Development and pilot testing of a reflective learning guide for medical education

Aronson, Louise; Niehaus, Brian; Lindow, Julie; Robertson, Patricia A.; O’Sullivan, Patricia

doi:10.3109/0142159x.2011.599894

Cited by 34 publications

(35 citation statements)

References 31 publications

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“…[8][9][10][11][12][13][14][15][16][17][18][19][20][21] Many have described storytelling and reflective writing as methods to both teach and evaluate professional attitudes. 10,14,15,18,[22][23][24][25][26][27] Educational activities that include learner opportunities to gain perspective, time for reflection, and mentoring are successful strategies that work in teaching humanism 28 and empathy, 26,27,[29][30][31][32] part of professionalism. Professionalism is a core competency and foundation for palliative care (PC) as a field.…”

mentioning

confidence: 99%

The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?

Braun

Gill

Teal

et al. 2013

Journal of Palliative Medicine

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Background: Medical education leaders have called for a curriculum that proactively teaches knowledge, skills, and attitudes required for professional practice and have identified professionalism as a competency domain for medical students. Exposure to palliative care (PC), an often deeply moving clinical experience, is an optimal trigger for rich student reflection, and students' reflective writings can be explored for professional attitudes. Objective: Our aim was to evaluate the merit of using student reflective writing about a PC clinical experience to teach and assess professionalism. Methods: After a PC patient visit, students wrote a brief reflective essay. We explored qualitatively if/how evidence of students' professionalism was reflected in their writing. Five essays were randomly chosen to develop a preliminary thematic structure, which then guided analysis of 30 additional, randomly chosen essays. Analysts coded transcripts independently, then collaboratively, developed thematic categories, and selected illustrative quotes for each theme and subtheme. Results: Essays revealed content reflecting more rich information about students' progress toward achieving two professionalism competencies (demonstrating awareness of one's own perspectives and biases; demonstrating caring, compassion, empathy, and respect) than two others (displaying self-awareness of performance; recognizing and taking actions to correct deficiencies in one's own behavior, knowledge, and skill). Conclusions: Professional attitudes were evident in all essays. The essays had limited use for formal summative assessment of professionalism competencies. However, given the increasing presence of PC clinical experiences at medical schools nationwide, we believe this assessment strategy for professionalism has merit and deserves further investigation.

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mentioning

confidence: 99%

The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?

Braun

Gill

Teal

et al. 2013

Journal of Palliative Medicine

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“…This conflict in the evidence is further complicated by findings from Jenson and Joy (2005) who found a decrease in reflective elements over time in students' journaling. Aronson et al (2011) and Wald et al (2009) also report decreased engagement in the reflective process with reports of constraint from static reflective teaching strategies as time progressed (Table 3).…”

Section: Results Screened (Title and Abstract) According To Inclusion Cmentioning

confidence: 99%

“…The increasing number of theoretical papers and experimental investigations of reflection in health education literature is illustrated by the numerous definitions of reflection and interpretations of these definitions (Aronson et al 2011, Mann, Gordon, and MacLeod 2009, White Fook, and Gardner 2006 that have commonly been based on popular seminal works of Boud, Keogh, and Walker (1985) and Schön (1987). For the purpose of this review, reflection within the context of healthcare practice-based education is defined as "a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to [gain] a new understanding and appreciation" (Boud, Keogh, and Walker 1985: 19).…”

Section: Introductionmentioning

confidence: 99%

Influences and Outcomes: A Systematised Review of Reflective Teaching Strategies in Student Healthcare Placements

Dunne

Nisbet

Penman

et al. 2016

IJPBLHS

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The development of reflection in tertiary students benefits from facilitation. Educators commonly facilitate the development of affective, cognitive, and meta-cognitive skills associated with reflection. Reflective teaching strategies, that is, guiding comments or questions used within an activity to stimulate cognitive processes, are strategies used by educators to facilitate reflection. This systematised review focuses on the approaches used to measure influences and outcomes of the teaching of reflection in order to enhance educators' understanding of recent evidence for use in the placement setting. The review explores what outcome measures are used in current research, and how the evidence incorporates contextual factors such as time, safety, mentorship, supervision, and emotional and intellectual support to develop reflection in students. Systematised searching of CINAHL®, ProQuest, ERIC, OvidSP, Scopus®, and Web of Science™ databases for the period 2005 to 2015 identified 26 studies, from a pool of 6968 that met the inclusion criteria. Results indicate that a range of reflective teaching strategies are being used by allied and oral health, nursing, and the medical professions that assist movement towards critical reflection. No direct connection between this movement and the presence of contextual factors was established. Review outcomes are limited by the variable quality of the included studies and the lack of high quality tools for measurement of teaching effect on the development of reflection. We recommend that future studies into the use of reflective teaching strategies continue to incorporate contextual factors in combination with valid and reliable measurement practices in the workplace.

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“…Confronted with complex problems and stressful situations, nurses and physicians always need to keep their skills up to date and develop them further [1-3]. This happens not only through formal training but also informally in the daily routine of health care professionals [4-6].…”

Section: Introductionmentioning

confidence: 99%

“…A special focus of previous research has been on the education of nurses [17-21] and physicians [1,22-26]. In hospitals, reflection helps the staff combine theory and practice [3,20] and enables them to turn experiences into learning opportunities [27].…”

Section: Introductionmentioning

confidence: 99%

Web-Based Apps for Reflection: A Longitudinal Study With Hospital Staff

Renner¹,

Kimmerle²,

Cavael³

et al. 2014

J Med Internet Res

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BackgroundReflection is an important cognitive process in workplace learning; however, it occurs only rarely on its own and therefore needs additional support.ObjectiveIn this study, we investigated the effect of software applications (apps) that aim to support reflection on hospital staff’s actual reflection behavior. In doing so, we also analyzed the relationship between reflection and the job satisfaction of health care professionals.MethodsReflective learning was introduced in the ward of a neurological hospital by providing apps that aimed to foster particular aspects of individual and collaborative reflection. Data were collected repeatedly: once before the introduction of the apps and again 2 years after the initial measure. We used a questionnaire with subjective ratings of reflection and job satisfaction. Response rates were 34.4% (167/485) for the first and 40.6% (210/517) for the second measure.ResultsCollaborative reflection was increased (P=.047) after the provision of the apps (2010: mean 2.84, SD 0.72; 2012: mean 3.06, SD 0.63) in contrast to a control group of other wards of the same hospital (2010: mean 2.68, SD 0.67; 2012: mean 2.63, SD 0.68). In addition, we revealed a positive correlation between collaborative reflection and job satisfaction (r=.61, P<.001).ConclusionsThe findings provide evidence for an effect of the apps on hospital employees’ reflection behavior. Apps that foster reflective learning can increase health care professionals’ reflection about work experiences and support them in discussing experiences in teams or with their supervisors. The relationship between collaborative reflection and job satisfaction suggests that opportunities for joint reflection on work experiences in a hospital have further impact over and above fostering reflective learning per se. We discuss the limitations of our study and provide suggestions for both future research and the development of Web-based apps.

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Development and pilot testing of a reflective learning guide for medical education

Cited by 34 publications

References 31 publications

The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?

The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?

Influences and Outcomes: A Systematised Review of Reflective Teaching Strategies in Student Healthcare Placements

Web-Based Apps for Reflection: A Longitudinal Study With Hospital Staff

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