East meets West in reflective practice

Wanda, Dessie; Wilson, Valerie; Fowler, Cathrine

doi:10.1016/j.nedt.2014.08.007

Cited by 4 publications

(2 citation statements)

References 23 publications

(45 reference statements)

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“…This may be due to the impact of China’s medical education personnel training goals and cultural differences between the East and West. Power distance theory may provide a perspective for understanding the current results, particularly difference in Eastern and Western countries ( Wanda et al, 2014 ). Power distance is the degree to which societies expect and accept an unequal distribution of power ( Minnis, 1999 ), and it is particularly pronounced in hierarchical societies ( Kim and Cha, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

Proactive personality and critical thinking in Chinese medical students: The moderating effects of psychological safety and academic self-efficacy

Wang

Zhao²,

Zhang³

et al. 2022

Front. Psychol.

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ObjectivesThis study aimed to identify the relationship among proactive personality, psychological safety, academic self-efficacy and critical thinking, and to further explore whether psychological safety and academic self-efficacy could be a moderator in the association between proactive personality and critical thinking among Chinese medical students.Materials and methodsThe cross-sectional study was carried out from October to December 2020 in China. Totally, 5,920 valid responses were collected at four Chinese medical universities. Critical thinking, proactive personality, psychological safety, academic self-efficacy and demographic factors were assessed through questionnaires. Hierarchical multiple regression was used to identify interrelationship clusters among variables. Simple slope analyses were performed to explore the moderating effects of psychological safety and academic self-efficacy.ResultsThe mean score of critical thinking among medical students was 3.85 ± 0.61. Proactive personality, psychological safety, and academic self-efficacy were shown to be important factors for critical thinking. Psychological safety and academic self-efficacy moderated the association between proactive personality and critical thinking. A simple slope analysis showed that high psychological safety and academic self-efficacy weakened the impact of proactive personality on critical thinking.ConclusionMost medical students surveyed in China might have relatively high levels of critical thinking. Psychological safety and academic self-efficacy moderated the association between proactive personality and critical thinking. More interventions related to psychological safety and academic self-efficacy will be helpful to improve critical thinking among Chinese medical students.

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Section: Discussionmentioning

confidence: 99%

Proactive personality and critical thinking in Chinese medical students: The moderating effects of psychological safety and academic self-efficacy

Wang

Zhao²,

Zhang³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…The shared exploration of success or failure in a lesson by a teacher and supervisor which is understood in a reflective dialogue sits uncomfortably with the loyalty and submission demanded by a high power distance relationship. The appropriacy of reflective practice in Asian contexts has been addressed elsewhere (Wanda, Wilson & Fowler, 2014), with reflective approaches considered a technique from the 'west' incompatible with Asian values. For example, Minnis (1999) argues that the assumptions underlying reflection are incomparable with the Malay-Islamic cultural values in Brunei.…”

Section: Discussionmentioning

confidence: 99%

"Let Me Tell You about Your Lesson": Reﬂection in Feedback Following Classroom Observations in Cambodia

Louw,

Billsborrow

2018

rEFLections

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Observations are an accepted part of teachers’ lives, serving both administrative and professional development purposes. From an administrative perspective, observations serve the purpose of evaluating teachers with a view to quality control. For professional development, observations provide opportunities for reﬂective enquiry into the teaching and learning process. However, in private schools with limited oversight or links to current academic practice, the actual implementation and utilization of observations and feedback are self-determined and therefore worthy of investigation. This study aimed to fnd out how private schools in Cambodia utilize observation and subsequent feedback, and specifcally the purpose ascribed to them by both the school administration and the teachers. Forty English language teachers in Cambodia were surveyed for their experience of, and response to, classroom observations. Further, academic managers at two schools were interviewed about their goals for classroom observations. Findings indicate that both teachers and school managers approach observations as primarily evaluative. Further, the goal of reﬂection as an outcome in feedback was rejected by managers and ignored by teachers. Possible reasons for the failure of reﬂectionin feedback are proposed.

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Using flash cards to engage Indonesian nursing students in reflection on their practice

Wanda

Fowler

Wilson

2016

Nurse Education Today

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East meets West in reflective practice

Cited by 4 publications

References 23 publications

Proactive personality and critical thinking in Chinese medical students: The moderating effects of psychological safety and academic self-efficacy

Proactive personality and critical thinking in Chinese medical students: The moderating effects of psychological safety and academic self-efficacy

"Let Me Tell You about Your Lesson": Reﬂection in Feedback Following Classroom Observations in Cambodia

Using flash cards to engage Indonesian nursing students in reflection on their practice

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