The concepts of metacognitive refection, refection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across diverse bodies of literature with the goal of understanding what metacognitive refection is. We searched PubMed, Embase, CINAHL, PsychInfo, and Web of Science databases, including all peer-reviewed research articles and theoretical papers as well as book chapters that addressed the topic, with no limitations for date, language, or location. A total of 733 articles were identified and 87 were chosen after careful review and application of exclusion criteria. The work of conceptually and empirically delineating metacognitive reflection has begun. Contributions have been made to root metacognitive refection in the concept of metacognition and moving beyond it to engage in cycles of refection. Other work has underscored its affective component, transformational nature, and contextual factors. Despite this merging of threads to develop a richer conceptualization, a theory of how metacognitive refection works is elusive. Debates address whether metacognition drives refection or vice versa. It has also been suggested that learners evolve along on a continuum from thinking, to task-related refection, to self-refection, and finally to metacognitive refection. Based on prior theory and research, as well as the findings of this review, we propose the following conceptualization: Metacognitive refection involves heightened internal observation, awareness, monitoring, and regulation of our own knowledge, experiences, and emotions by questioning and examining cognition and emotional processes to continually refine and enhance our perspectives and decisions while thoughtfully accounting for context. We argue that metacognitive refection brings a shift in perspective and can support valuable reconceptualization for lifelong learning.
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This special issue (SI) aims to assemble a high-quality set of papers, which improve our understanding of how contextual factors impact the conceptualization, implementation and effectiveness of Talent Management. The context can be used several ways, e.g. to frame the relevance of the study, to interpret results or even by using theoretical frameworks in which the contextual factors and variables are incorporated.
Dark rides are archetypal theme park attractions that provide compelling experiences through carefully structured experience designs. In a literature review, we follow and slightly modify Langhof and Güldenberg’s conceptualization of the dark ride experience (DRE) and suggest that the DRE mostly consists of narrative transportation, presence, flow, and emotions. However, to what extent these conceptualizations match actual dark ride supply remains unexamined. Therefore, we evaluate 238 dark rides in the EMEA region on product determinants of the DRE and compare literature-based conceptualizations of the DRE against actual dark ride supply. Findings indicate that dark rides highly vary in terms of storytelling, theming, and pervasive interactivity, thus questioning whether all components of the DRE always apply to the full dark ride spectrum. Proposing the Dark Ride Cube as a dark ride typology, Langhof and Güldenberg’s conceptualization of the DRE is largely confirmed, as well as the currently suggested modifications.
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