Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Tigelaar, Dineke; Dolmans, Diana; Meijer, Paulien C.; Grave, Willem S. de; Vleuten, Cees P.M. van der

doi:10.1007/s10459-006-9040-4

Cited by 35 publications

(31 citation statements)

References 11 publications

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“…Adding peer group reflection resulted in deeper critical reflection and more concrete plans for change. These findings are in line with other studies (DeNisi & Kluger 2000;Steinert & Mann 2006;Tigelaar et al 2008;Mcleod & Steinert 2009;Schaub-de Jong et al 2009) which showed that a limited effect of individual self-reflection can be enhanced by peer meetings. However, no previous studies have compared strategies that differed only in the inclusion of a peer meeting.…”

Section: Discussionsupporting

confidence: 93%

“…This problem can be overcome by facilitating feedback (Sargeant et al 2008) so as to stimulate feedback recipients to engage in constructive reflection on their practice (DeNisi & Kluger 2000;Smither et al 2005). Self-assessment and peer meetings are ways to facilitate feedback (Ross & Bruce 2007;Tigelaar et al 2008) and several authors have highlighted their importance in facilitating teachers' professional growth (Ross & Bruce 2007;Tigelaar et al 2008;Mcleod & Steinert 2009;Schaub-de Jong et al 2009;Stalmeijer et al 2009). There are, however, no published studies comparing the impact of different feedback strategies on the quality of self-reflection.…”

Section: Introductionmentioning

confidence: 99%

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Peer group reflection helps clinical teachers to critically reflect on their teaching

et al. 2011

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Background: Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. Aim: We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. Method: In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Results: Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Conclusions: Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Peer group reflection helps clinical teachers to critically reflect on their teaching

et al. 2011

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“…With regard to the increase of reflective behaviour and self-efficacy one might assume that this might indeed be attributed to the development programme, the more so because these results are supported by the results of the qualitative part of this study. It is also in line with previous research which reveals that reflective behaviour is promoted through interactions and peer group meetings (Schaub-de Jong, Cohen-Schotanus, Tigelaar, Dolmans, Meijer, Grave, & Vleuten, 2008). The multiple modules approach might have been very helpful again in building self-efficacy.…”

Section: Discussionsupporting

confidence: 88%

The Art of Staying Engaged: The Role of Personal Resources in the Mental Well-Being of Young Veterinary Professionals

Mastenbroek¹

2017

Journal of Veterinary Medical Education

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Royal Dutch Veterinary Association (KNMvD), Houten, The Netherlands Professional Pension Fund for Veterinarians, Tilburg, The Netherlands ISBN:978-90-393-6207-5Book design: IS Ontwerp -Ilse Schrauwers, Den Bosch, The Netherlands -www.isontwerp.nl Printing:Gildeprint Drukkerijen, Enschede, The Netherlands -www.gildeprint.nl Copyright © N.J.J.M. Mastenbroek 2014. All rights reservedThe copyright of articles that have been published has been transferred to the respective journals. The arT of sTayiNg eNgagedThe role of personal resources in mental well-being of young veterinary professionals De kunst bevlogen te blijven IntroductionThe work of the veterinarian has changed during recent decades. Clients are better informed and more demanding, veterinary practices are more competitive, partnerships within and outside the profession have increased and the position of the veterinarian in terms of his or her role in monitoring public health is up for discussion (Vaarkamp, 2009). These changing demands call for veterinarians who are able to integrate knowledge and technical skills with non-technical competencies (especially in the area of communication, collaboration and entrepreneurship) in their professional practice. Research in both veterinary and medical health professions has shown that junior veterinarians as well as junior doctors signal a lack of non-technical, generic, competencies Jaarsma, Dolmans, Scherpbier, & Van Beukelen, 2008; Matheson & Matheson, 2009). Perceived unpreparedness in generic competencies is positively associated with burnout in junior doctors (M. Westerman et al., 2013). Burnout levels from 10 to 21 % among junior doctors might indicate that the challenges they are facing are bigger than they can manage (Prins et al., 2007; M. Westerman et al., 2013). In a review of prospective studies on prevalence and predictors of mental health problems in doctors, Tyssen and Vaglum (2002) conclude that mental health problems were highest during the first postgraduate year. Research into the mental well-being of recently graduated veterinarians is scarce although we know that young and female vets are most at risk for workrelated exhaustion . With increasing numbers of female vets entering the profession, it seems particularly important that the well-being of recently graduated veterinary professionals is carefully monitored. Before we turn to the needs of veterinary and medical professionals in their initial years after graduation we will first consider the current state of research on mental well-being in health care professions in general and veterinary professionals in particular. Current state of research on mental well-being in health care professionsMental well-being of veterinarians in general has been reported as a main concern in the United Kingdom Fritschi, Morrison, Shirangi, & Day, 2009), New Zealand (Gardner & Hini, 2006, Australia (Meehan & Bradley, 2007), Finland and Belgium . When studying the literature on mental well-being and its predictors among veterinary professionals there are...

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“…In the educational literature and in literature on knowledge management, different words are employed for concepts that have many similarities, or the same word is applied for notions that have little in common (Cox 2005). Learning networks (Koper et al 2005), learning communities (Ferguson et al 2009;Wood 2007), knowledge communities (Hakkarainen et al 2004), communities of practice (Wenger et al 2002), peer meetings (Tigelaar et al 2008) and critical companionship (Baguley and Brown 2009;Wright and Titchen 2003) appear for groups of different sizes, in different contexts like education and business, with or without explicit learning objectives. Nevertheless, most of these concepts encompass discussion among peers, with the purpose of sharing knowledge and constructing meaning socially.…”

Section: Learning Communitiesmentioning

confidence: 99%

Critically Reflective Work Behaviour Within Autonomous Professionals’ Learning Communities

Groot

Berg

Endedijk

et al. 2010

Vocations and Learning

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Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. This study explores design principles (DPs) that could act as social affordances for CRWB, within the context of healthcare professionals. From the literature, 28 DPs were deduced. In an online Delphi study, 12 experts gave their opinions about these. To explore strategies for implementation of these DPs, a faceto-face expert discussion meeting was organized. The Delphi study resulted in a subset of 13 DPs considered to be relevant for CRWB. Some of the design principles were confirmed or reformulated, others were considered to be unimportant. Exploration of strategies for implementation confirmed the importance of having moderators from within the group. The results of this study, combining issues of design and implementation, could contribute to the discussion about the support and set-up of learning communities for autonomous professionals. A framework for Vocations and Learning (2011) 4:41-62

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Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Cited by 35 publications

References 11 publications

Peer group reflection helps clinical teachers to critically reflect on their teaching

Peer group reflection helps clinical teachers to critically reflect on their teaching

The Art of Staying Engaged: The Role of Personal Resources in the Mental Well-Being of Young Veterinary Professionals

Critically Reflective Work Behaviour Within Autonomous Professionals’ Learning Communities

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