Promoting self-directed learning through portfolios in undergraduate medical education: The mentors’ perspective

No abstract is available for this paper.

• Publication year

  2013

• Venue

  Medical Teacher

• Publication date

  2013-02-01

• Fields of study

  Medicine, Education, Psychology

• Identifiers
  DOI 10.3109/0142159X.2012.733832PMID 23102105
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

• Thinking critically about critical thinking: ability, disposition or both?

  2011cited by this paper
• Educating Physicians: A Call for Reform of Medical School and Residency

  2011cited by this paper
• Theory is needed to improve education, assessment and policy in self‐directed learning

  2011influential reference
• Struggling to Be Self-Directed: Residents' Paradoxical Beliefs About Learning

  2011cited by this paper
• Successful Self-Directed Lifelong Learning in Medicine: A Conceptual Model Derived From Qualitative Analysis of a National Survey of Pediatric Residents

  2010cited by this paper
• A behavioral and systems view of professionalism.

  2010cited by this paper
• Educating Physicians: A Call for Reform of Medical School and Residency

  2010cited by this paper
• Competency-based continuing professional development

  2010cited by this paper
• The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12

  2009cited by this paper
• Mentoring portfolio use in undergraduate and postgraduate medical education

  2009cited by this paper
• Mentoring with a formative portfolio: A case for reflection as a separate competency role

  2009cited by this paper
• Portfolios for assessment and learning: AMEE Guide no. 45

  2009cited by this paper
• The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11

  2009cited by this paper
• Viewpoint: learning professionalism: a view from the trenches.

  2007cited by this paper
• Intuition and metacognition in medical education : keys to developing expertise

  2006cited by this paper
• Viewpoint:: Today’s Professionalism: Engaging the Mind but Not the Heart

  2005cited by this paper
• Undergraduate medical education accreditation as a driver of lifelong learning

  2005cited by this paper
• Conditions for successful reflective use of portfolios in undergraduate medical education

  2005cited by this paper
• Faculty development for teaching and evaluating professionalism: from programme design to curriculum change

  2005cited by this paper
• Maintenance of certification in the United States: a progress report.

  2004cited by this paper
• An operational measure of physician lifelong learning: its development, components and preliminary psychometric data

  2003cited by this paper
• Learner centred approaches in medical education

  1999cited by this paper
• Beyond curriculum reform: confronting medicine's hidden curriculum

  1998cited by this paper
• Practicing what we preach? An analysis of the curriculum of values in medical education.

  1998cited by this paper
• Transformative and Self‐Directed Learning in Practice

  1997influential reference
• On self-directed learning

  1995cited by this paper
• Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice

  1991cited by this paper
• Educating the reflective practitioner

  1987cited by this paper
• Self-directed learning : a guide for learners and teachers / Malcom S. Knowles

  1975cited by this paper

• Fostering Lifelong Learning: Integrating a Portfolio Coaching Program into an Undergraduate Medical Education (UME) Competency-Based Curriculum

  2025cites this paper
• Learning Plan Use in Undergraduate Medical Education: A Scoping Review

  2024cites this paper
• Comparing students' performance in self-directed and directed self-learning in College of Medicine, University of Bisha

  2024cites this paper
• Discoveries or doubts: a qualitative study of the transformative potential of portfolio meetings

  2024cites this paper
• Readiness and perceived barriers for self-directed learning among medical students and faculty members: An observational study

  2024cites this paper
• Bridging School and Practice? Barriers to the Integration of ‘Boundary Objects’ for Learning and Assessment in Clinical Nursing Education

  2024cites this paper
• A Portfolio Coach–Informed Professional Development Framework

  2023cites this paper
• Effects of Learning Portfolios in General Education Courses on Undergraduates' Self-Regulated Learning Abilities, Ego-Resilience, and Self-Directed Learning Readiness

  2023cites this paper
• A Transparent Curriculum Design and Capability-Based Assessment Portfolio Facilitates Self-Directed Learning

  2023cites this paper
• Mentees’ Perspectives on the Factors that influence the Choice of Mentors in the Medical Profession

  2023cites this paper
• Feedback op de werkplek: De potentie van e-portfolio’s met learning analytics

  2023cites this paper
• The positive impact of introducing modified directed self-learning using pre–small group discussion worksheets as an active learning strategy in undergraduate medical education

  2023cites this paper
• Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis

  2022cites this paper
• Universal adoption of e-portfolios in Indian medical education – Need for a paradigm shift

  2022cites this paper
• Digital portfolio and self-regulation in speaking tasks

  2022cites this paper
• Self-directed learning using computer simulations to study veterinary physiology: Comparing individual and collaborative learning approaches.

  2022cites this paper
• Medical Student Portfolios: A Systematic Scoping Review

  2022cites this paper
• Assessment Question Characteristics Predict Medical Student Performance in General Pathology.

  2021cites this paper
• Can ePortfolios Scaffold Competency-based Workplace Learning in Low-income Countries? Lessons Learnt from a Qualitative Pilot Study in Midwifery Education in Rwanda

  2021cites this paper
• Self-Directed Learning in Medical Education: Training for a Lifetime of Discovery

  2021cites this paper
• Identifying and Utilizing Mentors

  2021cites this paper
• Perceptions of Saudi medical students regarding self-directed learning: A qualitative study.

  2021cites this paper
• Exploring Impact of Smart Phones Usage on Interpersonal Relationship of Students in Meerut, (UP)

  2020cites this paper
• Multidisciplinary Conferences for Radiology Teaching: Why Medical Students Should See the Significance of Imaging and Lifelong Learning

  2020cites this paper
• The Effect of Webfolios on Saudi EFL Students’ Self-Directed Learning Readiness

  2020cites this paper
• Factors affecting mobile learning adoption in healthcare professional students based on technology acceptance model

  2020cites this paper
• The Influence of Completeness of the Learning-portfolio on Academic Achievement and Program Satisfaction of College Students Participating in the Learning-portfolio Program

  2019cites this paper
• Development and initial validation of a dual-purpose questionnaire capturing mentors’ and mentees’ perceptions and expectations of the mentoring process

  2019cites this paper
• Electronic Portfolios Enhanced with Learning Analytics at the Workplace

  2018cites this paper
• Faculty Development Revisited: A Systems-Based View of Stakeholder Development to Meet the Demands of Entrustable Professional Activity Implementation.

  2018cites this paper
• PERFLECT: Design and Evaluation of an Electronic Development Portfolio Aimed at Supporting Self-Directed Learning

  2018cites this paper
• The Paradox of Acceptance and Rejection: the Perception of Healthcare Professional Students about Mobile Learning Acceptance in Iran University of Medical Sciences

  2018cites this paper
• Engineering 2030: Conceptualization of Industry 4.0 and its implications for Engineering Education

  2018cites this paper
• Walking the tightrope with an e-portfolio: imbalance between support and autonomy hampers self-directed learning

  2018cites this paper
• Aalborg UNESCO Centre Certificate: A new approach to staff training and curriculum innovation

  2018cites this paper
• Student Engagement and Study Intensity in Flipped PBL Curriculum and Blended Learning Activities

  2018cites this paper
• Students’ experience with Dassault Systemes’ ILICE platform for PBL

  2018cites this paper
• How do engineering students in a group-based learning environment maintain and build motivation to learn?

  2018cites this paper
• Electronic Portfolios Enhanced with Learning Analytics at the Workplace

  2018cites this paper
• Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system – An activity theory analysis

  2017influential citation
• Promoting Self-Directed Learning in Family Medicine Residency Program in Saudi Arabia

  2017cites this paper
• Process-oriented evaluation of an international faculty development program for Asian developing countries: a qualitative study

  2017cites this paper
• Framework for an effective assessment: From rocky roads to silk route

  2017cites this paper
• Saudi Arabia: Promoting Self-Directed Learning in Family Medicine Residency Program in Saudi Arabia

  2017cites this paper
• El aprendizaje autodirigido en la educación superior. Percepción de los estudiantes de grado de ciencias de la salud

  2017cites this paper
• Improving Personalized Feedback at the Workplace with a Learning Analytics enhanced E-portfolio

  2016cites this paper
• Utility of learning plans in general practice vocational training: a mixed-methods national study of registrar, supervisor, and educator perspectives

  2016cites this paper
• e-Portfolios Enhancing Students' Self-Directed Learning: A Systematic Review of Influencing Factors.

  2016cites this paper
• Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics

  2016cites this paper
• Attitudes and Perceptions of Medical Undergraduates Towards Mobile Learning (M-learning).

  2016cites this paper
• A model of engagement in reflective writing-based portfolios: Interactions between points of vulnerability and acts of adaptability

  2016cites this paper
• Assessing the Development of Medical Students’ Personal and Professional Skills by Portfolio

  2016cites this paper
• Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

  2015cites this paper
• [Learning strategies of autonomous medical students].

  2015cites this paper
• Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

  2015cites this paper
• ¿Cómo abordan su aprendizaje los estudiantes de medicina autónomos?: Una aproximación cualitativa

  2015cites this paper
• Outcomes of Irish graduate entry medical student engagement with self-directed learning of clinical skills

  2015cites this paper
• Het portfolio als tool voor liftlong learning

  2015cites this paper
• Use of mobile learning technology among final year medical students in Kenya

  2015cites this paper
• Using tablets to support self-regulated learning in a longitudinal integrated clerkship

  2014cites this paper
• La autorregulación en el aprendizaje, la luz de un faro en el mar

  2014cites this paper
• Career-long learning: Relationship between cognitive and metacognitive skills

  2014cites this paper
• Enacting the Carnegie Foundation Call for Reform of Medical School and Residency

  2013cites this paper
• Advances in Medical Education and Practice Dovepress Portfolio as a Tool to Evaluate Clinical Competences of Traumatology in Medical Students

  year unknowncites this paper