Analysis of midwifery students' written reflections to evaluate progression in learning during clinical practice at birthing units

Persson, Eva-Kristina; Kvist, Linda J.; Ekelin, Maria

doi:10.1016/j.nepr.2015.01.010

Cited by 17 publications

(5 citation statements)

References 15 publications

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“…Feedback makes learners aware of their strengths and weaknesses, provides an opportunity for selfevaluation, then an opportunity for re ection, and nally an opportunity to improve performance and develop clinical skills (13). In this study, peer-her-learning re ection in forum discussions is an effective process for personal growth in thinking and active learning.…”

Section: Discussionmentioning

confidence: 86%

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E-Peer Assisted Reflection (E-PAR) and Development in Discussion Board; An analysis of Medical Students’ Opinions

Mosalanejad,

Maghsodzadeh,

Karamzadeh

et al. 2023

Preprint

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Introduction: Reflection is the process of critical reviewing what students have learned. The purpose of this study was to analyze medical students' opinions on e-peer-assisted reflection and development in a forum. Methods: This study was conducted using a qualitative approach and content analysis methods. The study sample included all opinions experienced in 16 forums by 292 students of medicine, laboratory science, and public health at 0000 University of Medical Sciences (0000). The teacher presented the course concept to the class and asked questions based on the learning management system's (LMS) discussion forum. Students will then respond to it according to the requested time and time frame. After each course, we surveyed students' experiences of discussion and question-and-answer sessions in a forum environment. Data were analyzed by inductive content analysis, first open code was extracted and then classified based on semantic and thematic similarity. Three peers checked the categories and codings. Results: The data were finally classified into two general categories: effectiveness and setting included Effectiveness [Peer Assisted Learning (11Items), Thinking (11Items), Active Learning(8Items), Self-critique(5Items)] and Setting [Environment(7Items), Teachers (7Items) and Students(2Items)] the repetition rate of each item was recorded. Conclusion: It seems that is an appropriate method of enhancing student learning and appears to be effective in enhancing their reasoning, participation, and comprehension.

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Section: Discussionmentioning

confidence: 86%

“…In addition, health professionals not only train learners with the skills of self-assessment, critical thinking, self-regulated learning, and lifelong learning, but also integrate deep and meaningful learning with theory, practice, and problem-solving. technology must be achieved (13)(14)(15).…”

Section: Discussionmentioning

confidence: 99%

E-Peer Assisted Reflection (E-PAR) and Development in Discussion Board; An analysis of Medical Students’ Opinions

Mosalanejad,

Maghsodzadeh,

Karamzadeh

et al. 2023

Preprint

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show abstract

“…[ 16 ] Persson et al ., in a similar study, observed that the fragmented knowledge regarding a concept turned to integrated holistic type with the implementation of CBL method. [ 17 ] Reedet al inferred that there was no statistically significant difference in the clinical reasoning ability among the students who were either under conventional curriculum orcase-based curriculum. [ 18 ] CBL not only presents different and challenging scenarios for the students but also for teachers.…”

Section: Discussionmentioning

confidence: 99%

Case-based learning

Das

Rai

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: Case-based learning (CBL) is an established bidirectional active learning approach where students learn concepts by solving cases or problems under the guidance of a facilitator. In the present study, the awareness and acceptance level of faculties to implement this method of teaching were assessed by behavioral analysis. MATERIALS AND METHODS: This cross-sectional study was done through two workshops organized at NDRI Karnal on December 16 and 17, 2019, and BHU Varanasi on March 1, 2020. Fifty-four faculties from different applied sciences participated. The participants were given an insight into this teaching tool through didactic lecture and hands-on training session about implementation of this method. Pre and post- session responses were compared through a set of questionnaires and the behavioral change was analyzed by using SPSS version 22. P ≤ 0.05 was considered as statistically significant. RESULTS: Only 31.5% faculties were aware of the active learning methods though 83% agreed that active learning is better than conventional teaching. 96% agreed that CBL is a better way to develop concepts and nearly 81% agreed that more learning could be done with lesser efforts. The clinical decision-making improve significantly. Pre and post-session mean scores of effectiveness of CBL as a teaching tool were 2.44 ± 0.63 and 2.72 ± 0.53, respectively. CONCLUSION: CBL originally is a mode of imparting knowledge in a student-centric bimodal learning. Acceptance to the mode is increasing among faculties despite of many deterrents.

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“…Writing can also help the students to reflect in a structured way and can help the supervisor in understanding the needs of the individual student. [45] …”

Section: Midwives' Influence On Learningmentioning

confidence: 99%

How midwifery students experience learning conditions in labor wards

Brunstad

Giske²,

Hjälmhult

2016

JNEP

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Midwives are responsible for the well-being of women and babies during labor and birth. Learning midwifery is complex and challenging, and how students are welcomed into the labor wards affects learning. This study aimed to identify and explain the conditions that affected midwifery students' learning in labor wards and their consequences. We used classical grounded theory to analyze longitudinal data from 15 individual and three focus group interviews of 10 postgraduate midwifery students in Norway. The key conditions identified that affect the learning outcomes of midwifery students were related to the students' relationships with midwives, the students themselves and the learning arena. Tailored assignments from midwives enhanced students' learning and apprehensive relationships with midwives inhibited learning. Midwives played a key role in facilitating students' learning by tailoring their learning opportunities and debriefing after challenging incidents and thus smoothed how students' emotions affect their self-esteem and learning process.

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Analysis of midwifery students' written reflections to evaluate progression in learning during clinical practice at birthing units

Cited by 17 publications

References 15 publications

E-Peer Assisted Reflection (E-PAR) and Development in Discussion Board; An analysis of Medical Students’ Opinions

E-Peer Assisted Reflection (E-PAR) and Development in Discussion Board; An analysis of Medical Students’ Opinions

Case-based learning

How midwifery students experience learning conditions in labor wards

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