Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing

Wald, Hedy S.; Borkan, Jeffrey; Taylor, Julie; Anthony, David; Reis, Shmuel

doi:10.1097/acm.0b013e31823b55fa

Cited by 275 publications

(277 citation statements)

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“…Journal writing occurred in close proximity to the activities students reflected on but after a collective FTF debriefing. This practice is consistent with the literature demonstrating how reflective writing can promote student reflection in health professions education (Plack et al, 2005;Plack et al, 2007;Wald et al, 2012) and that an online journals can serve as a mechanism for learners to reflect on classroom experiences in blended courses (McDonald, et al, 2014). Results also confirm that reflective practice can lead to higher levels of learning (Dunfee et al, 2008;Plack et al, 2007;Plack & Santasier, 2004).…”

Section: Discussionsupporting

confidence: 74%

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Learning Partnership: Students and Faculty Learning Together to Facilitate Reflection and Higher Order Thinking in a Blended Course

McDonald

Straker

Schlumpf

et al. 2014

OLJ

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This article discusses a learning partnership among faculty and students to influence reflective practice in a blended course. Faculty redesigned a traditional face-to-face (FTF) introductory physician assistant course into a blended course to promote increased reflection and higher order thinking. Early student reflective writing suggested a need for learner familiarization with levels of learning, types of reflection, and levels of reflective practice and for revision of writing prompts to encourage greater depth and breadth of reflection. This article presents results from an analysis of students' writings prior to and after the learning intervention and revision of writing prompts. Writings from Week 1 and Week 8 of the course were analyzed for level of reflective practice, depth and breadth of reflection, and depth of higher order thinking. Results indicate an increase in level, depth, and breadth of reflection post-intervention. Results also indicate an increase in occurrences in higher order thinking post-intervention. Findings suggest that purposive course design, combined with instruction on reflection and appropriate reflective prompts, can influence breadth and depth of reflection and higher order thinking in a blended course.

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Section: Discussionsupporting

confidence: 74%

“…Reflective writing has been shown to promote student reflection, particularly in health professions education (Plack et al, 2005;Plack et al, 2007;Wald, Borkan, Taylor, Anthony, & Reis, 2012). In blended courses, OL journals can provide a mechanism to allow students to reflect-on-action after learning experiences.…”

Section: Journals As Mechanisms For Reflectionmentioning

confidence: 99%

Learning Partnership: Students and Faculty Learning Together to Facilitate Reflection and Higher Order Thinking in a Blended Course

McDonald

Straker

Schlumpf

et al. 2014

OLJ

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“…Pedagogical tools include narrative reflection using critical incidents, appreciative inquiry or other learner-generated narratives, case studies, journaling, reflective dialogical exercises with peers and mentors, role plays, and practical exercises [5]. Schemes are available to judge the depth of reflection, ranging from simply telling a story to providing opinions, justifications, supporting examples, analyses, strategies, and supporting evidence [18,19].…”

Section: Applications Of Reflective Learning In Medical Educationmentioning

confidence: 99%

“…Reflexivity refers to self-reflection, in which one examines one's own assumptions and behaviors with respect to social roles and power relationships [5]. These methods can be applied to teaching ethics [18,19].…”

Section: Applications Of Reflective Learning In Medical Educationmentioning

confidence: 99%

Reflection-Based Learning for Professional Ethical Formation

Branch

George²

2017

AMA Journal of Ethics

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One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, guided group reflection using narratives. This method fosters moral development alongside professional identity formation in students and advanced learners. Our method for reflective learning addresses and enables processing of the most pressing ethical issues that learners encounter in practice. IntroductionHow does one become a more ethical practitioner? We suggest that clinicians learn ethics through reflective practice and reflective learning. Reflective learning incorporates the lessons of experience into practice and integrates these lessons into one's body of knowledge, providing context and meaning [1][2][3][4][5][6]. Reflection promotes mindfulness and self-awareness, both of which form the basis of effective patient interactions, especially with patients whom one finds difficult or challenging. Whether "reflecting-in-action" while with a patient or "reflecting-on-action" after having seen a patient [7], the reflective practitioner compares intended with actual outcomes. In ethics as well as other aspects of medicine, the practitioner considers if outcomes are optimal and, if not, what might have been done better. In this way, moral development progresses alongside professional identity formation as a lifelong process [8][9][10]. We will begin this paper with a case illustrating how ethics can be learned and then taught through reflection-inaction and reflection-on-action. We will then describe the various methods for reflective learning, which have been used extensively by one of the authors (WTB) to promote learning of ethics and professional development [11][12][13][14], focusing on two synopses of vignettes that illustrate narrative reflection.

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“…It was selected because in addition to being theory-informed, with acceptable agreement among evaluators, it offers simple descriptions relevant to the reflection assignment in this study. Another rubric considered was the four-category REFLECT rubric, developed by Wald et al which also contains five criterion categories 20 . While this rubric was also theory-informed with acceptable reliability and validity, the author was looking for a simple scheme that was familiar to other colleagues who were implementing reflection exercises in their courses at the same institution.…”

Section: Assessmentmentioning

confidence: 99%

Prediction and Reflection Activities in a Chemical Engineering Course: Fundamentals of Heat and Mass Transfer

Chenette¹,

Ribera²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper presents a quantitative and qualitative study for discovering how written reflective exercises following in-class prediction activities enhance learning gains in a heat and mass transfer course for chemical engineering undergraduate students. The primary purpose of this research is to determine if and to what extent written reflection plays a role in adjusting commonly-held misconceptions students have about heat and mass transfer. To study this, three 30-minute prediction activities were planned throughout a ten-week course. The study participants included two sections of a course with approximately 20 junior-level chemical engineering students each. Based on their course section, students were broken into two groups. One group was asked to complete a follow-up reflection assignment after each prediction activity, guiding them through the reflective process, while the other group completed no structured follow-up reflection activity. The HECI (Heat and Energy Concept Inventory) was administered to students of all sections at the start and the end of the course. The HECI was used to evaluate learning gains. Archived data from classes with no prediction activities and no reflection activities served as a control group. Correlations between quantitative assessment performance and student group (prediction activities and practicing reflection, prediction activities only, no prediction and no reflection) are discussed. To explore if the quality of reflection is related to learning gains, student reflections were ranked according to a validated rubric and compared with data on learning gains. Additionally, to further understand how students' perception of learning is affected by these activities, a focus group of 5 students was organized and interviewed in a semi-structured format after the conclusion of the course. Key insights from the qualitative interviews are discussed. The goal of this work in progress is to aid in directing the role of prediction and reflection activities in future courses. IntroductionThe motivation for this work is driven by the conclusions that that even after successful completion of college-level engineering courses, some students still hold common misconceptions about heat and mass transfer. This has been documented in the form of postinstruction assessments, such as concept inventories, that target assessing conceptual knowledge. Beyond calculations and problem-solving, conceptual knowledge seems particularly difficult to adjust using traditional classroom techniques. This study explores the use of reflective activities in combination with prediction activities to better understand if and how reflection plays a role in shifting conceptual knowledge of heat and mass transfer.The theoretical foundations for this study include literature on conceptual change, inductivelearning as a form of active-learning, and reflection. This literature review will give a brief overview of conceptual change and inductive-learning, but will focus on reflection, particularly in the contex...

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Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing

Cited by 275 publications

References 50 publications

Learning Partnership: Students and Faculty Learning Together to Facilitate Reflection and Higher Order Thinking in a Blended Course

Learning Partnership: Students and Faculty Learning Together to Facilitate Reflection and Higher Order Thinking in a Blended Course

Reflection-Based Learning for Professional Ethical Formation

Prediction and Reflection Activities in a Chemical Engineering Course: Fundamentals of Heat and Mass Transfer

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