Many scholars have researched and written on the topic of metacognition in learning and teaching in K-12 and higher education. Some researchers refer to metacognition as reflection, critical thinking, or higher order thinking. In the field of medicine, the focus of inquiry has been on reflective practice, a form of metacognitive engagement in professional practice and lifelong learning.
In this section of the site, you will find peer-reviewed articles as well as references to books and multi-media resources on the processes involved in reflective teaching practice as well as the reflective practice of medicine.
This literature and other resources are grouped by category as follows:
- Evidence-based decision making
- Inquiry learning
- Learning theory and metacognitive engagement
- Reflective learning, teaching and practice
- Technology & metacognition
- An introduction to the Reflective Feedback Conversation model
- BDA/RIME Framework for Giving Feedback
- Actionable Feedback
- Narrative Feedback and New "SOAP" Notes
- A Guide to the Reflective Feedback Conversation Model