A participant perspective on collaborative reflection: video-stimulated interviews show what residents value and why

Abstract

The potential of reflection for learning and development is broadly accepted across the medical curriculum. Our understanding of how exactly reflection yields its educational promise, however, is limited to broad hints at the relation between reflection and learning. Yet, such understanding is essential to the (re)design of reflection education for learning and development. In this qualitative study, we used participants’ video-stimulated comments on actual practice to identify features that do or do not make collaborative reflection valuable to participants. In doing so, we focus on aspects of the interactional process that constitute the educational activity of reflection. To identify valuable and less valuable features of collaborative reflection, we conducted one-on-one video-stimulated interviews with Dutch general practice residents about collaborative reflection sessions in their training program. Residents were invited to comment on any aspect of the session that they did or did not value. We synthesized all positively and negatively valued features and associated explanations put forward in residents’ narratives into shared normative orientations about collaborative reflection: what are the shared norms that residents display in telling about positive and negative experiences with collaborative reflection? These normative orientations display residents’ views on the aim of collaborative reflection (educational value for all) and the norms that allegedly contribute to realizing this aim (inclusivity and diversity, safety, and efficiency). These norms are also reflected in specific educational activities that ostensibly contribute to educational value. As such, the current synthesis of normative orientations displayed in residents’ narratives about valuable and less valuable elements of collaborative reflection deepen our understanding of reflection and its supposed connection with educational outcomes. Moreover, the current empirical endeavor illustrates the value of video-stimulated interviews as a tool to value features of educational processes for future educational enhancements.

General practice residents’ perspectives on their professional identity formation: a qualitative study

“…Then, when residents have gained enough self-confidence in ‘doing’, their self-assessment focuses on becoming a GP: coping with uncertainty and comparing workplace-based experiences with peers. For the latter, they used the day-release programme, in particular the parts where they engaged in collaborative reflection and compared their own experiences with their peers’ stories and experiences, as described previously in the literature 52–54…”

“…For the latter, they used the day-release programme, in particular the parts where they engaged in collaborative reflection and compared their own experiences with their peers’ stories and experiences, as described previously in the literature. 52–54 …”

“…For the latter, they used the day-release programme, in particular the parts where they engaged in collaborative reflection and compared their own experiences with their peers' stories and experiences, as described previously in the literature. [52][53][54] From doing to becoming To conceptualise PIF as a movement from doing to becoming has been theorised on previously. 2 This study, however, is the first to provide empirical evidence on this change in PIF during residency.…”

A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies

“…In Dutch GP training, groups of around ten residents attend weekly sessions throughout their three-year training [ 17 ] to discuss patient cases, personal dilemmas, and other issues relevant to their training situation. One or two teachers (a practicing GP and/or a behavioral scientist or psychologist) facilitate the interactional process of collaborative reflection to generate educational value [ 18 ].…”

Instructor–Student Mentoring: Strengths of Transformative Sustainability Learning and Its Direct Application to Impact Industry and Curricular Refinement

“…Specifically, alternative qualitative approaches are absent from sport management pedagogy research, such as collaborative reflections [35]. This method is missing from sport management pedagogy despite the notable progress in other academic disciplines [37,38]. Sport management pedagogy research benefits from the expanded use of alternative qualitative methods to advance the sport management academic discipline in practical and educational settings [14].…”