A Qualitative Study of Biomedical Engineering Student Critical Reflection During Clinical Immersion Experiences

Tabassum, Nawshin; Higbee, Steven; Miller, Sharon

doi:10.1007/s43683-023-00124-4

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…The model, applied in written and oral reflective activities in higher education, stimulates higher-order thinking, and involves three phases: Describe (where the experience is detailed and described objectively), Examine (where the experience is examined further with the aid of reflection prompts), and Articulate Learning (which includes goal setting or considering actions to take in similar future situations). While the model was developed for service-learning courses and studied in such settings (Molee et al ., 2011; Farmer, 2015), it has been used in other applied learning settings (Glassburn et al ., 2019; Brooks et al ., 2010; Denny and Hardman, 2020; Shehane, 2014; Tabassum et al ., 2023).…”

Section: Introductionmentioning

confidence: 99%

A qualitative analysis of student reflections on public health internships

Teng,

Lim,

Tan

2024

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PurposeReflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships.Design/methodology/approachReflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis.FindingsThree themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition.Originality/valueThis study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.

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