Considerations in the use of reflective writing for student assessment: issues of reliability and validity

Moniz, Tracy; Arntfield, Shannon; Miller, Kristina; Lingard, Lorelei; Watling, Christopher; Regehr, Glenn

doi:10.1111/medu.12771

Cited by 41 publications

(50 citation statements)

References 33 publications

(91 reference statements)

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“…The high scores on self-efficacy in the SEA showed that the students must be receptive to change behaviours according to the teacher's orientation 22,23 and practice what was taught. 39 The results of the REFLECT rubric were similar to the results in other studies (2.60 to 2.71), 40,41 although the inverse correlation of the RS with the self-efficacy calls attention to the possibility that higher academic achievement 42 and improvement of the cognitive process 43 may make students feel less prepared in demonstrating complex behaviours such as professionalism and communication. The selfefficacy in practising a behaviour or skill in professionalism and communication does not necessarily increase the reflection or self-awareness about the situation.…”

Section: Reflection Self-efficacy and Curriculumsupporting

confidence: 84%

Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students

Franco

Carvalho-Filho

et al. 2020

Int J Med Educ

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Objectives: This study aimed to analyse the effect of a portfolio with three activities fostering students' reflection, selfefficacy and teaching of communication skills and professionalism. Methods: A cross-sectional study was applied with a sample of third-and fourth-year medical students in one Portuguese and three Brazilian universities. A three-activity portfolio (course evaluation and learning, self-efficacy activity and free reflective writing) was used during a two-month course on communication skills and professionalism. The 69 students enrolled in the course were invited to complete the three-activity portfolio via Likert-type questionnaires, open-ended questions and narrative. Content and lexical analysis and the Reflection Evaluation for Learners' Enhanced Competencies Tool (REFLECT) were used for assessing the qualitative data. The questionnaires were evaluated using principal components analysis and Cronbach's α. Pearson's correlation was applied to portfolio activities. Results: Of the 69 participants, 85.5% completed at least one activity. Reflecting on what they learned in the communication module, the students did not mention professionalism themes. In the self-efficacy activity on communication, 25% of the fragments were related to professionalism themes. There was a negative correlation between students' self-efficacy and the REFLECT rubric score (r(19)=−0.744; p< 0.0001). Conclusions: Teachers must consider the activity's influence on the reflections when assessing the portfolio. This model of a three-activity portfolio provided diverse ways of encouraging and assessing reflections, supporting teaching improvement and adaptation, evaluating students' self-efficacy and showing that students' higher reflective capacity may promote feelings of low effectiveness.

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Section: Reflection Self-efficacy and Curriculumsupporting

confidence: 84%

Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students

Franco

Carvalho-Filho

et al. 2020

Int J Med Educ

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“…Reflection enables students to actively learn from their experiences (Chambers, Brosnan and Hassell, 2011) and assess a range of knowledge, skills and competencies including: professionalism (Stark et al 2006;Hulsman, Harmsen and Fabriek, 2009;Moniz et al 2015), self-care (Saunders et al 2007;Rakel and Hedgecock 2008;Braun et al 2013), empathy, communication, collaboration, clinical reasoning (Moniz et al 2015) and the social determinants of health (van den Heuvel et al 2014). Medical students' ability to reflect is critical for their professional identify formation (Hoffman et al 2016) and ability to work in complex settings (Koole et al 2012).…”

Section: Reflection As a Professional Skillmentioning

confidence: 99%

Exploring the Impact of Assessment on Medical Students’ Learning

Preston

Gratani

Owens

et al. 2019

Assessment & Evaluation in Higher Education

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What and how students learn depend largely on how they think they will be assessed. This study aimed to explore medical students' perception of the value of assessment and feedback on their learning, and how this relates to their examination performance. A mixed methods research design was adopted in which a questionnaire was developed and administered to the students to gain their perceptions of assessments. Perceptions were further explored in focus group discussions. Survey findings were correlated with students' performance data and academic coordinators' perceptions. Students' perceptions of the level of difficulty of different assessments mirrored their performance in examinations, with an improvement observed in clinical assessments as students progressed through their degree. Students recognised that feedback is important to allow improvements and seek more timely, better quality and personalised feedback. Academic coordinators identified that some of the students' suggestions are more realistic than others. Students had a positive attitude towards assessment, but emphasised the need for educators to highlight the relevance of assessment to clinical practice.

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“…Future studies could incorporate repeat interviews to see whether results are consistent, explore different vignettes to see if similar results will be obtained, and investigate the ideal number of vignettes. 24,25…”

Section: Discussionmentioning

confidence: 99%

A Novel Scenario-Based Interview Tool to Evaluate Nontechnical Skills and Competencies in Global Health Delivery

Wroe¹,

McBain²,

Michaelis³

et al. 2017

Journal of Graduate Medical Education

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Considerations in the use of reflective writing for student assessment: issues of reliability and validity

Cited by 41 publications

References 33 publications

Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students

Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students

Exploring the Impact of Assessment on Medical Students’ Learning

A Novel Scenario-Based Interview Tool to Evaluate Nontechnical Skills and Competencies in Global Health Delivery

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