Lessons from medical students’ perceptions of learning reflective skills: A multi-institutional study

Vivekananda-Schmidt, Pirashanthie; Marshall, Michelle; Stark, Patsy; McKendree, Jean; Sandars, John; Smithson, Sarah

doi:10.3109/0142159x.2011.577120

Cited by 56 publications

(69 citation statements)

References 19 publications

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“…The studies also show that students recognize writing as an element that helps deepen understanding of those situations which provide the basis for reflection (Vivekananda-Schmidt et al, 2011) and consider reflective diary writing as an aid to better relate theory and practice, clarify the profession, develop coping skills for practical situations and provide a better understanding of new information (Langley and Brown, 2010).…”

Section: Reflective Learning At University Students' Viewsmentioning

confidence: 99%

Reflective learning in higher education: a qualitative study on students’ perceptions

Noell

Díaz

Colomer

et al. 2014

Studies in Higher Education

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This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social education. Data were analysed using thematic content analysis.The study shows that students think RL contributes to a better understanding of themselves, their learning and their motivation to learn. Identified challenges were related primarily to understanding the aims of the experience, the degree of personal openness and the system of assessment. The study also provides some guidelines and orientation for improving experiences of undergraduate training based on reflective learning.

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Section: Reflective Learning At University Students' Viewsmentioning

confidence: 99%

Reflective learning in higher education: a qualitative study on students’ perceptions

Noell

Díaz

Colomer

et al. 2014

Studies in Higher Education

View full text Add to dashboard Cite

show abstract

“…Vivekananda-Schmidt et al (2011) reported that students found informal discussions with peers and tutors beneficial, whereas they were more conscious of their reflection in written tasks secondary to tension between the private nature of their thoughts and an inability to know who could read these personal feelings. A 2003 study at the University of Sydney introduced a personal and professional development strand to its first year medical students which involved completing a portfolio and confidential interview with a member of staff (Gordon, 2003).…”

Section: Discussionmentioning

confidence: 99%

Becoming the 'good doctor': medical students’ views on altruism and professional identity

Marynissen¹,

Spurrier²

2018

MedEdPublish

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“…Entre las contribuciones del AR percibidas por los estudiantes destacan: el hecho de que les ayuda a ser más conscientes de lo que aprenden y como aprenden (Turner y Beddoes, 2007); a identificar necesidades de formación (Langley y Brown, 2010); a identificar aspectos positivos y mejorables de sus actitudes ante el aprendizaje y la profesión (Langley y Brown, 2010;Williams y Wessel, 2004). También subrayan las principales dificultades que han experimentado en el desarrollo de experiencias de aprendizaje reflexivo; entre estas, las relacionadas con la falta de habilidades para la narración escrita (Turner y Beddoes, 2007); las dudas sobre el nivel de revelación o apertura personal conveniente (Langley y Brown, 2010;Vivekananda-Schmidt, Marshall, Stark, Mckendree, Sandars, y Smithson, 2011). Suelen además tener la percepción de que hay otras tareas más importantes, como la preparación de proyectos o de exámenes, que requieren mucho más su atención que las tareas relacionadas con el AR (Langley y Brown, 2010).…”

Section: Palabras Claveunclassified

“…Ello coincide con aportaciones de Langley y Brown, (2010), Turner y Beddoes, (2007), Vivekananda-Schmidt, et al, (2011), Williams y Wessel, (2004) que recogen los puntos de vista de los estudiantes que han participado en actividades de narración reflexiva en distintos ámbitos profesionales. Turner y Beddoes (2007) observaron que los estudiantes consideraban que la tarea reflexiva les había ayudado a desarrollar procesos de pensamiento y a ser más conscientes de cómo aprenden y de lo que saben sobre el tema del trabajo.…”

Section: Conclusionesunclassified

El desarrollo personal y profesional mediante el aprendizaje reflexivo. Una experiencia en el grado de Educacion social

Noell

Díaz

Martí

et al. 2014

REDU

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El desarrollo personal y profesional mediante el aprendizaje reflexivo. Una experiencia en el grado de Educación Social. Judit Fullana Noell Maria Pallisera Díaz Josep Miquel Palaudàrias MartíMercè Badosa Queirós Universidad de Girona, España ResumenEn los últimos años se observa un aumento del interés por desarrollar prác-ticas docentes universitarias basadas en el enfoque del aprendizaje reflexivo. Sin embargo, apenas encontramos en nuestro contexto investigaciones o experiencias que permitan conocer cuál es la percepción que los estudiantes tienen de este enfoque de enseñanza y aprendizaje. En el grado de Educación Social de la Universidad de Girona se ha desarrollado una experiencia docente que tiene como objetivo contribuir al desarrollo personal y profesional de los futuros educadores sociales desde la formación inicial, empleando la metodología del aprendizajeEl desarrollo personal y profesional mediante el aprendizaje reflexivo. Una experiencia en el grado de Educación Social. Judit Fullana Noell Maria Pallisera Díaz Josep Miquel Palaudàrias Martí Mercè Badosa QueirósUniversidad de Girona, Spain AbstractIn the last years, an increase of the interest to develop educational practices in higher education, based on the approach of the reflective learning, is observed. Nevertheless, we scarcely find in our context researches or experiences that allow knowing students' perceptions about this teaching and learning approach. We have developed an experience in the bachelor of Social Education at the University of Girona with the aim to contribute to the personal and professional development of future social educators in their initial training, using reflective learning methodology. In this article we present an evaluation of the experience based 374 El desarrollo personal y profesional mediante el aprendizaje reflexivo REDU. Revista de Docencia Universitaria, abril 2014, 12 (1), 373-397 on students' perceptions. They assessed the usefulness they think the module has for their training, the methodology and the activities. This evaluation has been carried out through in-depth interviews to 17 students who participated in the module in 2010-11 academic year. The results show that students assess positively the experience, either its general usefulness or the methodology of reflective learning, although they acknowledge some difficulties to carry out such a process which involves a high degree of introspection and a difficulty to set the boundaries in the narration of personal questions. The study also shows some challenges related on the need, but also the difficulty, to include personal and professional development as a powerful axis in the higher education curriculum, as well as elements linked to reflective learning assessment. IntroducciónMás allá de la dimensión docente, la construcción del nuevo contexto formativo del Espacio Europeo de Educación Superior (EEES) ha contribuido a incentivar la investigación sobre cómo dar respuesta, desde la acción docente universitaria, a las necesidades relacionadas con el e...

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Lessons from medical students’ perceptions of learning reflective skills: A multi-institutional study

Abstract: These findings highlight potential ways to revise and improve engagement with the reflective learning components of undergraduate courses.

Cited by 56 publications

References 19 publications

Reflective learning in higher education: a qualitative study on students’ perceptions

Reflective learning in higher education: a qualitative study on students’ perceptions

Becoming the 'good doctor': medical students’ views on altruism and professional identity

El desarrollo personal y profesional mediante el aprendizaje reflexivo. Una experiencia en el grado de Educacion social

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