Assessing Reflection and Higher-order Thinking in the Clinical Setting Using Electronic Discussion Threads

Student perceptions of a community engagement experience: Exploration of reflections on social responsibility and professional formation

“…These experiences provide a rich learning opportunity for students as they grapple with the complexity of their own values and beliefs when immersed in the community (Dunfee et al, 2008;Galantino et al, 2006;Kelly and Miller, 2008;Plack and Santasier, 2004). As Boyer indicates, professionals have a responsibility to react to the needs of society and thus service learning experiences have become more prevalent in health profession education (Boyer, 1996;Gadbury-Amyot, Simmer-Beck, McCuniff, and Williams, 2006;Goldstein et al, 2009;Markus, Howard, and King, 1993;Strand et al, 2003;Thies and Ayers, 2004).…”

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

“…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).…”

“…These methods were drawn from the previous work of one of the authors and are rooted in Mezirow's (Plack et al, 2005;Plack et al, 2007) reflective process and Bloom's Taxonomy of higher order thinking (Plack et al, 2007;Dunfee et al, 2008). Consistent with previous methods, two levels of analysis were performed: (1) the elements of reflection and depth of higher order thinking (content, process, premise, Level I, Level II, Level III) were assessed at the level of the words, sentences, and paragraphs within each written submission, and (2) the overall depth of reflection (no evidence of reflection, evidence of reflection, evidence of critical reflection) of the student's writing was assessed at the level of the written submission (see Table 2).…”

Speech-language pathology Student Participation in Verbal Reflective Practice Groups: perceptions of development, value, and group condition differences.

“…Globally, as a part of the clinical education process, students and practitioners in health-related professions regularly engage in reflective practice activities. Professions such as medicine (Mamede & Schmidt, 2004), nursing (Dubé & Ducharme, 2014;Johns, 1995;Teekman, 2000), occupational therapy (Kinsella, 2001;Wainwright, Shepard, Harman & Stephens, 2010), physiotherapy (Clouder, 2000;Dunfee, Rindflesch, Driscoll, Hollman & Plack, 2008;Plack, Driscoll, Blissett, McKenna & Plack, 2005) and speech-language pathology (Hill, Davidson & Theodoros, 2012) have all used reflective practice as part of the education process for students and practitioners. Reflective practice in clinical education serves to incorporate the contextual aspects of an individual's experience, and develop reasoning skills, improved decision making and professional autonomy (Kinsella, Caty, Ng & Jenkins, 2012;McVey & Jones, 2012;Wainwright et al, 2010;McAllister & Lincoln, 2004;Wong, Kember, Chung, & Yan, 1995).…”