Taking the learning beyond the individual: how reflection informs change in practice

Muir, Fiona; Scott, Mairi; McConville, Kevin; Watson, Kenneth R.; Behbehani, Kazem; Sukkar, Faten

doi:10.5116/ijme.52ec.d21f

Cited by 14 publications

(14 citation statements)

References 30 publications

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“…The specificity of the feedback and its ability to stimulate reflection were seen as important as part of students' professional development. This again accords with the literature on reflection within medical education (27)(28)(29), which describes the strong link between good feedback and reflection. Furthermore, the encouragement of reflective practice is seen as an important aspect of professionalism (30).…”

Section: Discussionsupporting

confidence: 89%

Evaluation of an assessment system for professionalism amongst dental students

Zijlstra‐Shaw

Roberts

Robinson

2016

Eur J Dental Education

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Section: Discussionsupporting

confidence: 89%

Evaluation of an assessment system for professionalism amongst dental students

Zijlstra‐Shaw

Roberts

Robinson

2016

Eur J Dental Education

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“…Reflection is a set of mental activities that learners use to explore their experiences in order to gain new insights (36). Reflection is one of the essential processes to obtain professional qualification (37). The goal of reflection in the learning process is to create meaningful and profound learning and improve performance (35).…”

Section: Creating and Strengthening Reflectionmentioning

confidence: 99%

“…The goal of reflection in the learning process is to create meaningful and profound learning and improve performance (35). Reflection of practical and professional performance is referred to as functional reflection, which is the result of re-evaluation of practical situations to continue professional learning and progress (37). In operating room teaching, the purpose of reflection is to reflect on performance.…”

Section: Creating and Strengthening Reflectionmentioning

confidence: 99%

Clinical Teaching of Residents in Operating Room: A Review of Methods and Strategies for Strengthening Teaching and Learning

Rahimi

Shirani

2018

Strides Dev Med Educ

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Background: The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective if it is accompanied by efficient and applicable teaching methods. Objectives: The current study aimed at reviewing the strategies and methods to enhance teaching and learning of residents in operating room settings. Methods: The current review study was conducted based on library studies and review of the literature. PubMed, SID, and MagIran databases, as well as Google Scholar search engine, were searched using relevant phrases and keywords. A total of 60 articles were retrieved, out of which 22 articles were identified as consistent with the study objectives. Results: The data obtained from the literature review were categorized into three sections: "General structure of training in the operating room", "strategies and methods to strengthen teaching and learning in the operating room", and "structured training models in the operating room". Finally, application of these strategies in clinical teaching was summarized in three stages: Before operation, during operation, and after operation. Conclusions: The operating room is a clinical facility with specific characteristics, which can challenge teaching in this setting. However, application of effective strategies and methods, as well as efficiently structured training based on the proposed models can facilitate teaching and learning enhancement in operating rooms.

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“…(Muir et al, 2014). Learning is applied through workplace based study and project activity, relevant to healthcare and laboratory practitioners working in Kuwait, in both the public and private sectors.…”

Section: Introductionmentioning

confidence: 99%

'Watching a flower grow day after day’ – the value of workplace based projects in Kuwait

Muir¹,

Equi²,

Scott³

et al. 2018

MedEdPublish

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ObjectivesThe purpose of this research was to explore the value of workplace based projects within a University of Dundee Educational Postgraduate Certificate/Diploma/Master Degree Programme in Kuwait: students' views and experiences. MethodsA small scale exploratory case study was conducted. A qualitative approach using narrative analysis, online questionnaire and focus group interviews were carried out with participants all of whom are studying on the University of Dundee Postgraduate Certificate/Diploma/Master programme in Diabetes Care and Education in Kuwait. An inductive thematic analysis was performed which focused on examining topics within the data. ResultsThe results imply that the positive implementation of workplace based learning, with implications for patient care by practitioners, with a corresponding satisfactory review from course tutors, is important from an educational and clinical perspective. Practitioners in this study valued the opportunity to both work and study in order to improve their performance by implementing their new found knowledge and so educate others and change practice. ConclusionWorkplace based learning is important as it enhances the students' knowledge and understanding due to their having to apply this within a practical setting.' In turn this allows them the opportunity to reflect on that practical experience and so inform further learning. ' The merit of workplace based learning in this study is emphasised as a key part of a Masters educational programme in Kuwait.

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Taking the learning beyond the individual: how reflection informs change in practice

Cited by 14 publications

References 30 publications

Evaluation of an assessment system for professionalism amongst dental students

Evaluation of an assessment system for professionalism amongst dental students

Clinical Teaching of Residents in Operating Room: A Review of Methods and Strategies for Strengthening Teaching and Learning

'Watching a flower grow day after day’ – the value of workplace based projects in Kuwait

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