To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum
Crossref DOI link: https://doi.org/10.1186/s12909-016-0624-2
Published Online: 2016-04-04
Published Print: 2016-12
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Sukhato, Kanokporn
Sumrithe, Sutida
Wongrathanandha, Chathaya
Hathirat, Saipin
Leelapattana, Wajana
Dellow, Alan
License valid from 2016-04-04