0b27adbb0aeb0b027ed496d5ec
fab9d9ed61d64f6ac005dee3306ae77e
d5b5b8c0b10e14458298de8c7569c6bf
510f3c488c2771a435e889232e157d90
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio institucional EdocUR
repository.mail.fl_str_mv edocur@urosario.edu.co
_version_ 1814167500828442624
spelling Olmos, Francisco871869c6-d12f-4b39-a8ff-d0656f84b4c1600Barón, Daniela AndreaDurán, Julio Cesarde la Espriella, AlbertoMagister en Educación para Profesionales de la SaludVirtual2dafa6e2-98fd-426b-a3df-6b357e6d74ea60018d5ed2f-4275-4d0f-bcc2-e7fae6294d61600ed5ce1d6-13fe-4200-8f31-0e592b7a72ee6002023-01-11T20:57:43Z2023-01-11T20:57:43Z2022-12-13Introducción: Existe evidencia extensa de la utilidad de la retroalimentación (RA) para promover el aprendizaje. Por este motivo, son importantes las estrategias que permitan potenciarla. La reflexión podría llevar al estudiante al uso de la autorregulación para generar pensamientos críticos que deriven en la resolución de problemas y la toma de decisiones acertadas. Este estudio tiene como objetivo explorar de qué manera la reflexión posterior a una RA influye en los procesos de autorregulación de los estudiantes de postgrado de anestesiología. Metodología: Los autores seleccionaron un enfoque fenomenológico hermenéutico para brindar una descripción rica de las estructuras y el significado de las experiencias de reflexión vividas. Se incluyeron 12 estudiantes del postgrado de anestesiología de la Pontifica Universidad Javeriana. Se emplearon escritos reflexivos y entrevistas semiestructuradas para la recolección de datos. Estos fueron analizados mediante un análisis fenomenológico hermenéutico de seis pasos. Resultados: Se percibe la utilidad de la RA externa para el aprendizaje, pero existen numerosos problemas que impiden su aplicación apropiada. Lo anterior lleva al estudiante a buscar estrategias encaminadas a la RA interna que la complementen. La reflexión posterior a un RA externa desencadena procesos metacognitivos que finalmente generan RA interna y derivan en mejores procesos autorregulatorios. Conclusión Existiendo problemas con la forma en la que se da la RA , las estrategias de reflexión surgen como herramientas útiles que complementan dicho proceso al facilitar la generación de procesos autorregulatorios que permiten al estudiante alcanzar objetivos de aprendizaje y podrían ser usadas habitualmente para tal fin.Introduction: There is extensive evidence of the usefulness of feedback in promoting learning. For this reason, strategies to enhance it are important. Reflection could lead the student to use self-regulation to generate critical thoughts that lead to problem solving and making adequate clinical decisions. This study aims to explore how reflection after feedback influences the self-regulation processes of anesthesiology graduate students. Methodology: The authors selected a hermeneutic phenomenological approach to provide a rich description of the structures and meaning of lived reflective experiences. Twelve postgraduate students of anesthesiology from the Pontificia Universidad Javeriana (Bogota-Colombia) were included. Reflexive writings and semi-structured interviews were used for data collection. These were analyzed using a six-step hermeneutic phenomenological analysis. Results: The usefulness of external feedback for learning is perceived, but there are numerous problems that prevent its proper application. Therefore, students have to seek strategies aimed at internal feedback that complement it. Reflection after external feedback triggers metacognitive processes that finally generate internal feedback and lead to better self-regulatory processes. Conclusion There are problems with the way in which feedback is given. Hence, reflection strategies emerge as useful tools that helps to complement this method by facilitating the generation of self-regulatory processes that allow the student to achieve learning objectives and could be used routinely for this purpose.31 ppapplication/pdfhttps://doi.org/10.48713/10336_37861https://repository.urosario.edu.co/handle/10336/37861spaUniversidad del RosarioPontificia Universidad Javeriana. Facultad de MedicinaEscuela de Medicina y Ciencias de la SaludMaestría en Educación para Profesionales de la SaludAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2Armson, Heather; Lockyer, Jocelyn M.; Zetkulic, Marygrace; Koenings, Karen D.; Sargeant, Joan (2019) Identifying coaching skills to improve feedback use in postgraduate medical education. En:Medical education; Vol. 53; No. 5; Journal Article; pp. 477 - 493; England: Wiley Subscription Services, Inc; 0308-0110; Consultado en: May. Disponible en: 10.1111/medu.13818.Kornegay, Joshua G.; Kraut, Aaron; Manthey, David; Omron, Rodney; Caretta‐Weyer, Holly; Kuhn, Gloria; Martin, Sandra; Yarris, Lalena M.; Sherbino, Jonathan (2017) Feedback in Medical Education: A Critical Appraisal. En:AEM education and training; Vol. 1; No. 2; Journal Article; pp. 98 - 109; United States: John Wiley and Sons Inc; 2472-5390; Consultado en: Apr. Disponible en: 10.1002/aet2.10024.Bing-You, Robert; Hayes, Victoria; Varaklis, Kalli; Trowbridge, Robert; Kemp, Heather; McKelvy, Dina (2017) Feedback for Learners in Medical Education: What Is Known? A Scoping Review. En:Academic medicine; Vol. 92; No. 9; Journal Article; pp. 1346 - 1354; United States: by the Association of American Medical Colleges; 1040-2446; Consultado en: Sep. Disponible en: 10.1097/ACM.0000000000001578.Kuhlmann Lüdeke, Angelika Beatriz Ellen; Guillén Olaya, Javier Fabricio (2020) Effective Feedback, An Essential Component of all Stages in Medical Education. En:Universitas Medica; Vol. 61; No. 3; Journal Article; pp. 32 - 46; Pontificia Universidad Javeriana; 0041-9095; Consultado en: May 7,. Disponible en: 10.11144/Javeriana.umed61-3.feed.Al-Mously, Najwa; Nabil, Nihal Mohamed; Al-Babtain, Sarah Abdulrahman; Fouad Abbas, Mostafa A. (2014) Undergraduate medical students' perceptions on the quality of feedback received during clinical rotations. En:Medical teacher; Vol. 36; No. S1; Journal Article; pp. S17 - S23; England: Informa UK Ltd; 0142-159X; Consultado en: Apr. Disponible en: 10.3109/0142159X.2014.886009.Sreedevi, B. V.; K. S., Suprajha (2021) Perception of medical students of feedback in medical education. En:INDIAN JOURNAL OF APPLIED RESEARCH; Journal Article; pp. 16 - 18; Consultado en: Jun 1,. Disponible en: 10.36106/ijar/6500657.Sandars, John; Homer, Matthew (2008) Reflective learning and the Net Generation. En:Medical teacher; Vol. 30; No. 9-10; Journal Article; pp. 877 - 879; England: Informa UK Ltd; 0142-159X; Disponible en: https://www.tandfonline.com/doi/abs/10.1080/01421590802263490; https://www.tandfonline.com/doi/abs/10.1080/01421590802263490. Disponible en: 10.1080/01421590802263490.Gauntlett, David (2007) Creative Explorations. Book, Whole; Florence: Routledge; 9780415396592; Disponible en: https://www.taylorfrancis.com/books/9781134155095; https://www.taylorfrancis.com/books/9781134155095. Disponible en: 10.4324/9780203961407.Grant, Andrew; Kinnersley, Paul; Metcalf, Elizabeth; Pill, Roisin; Houston, Helen (2006) Students' views of reflective learning techniques: an efficacy study at a UK medical school. En:Medical education; Vol. 40; Received 7 March 2005; editorial comments to authors 29 April 2005, 25 July 2005; accepted for publication 25 August 2005; No. 4; Journal Article; pp. 379 - 388; Oxford, UK: Blackwell Publishing Ltd; 0308-0110; Consultado en: Apr. Disponible en: https://api.istex.fr/ark:/67375/WNG-XF3LLC97-Q/fulltext.pdf; https://api.istex.fr/ark:/67375/WNG-XF3LLC97-Q/fulltext.pdf. Disponible en: 10.1111/j.1365-2929.2006.02415.x.McDrury, Janice; Alterio, Maxine (2003) Learning through storytelling in higher education. Book, Whole; London [u.a.]: Kogan Page; 9780749440381; Disponible en: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=010268999&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA; http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=010268999&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.Wald, Hedy S.; Reis, Shmuel P. (2010) Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education. En:Journal of general internal medicine : JGIM; Vol. 25; No. 7; Journal Article; pp. 746 - 749; New York: Springer-Verlag; 0884-8734; Disponible en: 10.1007/s11606-010-1347-4.Díaz-Bravo, Laura; Torruco-García, Uri; Martínez-Hernández, Mildred; Varela-Ruiz, Margarita (2013) La entrevista, recurso flexible y dinámico. En:Investigación en educación médica; Vol. 2; No. 7; Journal Article; pp. 162 - 167; Universidad Nacional Autónoma de México, Facultad de Medicina; 2007-5057; Consultado en: Jul. Disponible en: 10.1016/S2007-5057(13)72706-6.Onuoha, Onyi; Heins, Sarah J.; Clapp, Justin T.; Muralidharan, Madhavi; Baranov, Dimitry Y.; Fleisher, Lee A.; Gordon, Emily K. B. (2022) Improving Formative Feedback in the Operating Room Setting: Developing and Implementing an Initiative to Improve Feedback Quality and Culture. En:Academic medicine; Vol. 97; No. 2; Journal Article; pp. 222 - 227; United States: Lippincott Williams & Wilkins, WK Health; 1040-2446; Consultado en: Feb 1,. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/34232152; https://www.ncbi.nlm.nih.gov/pubmed/34232152. Disponible en: 10.1097/ACM.0000000000004229.Candy, Philip C. (1989) Constructivism and the Study of Self-direction in Adult Learning. En:Studies in the education of adults; Vol. 21; No. 2; Journal Article; pp. 95 - 116; Leicester, U.K: Routledge; 0266-0830; Disponible en: 10.1080/02660830.1989.11730524.Bontekoe, Ronald (1996) Dimensions of the Hermeneutic Circle. Book, Whole; Humanities;Manen, Max van (1997) From Meaning to Method. En:Qualitative health research; Vol. 7; No. 3; Journal Article; pp. 345 - 369; Thousand Oaks, CA: Sage Publications; 1049-7323; Consultado en: Aug. Disponible en: 10.1177/104973239700700303.Flick, Uwe (2013) The SAGE Handbook of Qualitative Data Analysis. Book, Whole; London: SAGE Publications, Limited; 1446208982; Disponible en: 10.4135/9781446282243.Martinez-Salgado, Carolina (2012) El muestreo en investigacion cualitativa. Principios basicos y algunas controversias. En:Ciência & saude coletiva; Vol. 17; No. 3; Journal Article; pp. 613 - 619; Associacao Brasileira de Pos-Graduacao em Saude Coletiva; 1413-8123; Consultado en: Mar 1,. Disponible en: 10.1590/S1413-81232012000300006.Bynum, William; Varpio, Lara (2018) When I say … hermeneutic phenomenology. En:Medical education; Vol. 52; No. 3; Journal Article; pp. 252 - 253; England: Wiley Subscription Services, Inc; 0308-0110; Consultado en: Mar. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.13414; https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.13414. Disponible en: 10.1111/medu.13414.Neubauer, Brian E.; Witkop, Catherine T.; Varpio, Lara (2019) How phenomenology can help us learn from the experiences of others. En:Perspectives on medical education; Vol. 8; No. 2; Journal Article; pp. 90 - 97; Houten: Bohn Stafleu van Loghum; 2212-2761; Consultado en: Apr 5,. Disponible en: 10.1007/s40037-019-0509-2.Paris, Scott G.; Byrnes, James P. (2015) The Constructivist Approach to Self-Regulation and Learning in the Classroom. En: Self-Regulated Learning and Academic Achievement. Springer Series in Cognitive Development; Book, Section; pp. 169 - 200; New York, NY: Springer New York; 9781461281801; Disponible en: http://link.springer.com/10.1007/978-1-4612-3618-4_7; http://link.springer.com/10.1007/978-1-4612-3618-4_7. Disponible en: 10.1007/978-1-4612-3618-4_7.Mann, Karen; MacLeod, Anna (2015) Constructivism: learning theories and approaches to research. En: Researching Medical Education. Book, Section; pp. 49 - 66; Chichester, UK: John Wiley & Sons, Ltd; 111883920X; Consultado en: Jul 15,. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118838983.ch6; https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118838983.ch6. Disponible en: 10.1002/9781118838983.ch6.Rees, Charlotte; Crampton, Paul; Monrouxe, Lynn (2020) Re-visioning Academic Medicine Through a Constructionist Lens. En:Academic medicine; Vol. 95; No. 6; Journal Article; pp. 846 - 850; United States: by the Association of American Medical Colleges; 1040-2446; Consultado en: Jun. Disponible en: 10.1097/ACM.0000000000003109.Schunk, Dale H.; Greene, Jeffrey A. (2018) Handbook of Self-Regulation of Learning and Performance. En: Educational psychology handbook series. Book, Whole; Milton: Routledge; 9781138903180; Disponible en: 10.4324/9781315697048.Zimmerman, Barry J.; Schunk, Dale H. (2001) Self-Regulated Learning and Academic Achievement. Book, Whole; Mahwah: Taylor & Francis Group; 9780805835601;Jorwekar, Gokul J. (2017) Reflective practice as a method of learning in medical education: history and review of literature. En:International journal of research in medical sciences; Vol. 5; No. 4; Journal Article; pp. 1188 2320-6071; Consultado en: Mar 28,. Disponible en: 10.18203/2320-6012.ijrms20171223.Sandars, John (2009) The use of reflection in medical education: AMEE Guide No. 44. En:Medical teacher; Vol. 31; No. 8; Journal Article; pp. 685 - 695; England: Informa UK Ltd; 0142-159X; Disponible en: 10.1080/01421590903050374.Artioli, Giovanna; Deiana, Laura; De Vincenzo, Francesco; Raucci, Margherita; Amaducci, Giovanna; Bassi, Maria Chiara; Di Leo, Silvia; Hayter, Mark; Ghirotto, Luca (2021) Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis. En:BMC medical education; Vol. 21; No. 1; Journal Article; pp. 1 - 394; London: BioMed Central Ltd; 1472-6920; Consultado en: Jul 22,. Disponible en: 10.1186/s12909-021-02831-4.Morse, Janice M. (1995) The Significance of Saturation. En:Qualitative health research; Vol. 5; No. 2; Journal Article; pp. 147 - 149; Thousand Oaks, CA: Sage Publications; 1049-7323; Consultado en: May. Disponible en: https://journals.sagepub.com/doi/full/10.1177/104973239500500201; https://journals.sagepub.com/doi/full/10.1177/104973239500500201. Disponible en: 10.1177/104973239500500201.Martinez-Salgado, Carolina (2012) El muestreo en investigacion cualitativa. Principios basicos y algunas controversias. En:Ciência & saude coletiva; Vol. 17; No. 3; Journal Article; pp. 613 - 619; Associacao Brasileira de Pos-Graduacao em Saude Coletiva; 1413-8123; Consultado en: Mar 1,. Disponible en: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-81232012000300006&lng=en&tlng=en; http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-81232012000300006&lng=en&tlng=en. Disponible en: 10.1590/S1413-81232012000300006.Grondin, Jean (2002) Gadamer's Basic Understanding of Understanding. En: The Cambridge Companion to Gadamer. Book, Section; pp. 36 : Cambridge UP; Disponible en: http://gateway.proquest.com/openurl?ctx_ver=Z39.88-2003&xri:pqil:res_ver=0.2&res_id=xri:ilcs-us&rft_id=xri:ilcs:rec:abell:R04292116; http://gateway.proquest.com/openurl?ctx_ver=Z39.88-2003&xri:pqil:res_ver=0.2&res_id=xri:ilcs-us&rft_id=xri:ilcs:rec:abell:R04292116.Ajjawi, Rola; Higgs, Joy (2007) Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning. En:Qualitative report; Vol. 12; No. 4; Journal Article; pp. 612 : Nova Southeastern University, Inc; 1052-0147; Consultado en: Dec 1,.Lopez, Kay A.; Willis, Danny G. (2004) Descriptive Versus Interpretive Phenomenology: Their Contributions to Nursing Knowledge. En:Qualitative health research; Vol. 14; No. 5; Journal Article; pp. 726 - 735; United States: SAGE Publications; 1049-7323; Consultado en: May. Disponible en: https://journals.sagepub.com/doi/full/10.1177/1049732304263638; https://journals.sagepub.com/doi/full/10.1177/1049732304263638. Disponible en: 10.1177/1049732304263638.Teherani, Arianne; Martimianakis, Tina; Stenfors-Hayes, Terese; Wadhwa, Anupma; Varpio, Lara (2015) Choosing a qualitative research approach. En:Journal of graduate medical education; Vol. 7; No. 4; Journal Article; pp. 669 - 670; United States: The Accreditation Council for Graduate Medical Education; 1949-8349; Consultado en: Dec. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/26692985; https://www.ncbi.nlm.nih.gov/pubmed/26692985. Disponible en: 10.4300/JGME-D-15-00414.1.Butler, Deborah L.; Winne, Philip H. (1995) Feedback and Self-Regulated Learning: A Theoretical Synthesis. En:Review of educational research; Vol. 65; No. 3; Journal Article; pp. 245 - 281; Thousand Oaks, CA: Sage Publications; 0034-6543; Consultado en: Sep. Disponible en: https://journals.sagepub.com/doi/full/10.3102/00346543065003245; https://journals.sagepub.com/doi/full/10.3102/00346543065003245. Disponible en: 10.3102/00346543065003245.Chou, Chih-Yueh; Zou, Nian-Bao (2020) An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models. En:International Journal of Educational Technology in Higher Education; Vol. 17; No. 1; Journal Article; pp. 1 - 27; Cham: Springer International Publishing; Consultado en: Dec 9,. Disponible en: https://link.springer.com/article/10.1186/s41239-020-00233-y; https://link.springer.com/article/10.1186/s41239-020-00233-y. Disponible en: 10.1186/s41239-020-00233-y.Winkel, Abigail Ford; Yingling, Sandra; Jones, Aubrie-Ann; Nicholson, Joey (2017) Reflection as a Learning Tool in Graduate Medical Education: A Systematic Review. En:Journal of graduate medical education; Vol. 9; No. 4; Journal Article; pp. 430 - 439; United States: The Accreditation Council for Graduate Medical Education; 1949-8349; Consultado en: Aug. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/28824754; https://www.ncbi.nlm.nih.gov/pubmed/28824754. Disponible en: 10.4300/JGME-D-16-00500.1.Sandars, John; Cleary, Timothy J. (2011) Self-regulation theory: Applications to medical education: AMEE Guide No. 58. En:Medical teacher; Vol. 33; No. 11; Journal Article; pp. 875 - 886; England: Informa UK, Ltd; 0142-159X; Consultado en: Nov. Disponible en: https://www.tandfonline.com/doi/abs/10.3109/0142159X.2011.595434; https://www.tandfonline.com/doi/abs/10.3109/0142159X.2011.595434. Disponible en: 10.3109/0142159X.2011.595434.Zimmerman, Barry J. (2000) Attaining self-regulation : a social cognitive perspective. En: Handbook of self-regulation. Book, Section; pp. 13 - 39; San Diego, Calif. : Academic Press; Disponible en: https://hal.archives-ouvertes.fr/hal-00702963; https://hal.archives-ouvertes.fr/hal-00702963.Mamede, Silvia; Schmidt, Henk G.; Penaforte, Júlio César (2008) Effects of reflective practice on the accuracy of medical diagnoses. En:Medical education; Vol. 42; Received 16 February 2006; editorial comments to authors 16 June 2006, 16 November 2006, 2 March 2007, 21 June 2007; accepted for publication 8 October 2007; No. 5; Journal Article; pp. 468 - 475; Oxford, UK: Blackwell Publishing Ltd; 0308-0110; Consultado en: May. Disponible en: https://api.istex.fr/ark:/67375/WNG-2CBKZ3F6-X/fulltext.pdf; https://api.istex.fr/ark:/67375/WNG-2CBKZ3F6-X/fulltext.pdf. Disponible en: 10.1111/j.1365-2923.2008.03030.x.Gonzalo, Jed D.; Heist, Brian S.; Duffy, Briar L.; Dyrbye, Liselotte; Fagan, Mark J.; Ferenchick, Gary; Harrell, Heather; Hemmer, Paul A.; Kernan, Walter N.; Kogan, Jennifer R.; Rafferty, Colleen; Wong, Raymond; Elnicki, Michael D. (2014) Content and timing of feedback and reflection: a multi-center qualitative study of experienced bedside teachers. En:BMC medical education; Vol. 14; No. 1; Journal Article; pp. 212 England: BioMed Central Ltd; 1472-6920; Consultado en: Oct 10,. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/25304386; https://www.ncbi.nlm.nih.gov/pubmed/25304386. Disponible en: 10.1186/1472-6920-14-212.Lefroy, Janet; Walters, Ben; Molyneux, Adrian; Smithson, Sarah (2021) Can learning from workplace feedback be enhanced by reflective writing? A realist evaluation in UK undergraduate medical education. En:Education for primary care; Vol. 32; No. 6; Journal Article; pp. 326 - 335; Taylor & Francis; 1473-9879; Consultado en: Nov 2,. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/14739879.2021.1920472; https://www.tandfonline.com/doi/abs/10.1080/14739879.2021.1920472. Disponible en: 10.1080/14739879.2021.1920472.Burgess, Annette; Mellis, Craig (2015) Feedback and assessment for clinical placements: achieving the right balance. En:Advances in medical education and practice; Vol. 6; No. default; Journal Article; pp. 373 - 381; New Zealand: Dove Medical Press Limited; 1179-7258; Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/26056511; https://www.ncbi.nlm.nih.gov/pubmed/26056511. Disponible en: 10.2147/AMEP.S77890.Delva, Dianne; Sargeant, Joan; Miller, Stephen; Holland, Joanna; Alexiadis Brown, Peggy; Leblanc, Constance; Lightfoot, Kathryn; Mann, Karen (2013) Encouraging residents to seek feedback. En:Medical teacher; Vol. 35; No. 12; Journal Article; pp. e1625 - e1631; England: Informa UK Ltd; 0142-159X; Consultado en: Dec. Disponible en: https://www.tandfonline.com/doi/abs/10.3109/0142159X.2013.806791; https://www.tandfonline.com/doi/abs/10.3109/0142159X.2013.806791. Disponible en: 10.3109/0142159X.2013.806791.Young, John Q.; Sugarman, Rebekah; Schwartz, Jessica; O'Sullivan, Patricia S. (2020) Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences. En:Teaching and learning in medicine; Vol. 32; No. 5; Journal Article; pp. 541 - 551; United States: Routledge; 1040-1334; Consultado en: Oct 19,. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/10401334.2020.1767107; https://www.tandfonline.com/doi/abs/10.1080/10401334.2020.1767107. Disponible en: 10.1080/10401334.2020.1767107.Reddy, Shalini T.; Zegarek, Matthew H.; Fromme, H. Barrett; Ryan, Michael S.; Schumann, Sarah-Anne; Harris, Ilene B. (2015) Barriers and facilitators to effective feedback: a qualitative analysis of data from multispecialty resident focus groups. En:Journal of graduate medical education; Vol. 7; No. 2; Journal Article; pp. 214 - 219; United States: The Accreditation Council for Graduate Medical Education; 1949-8349; Consultado en: Jun. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/26221437; https://www.ncbi.nlm.nih.gov/pubmed/26221437. Disponible en: 10.4300/JGME-D-14-00461.1.Alrebish, Saleh Ali (2018) Barriers to effective feedback in undergraduate medical education: Case study from Saudi Arabia. En:International journal of health sciences; Vol. 12; No. 2; Journal Article; pp. 31 - 36; Saudi Arabia: Qassim Uninversity; 1658-3639; Consultado en: Mar. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/29599692; https://www.ncbi.nlm.nih.gov/pubmed/29599692.Burgess, Annette; van Diggele, Christie; Roberts, Chris; Mellis, Craig (2020) Feedback in the clinical setting. En:BMC medical education; Vol. 20; No. Suppl 2; Journal Article; pp. 460 England: BioMed Central Ltd; 1472-6920; Consultado en: Dec 3,. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/33272265; https://www.ncbi.nlm.nih.gov/pubmed/33272265. Disponible en: 10.1186/s12909-020-02280-5.Fredette, Jenna; Michalec, Barret; Billet, Amber; Auerbach, Heather; Dixon, Jessica; Poole, Christy; Bounds, Richard (2021) A qualitative assessment of emergency medicine residents’ receptivity to feedback. En:AEM education and training; Vol. 5; No. 4; Journal Article; pp. e10658 - n/a; 2472-5390; Consultado en: Oct. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1002/aet2.10658; https://onlinelibrary.wiley.com/doi/abs/10.1002/aet2.10658. Disponible en: 10.1002/aet2.10658.Branfield Day, Leora; Miles, Amy; Ginsburg, Shiphra; Melvin, Lindsay (2020) Resident Perceptions of Assessment and Feedback in Competency-Based Medical Education: A Focus Group Study of One Internal Medicine Residency Program. En:Academic medicine; Vol. 95; No. 11; Journal Article; pp. 1712 - 1717; United States: by the Association of American Medical Colleges; 1040-2446; Consultado en: Nov. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/32195692; https://www.ncbi.nlm.nih.gov/pubmed/32195692. Disponible en: 10.1097/ACM.0000000000003315.instname:Universidad del Rosarioreponame:Repositorio Institucional EdocURRetroalimentaciónReflexiónAutorregulaciónReflexividadPromoción de salud613600FeedbackReflectionReflexivitySelf-regulationLa reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de postgrado de medicinaPost-Feedback Reflection and its Influence on the Self-regulation of Postgraduate Medicine StudentsLa reflexión posterior a la retroalimentación y su influencia en la autorregulación de estudiantes de posgrado de medicinabachelorThesisArtículoTrabajo de gradohttp://purl.org/coar/resource_type/c_7a1fEscuela de Medicina y Ciencias de la SaludORIGINALReferencias Tesis Meps.risReferencias Tesis Meps.risapplication/octet-stream87981https://repository.urosario.edu.co/bitstreams/b93c5b07-e0ca-41ee-af56-18d9df88f9cd/download1fcc842ef602da0bcf8a447d42872cffMD51La Reflexión Posterior a la RA y su Influencia en la AR de Estudiantes de Postgrado de Medicina .pdfLa Reflexión Posterior a la RA y su Influencia en la AR de Estudiantes de Postgrado de Medicina .pdfapplication/pdf573467https://repository.urosario.edu.co/bitstreams/4aa4c24c-c5df-4283-8d1c-09cb5011da2f/download101afe0b27adbb0aeb0b027ed496d5ecMD53LICENSElicense.txtlicense.txttext/plain1475https://repository.urosario.edu.co/bitstreams/804c7c4c-3593-462b-ab70-daa30784a8c7/downloadfab9d9ed61d64f6ac005dee3306ae77eMD54TEXTLa Reflexión Posterior a la RA y su Influencia en la AR de Estudiantes de Postgrado de Medicina .pdf.txtLa Reflexión Posterior a la RA y su Influencia en la AR de Estudiantes de Postgrado de Medicina .pdf.txtExtracted texttext/plain64197https://repository.urosario.edu.co/bitstreams/fdce105e-0c3a-46db-8b5d-1fc323af6805/downloadd5b5b8c0b10e14458298de8c7569c6bfMD55THUMBNAILLa Reflexión Posterior a la RA y su Influencia en la AR de Estudiantes de Postgrado de Medicina .pdf.jpgLa Reflexión Posterior a la RA y su Influencia en la AR de Estudiantes de Postgrado de Medicina .pdf.jpgGenerated Thumbnailimage/jpeg2691https://repository.urosario.edu.co/bitstreams/c2a253b9-ba14-4b28-a972-1fe3063553f9/download510f3c488c2771a435e889232e157d90MD5610336/37861oai:repository.urosario.edu.co:10336/378612023-01-12 07:23:48.236https://repository.urosario.edu.coRepositorio institucional EdocURedocur@urosario.edu.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

Publicaciones similares