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Volume 24 (1)
Volume 24, Issue 1, Winter 2004 
J Contin Educ Health Prof 2004; 24(1):3
EDITORIAL
Paul E. Mazmanian, PhD A b s t r a c t Reflection has grown popular in continuing education. Instructional designers fashion opportunities for learners to imagine changes in practice, teachers ask students to complete learning journals, and evaluators study the effects of commitments to change. All of these actions are carried out in the name of reflective practice, yet we continue to experience difficulty defining what is meant by reflection. |
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