Between reflection on practice and the practice of reflection: a case study from aviation

Mavin, Timothy J.; Roth, Michael-Wolff

doi:10.1080/14623943.2014.944125

Cited by 10 publications

(3 citation statements)

References 38 publications

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“…In this way, the debriefings under study take on the form of a master class built on the practice of offering concrete demonstrations of reflection-in-action to the students. In line with previous studies from debriefings in aviation, healthcare and maritime education (Sellberg, 2018, Johansson et al, 2017Mavin & Roth, 2014), our analysis shows that visualization technologies, such as videos or playbacks of prior performance, have a central anchoring role in the reflective work that takes place during debriefing. By providing a concrete representation of the students' navigational action, the instructor is able to 'show examples, non-examples and variations of the quality in question, naming these as he goes along' (Schön, 1987, p. 160).…”

Section: Discussionsupporting

confidence: 88%

The demonstration of reflection-in-action in maritime training

Sellberg

Lindwall

Rystedt

2021

Reflective Practice

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The literature on simulation-based training highlights the importance of post-simulation debriefings as occasions for student selfreflection. Another central feature of these debriefings, which has not gained the same interest, is how debriefings are used by instructors to demonstrate professional modes of reflection-inaction: how they are used to show the deeply reasoned and skilled practices that characterize professional conduct. Based on video recordings of debriefing sessions in a navigation course for master mariners, this study discusses a case where an instructor demonstrates how navigational rules should be applied in line with good seamanship. With a starting point in the visual representation of the scenario, and by re-enacting the students' performance, the instructor formulates the problem that the students confronted in the scenario as well as potential solutions. In this way, the students' attempts to solve the task are explicated in terms of the more general lessons that the scenario was designed to teach. The study concludes by a) discussing the empirical case in relation to Schön's 'Educating the Reflective Practitioner' and b) outlining some implications for educational practice.

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Section: Discussionsupporting

confidence: 88%

The demonstration of reflection-in-action in maritime training

Sellberg

Lindwall

Rystedt

2021

Reflective Practice

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“…Boud argued 'the key to learning in complex settings is to be able to "look again', to monitor one's own performance, to see one's own learning in the context in which it is deployed' (2). Themes within this thread emphasise the importance of practice to enable students to calibrate their judgements over time (3), and the aligning of assessment with long term learning through 'sustainable assessment' (4,5). Assessment that helps students to develop the capability to make judgements about their own performance and learning needs can be used to develop reflective practitioners and self-regulated learners (6).…”

Section: Casementioning

confidence: 99%

Teaching Students to Think like a Paramedic: Improving Professional Judgement through Assessment Conversations

Thompson

Houston

Dansie

2017

Australasian Journal of Paramedicine

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AbstractIntroductionThe ability to self-assess is essential to the practitioner who often works independently, and reflective practice is entrenched within the paramedic process of care. In order to develop these practices a paramedic student must be able to self-identify mistakes and learn from their errors. However, student assessment has traditionally focused heavily on outcomes, with errors being penalised. Justification for traditional approaches to assessment of paramedic students acknowledges the potentially catastrophic consequences associated with mistakes being repeated in the real world out-of-hospital setting. Responding to the challenge of balancing the reflective practice skills set with ‘real world’ implications of a paramedic’s mistakes, an assessment process was re-designed. The ‘Student-Tutor Consensus Assessment’ (STCA) was created to rebalance assessment weighting from being exclusively outcomes focussed, and encourage students to apply similar critical lens to events as the paramedics who are assessing them. Parallel tutor and student self-assessments are applied to simulated scenarios, with scores awarded to criteria where consensus has been reached between student and tutor judgements. MethodsFinal year undergraduate Bachelor of Paramedic Science students enrolled in a capstone topic were invited to complete a paper-based questionnaire at the end of their studies. Questions sought student perceptions about the STCA features and effectiveness. ResultsThere was a 95% response rate (n=90). Responses to the six different questions showed a range of 85.6–95.6% broad agreement regarding the value, effectiveness and suitability of the method. ConclusionThe pilot STCA approach proved highly successful, with student endorsement for the continued and expanded application of this teaching approach.

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“…However, recording a learner's performance for later critique is another use of video. Whereas this approach has been used in teacher education for years, it continues to gain support in elite sport (Richards et al, 2012), commercial aviation (Mavin and Roth, 2014b), and medical training (Ward et al, 2003). Such research suggests that when students watch recordings of their own performances, future improvements in performance follows with further gains possible if self-assessment/reflection is conducted with peers and/or senior staff.…”

mentioning

confidence: 99%

Optimizing a workplace learning pattern: a case study from aviation

Mavin

Roth

2015

Journal of Workplace Learning

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Purpose – This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern. Design/methodology/approach – Over a period of three years, qualitative and quantitative data were gathered on pilot learning in the workplace. The instructional modes included face-to-face classroom-based training; pilots assessing pre-recorded videos in classroom-based training; pilots assessing videos with fellow pilot of similar rank (paired training); pilots undertaking traditional 4-hour simulator session with 1-hour debriefing using a variety of technologies for replaying the simulator session; and pilots undertaking 2-hour simulator sessions with extended 3-hour debriefing utilizing simulator replay video. Findings – Although traditional classroom-based, face-to-face instruction was viewed as acceptable, pilots who critically assessed the practice of other pilots in pre-recorded videos felt empowered by transferring classroom instruction to the workplace. The study also establishes a need to determine the correct balance between high-workload simulator training and low-workload debriefing. Research limitations/implications – A move towards developing a typology for workplace learning patterns was viewed negatively if job performance was the focus. However, pilot practitioners felt empowered when provided with the right mix of performance-oriented learning opportunities, especially when these provided an appropriate mix of high-fidelity simulations with time for reflection on practice. Practical implications – By focusing on one learning pattern – job performance – the paper demonstrates the benefits of learning via a variety of instructional modes. Whereas aviation has a unique workplace environment, many other high- and low-risk industries are acknowledging the impact of technical and non-technical skills on job performance. This may suggest that findings from this study are transferable across a broader range of workplace settings. Originality/value – The findings demonstrate that broadening research across many professional workplace settings may assist in developing a more robust framework for the micro-organization of each workplace learning pattern.

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Between reflection on practice and the practice of reflection: a case study from aviation

Cited by 10 publications

References 38 publications

The demonstration of reflection-in-action in maritime training

The demonstration of reflection-in-action in maritime training

Teaching Students to Think like a Paramedic: Improving Professional Judgement through Assessment Conversations

Optimizing a workplace learning pattern: a case study from aviation

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