A Novel method of enhancing students’ involvement in reflective writing

Rajhans, Vidyut; Eichler, Rachel; Cohen, Orit Sztrigler; Gordon‐Shaag, Ariela

doi:10.1111/tct.13303

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…For professionals, RW was not to be used every day but in 'extreme' situations, requiring reflection and reflexivity to be applied. In general, enhancing motivation to write reflectively [58] should be the first goal of any training to make the process acceptable and profitable for trainees. If this first stage is not accomplished, it will reduce RW'sapparent professional and personal effectiveness among health professionals and students substantially.…”

Section: Discussionmentioning

confidence: 99%

Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis

et al. 2021

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Background Reflective writing provides an opportunity for health professionals and students to learn from their mistakes, successes, anxieties, and worries that otherwise would remain disjointed and worthless. This systematic review addresses the following question: “What are the experiences of health professionals and students in applying reflective writing during their education and training?” Methods We performed a systematic review and meta-synthesis of qualitative studies. Our search comprised six electronic databases: MedLine, Embase, Cinahl, PsycINFO, Eric, and Scopus. Our initial search produced 1237 titles, excluding duplicates that we removed. After title and abstract screening, 17 articles met the inclusion criteria. We identified descriptive themes and the conceptual elements explaining the health professionals’ and students’ experience using reflective writing during their academic and in-service training by performing a meta-synthesis. Results We identified four main categories (and related sub-categories) through the meta-synthesis: reflection and reflexivity, accomplishing learning potential, building a philosophical and empathic approach, and identifying reflective writing feasibility. We placed the main categories into an interpretative model which explains the users’ experiences of reflective writing during their education and training. Reflective writing triggered reflection and reflexivity that allows, on the one hand, skills development, professional growth, and the ability to act on change; on the other hand, the acquisition of empathic attitudes and sensitivity towards one’s own and others’ emotions. Perceived barriers and impeding factors and facilitating ones, like timing and strategies for using reflective writing, were also identified. Conclusions The use of this learning methodology is crucial today because of the recognition of the increasing complexity of healthcare contexts requiring professionals to learn advanced skills beyond their clinical ones. Implementing reflective writing-based courses and training in university curricula and clinical contexts can benefit human and professional development.

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Section: Discussionmentioning

confidence: 99%

Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis

et al. 2021

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“…Reflections help to actualize the real, direct learning experiences, facilitating clearer understanding and application of the theoretical concepts. 10 Therefore, reflective skills are increasingly used in health profession education, both as a learning technique and as a learning objective to be achieved. 2 However, teaching reflective practice is a multifaceted complex activity to plan, implement and measure its effectiveness, especially in early years of health professionals’ training.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, unlike other health professionals, there is minimal evidence for the methods followed for development of soft skills in optometry students. Inculcating the habit of reflection in optometry students has always been challenging 10 and the difficulty has increased with restrictions imposed by the pandemic spread. This study was undertaken to find effectiveness of synchronous e-learning methods such as virtual patient experience and small group video meetings, in enhancing reflective ability of optometry students, during their pre-clinical learning endeavours.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of online learning in improving optometry student's reflective abilities

Doron

Eichler

Rajhans

2023

Journal of Optometry

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“…Hence aside from providing safe and efficient patient care, they are required to exhibit self-directed learning skills (Teunissen and Westerman, 2011). Therefore, healthcare curricula are increasingly called upon to support metacognitive reflection as a central learning outcome by employing reflective writing to enable students to give meaning to their learning experiences (Rajhans et al, 2020). The current study addresses one of such curriculahealth systems management, aimed to train students at a high scientific and applied level in the fields of management based on knowledge and understanding related to public health, health systems, health policy and communication in therapist-patient relationships in clinical environments and clinical organizations.…”

Section: The Dimensionality Of Reflective Writingmentioning

confidence: 99%

Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study

Alt¹,

Raichel²,

Naamati-Schneider

2022

Front. Psychol.

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Reflective journal (RJ) writing has been recognized as an effective pedagogical tool for nurturing students’ lifelong learning skills. With the paucity of empirical work on the dimensionality of reflective writing, this research sought to qualitatively analyze students’ RJ writing and design a generic reflection scheme for identifying dimensions of reflective thinking. Drawing on the theoretical scheme, another aim was to design and validate a questionnaire to measure students’ perceptions of their reflective writing experiences. The last aim was to quantitatively measure the link between perceived reflective writing and students’ tendency to use RJs in their future careers and personal lives. This exploratory sequential research included the following steps: First, experts’ review and analysis of 1312 RJ entries were attained. This step led to the design of a theoretical scheme of reflective writing and a 31-item questionnaire, used to gather data from 171 students (second-year pre-service teachers and third-year health managers). Partial Least Squares analysis corroborated the structure suggested by the theoretical scheme: two timelines–reflections regarding the current course assignments and those related to the student’s future development. Students’ tendency to use reflective skills in their future professional lives was highly connected to their long-term reflections, including learning experiences linked to academic, professional, personal, and multicultural development. The current study’s suggested validated generic scheme can be adapted and integrated into different curricula, thereby possibly increasing the potential of infusing RJ instructional strategies into higher education curricula, improving the quality of reflection in student journals, and promoting lifelong learning skills.

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A Novel method of enhancing students’ involvement in reflective writing

Cited by 7 publications

References 13 publications

Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis

Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis

Effectiveness of online learning in improving optometry student's reflective abilities

Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study

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