Educational Strategies to Enhance Reflexivity Among Clinicians and Health Professional Students: A Scoping Study
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![Figure 1: The iterative study selection process (modified PRISMA 2009 flow diagram, (MOHER, LIBERATI, TETZLAFF & ALTMAN, 2009, p.267) [12]](https://thumb-us.123doks.com/thumbv2/123dok_us/350763.2032021/5.595.188.501.472.742/figure-iterative-selection-process-modified-prisma-liberati-tetzlaff.webp)
![Table 1: Educational strategies reported for enhancing reflexivity (n=68 texts) [14]](https://thumb-us.123doks.com/thumbv2/123dok_us/350763.2032021/10.595.176.512.505.741/table-educational-strategies-reported-enhancing-reflexivity-n-texts.webp)
![Figure 3: Number of texts published by year [16]](https://thumb-us.123doks.com/thumbv2/123dok_us/350763.2032021/11.595.177.503.152.371/figure-number-texts-published-year.webp)
![Table 2a: Strategies involving forms of reflective writing [19]](https://thumb-us.123doks.com/thumbv2/123dok_us/350763.2032021/12.595.144.547.128.509/table-a-strategies-involving-forms-reflective-writing.webp)
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![Table 2b: Strategies involving experiential learning [20]](https://thumb-us.123doks.com/thumbv2/123dok_us/350763.2032021/13.595.142.547.104.294/table-b-strategies-involving-experiential-learning.webp)
![Table 2d: Continuing education strategies for practicing health care providers [22]](https://thumb-us.123doks.com/thumbv2/123dok_us/350763.2032021/14.595.143.546.106.294/table-continuing-education-strategies-practicing-health-care-providers.webp)
![Table 2f: Approaches based in the pedagogy of FREIRE and MEZIROW [24]](https://thumb-us.123doks.com/thumbv2/123dok_us/350763.2032021/15.595.147.546.107.214/table-f-approaches-based-pedagogy-freire-mezirow.webp)
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