Abstract
Metacognitive reflection is gaining traction in medical education as a foundational activity of health professionals with the potential to create reconceptualization and shifts in perspective integral to lifelong learning [1, 2]. It has been delineated as an essential construct that promotes faculty and student development of more effective and deeper learning in both undergraduate and postgraduate learning. However, how to cultivate metacognitive reflection is often a question.
| Original language | American English |
|---|---|
| Journal | The Clinical Teacher |
| State | Published - 2025 |