Reflection before and after clinical practice—Enhancing and broadening experience through self‐, peer‐ and teacher‐guided learning

Abstract

Introduction This paper explores a novel pedagogy surrounding students’ clinical practice sessions. Before each clinical session, student clinical groups meet and each student presents their treatment planned for that session. The teachers question their understanding and explore “what‐if” and other management scenarios. Peers in the clinical group observe the presentation and learning dialogue. After the clinical session, students gather on the clinic to debrief their performance with the tutor. Peers observe this dialogue, the shared clinical experience. This paper explores students’ perceptions of reflection before action and reflection on action surrounding their clinical practice. Methods Focus groups were conducted to explore this phenomenon and to create a questionnaire, which was administered to the whole class. Transcriptions of the focus groups and open‐ended response in the questionnaire were subjected to a thematic analysis to identify emerging themes and supported by closed‐ended question responses. Results Briefing sessions before clinical sessions helped students identify problems and clear doubts before entering clinics. Students were able to recall and rehearse the clinical procedural knowledge and felt well prepared and confident for patient care. Student sharing of knowledge with peers provided a broader learning experience and helped gain confidence. Students also reported to learn from the teacher facilitating their preparation for the session. Debriefing sessions after the clinical session allowed reflection and learning including error correction on their own and peer experiences. Students learnt personally, from peers and from the teacher, and emphasised the importance of the student‐teacher relation. Conclusions Briefing and debriefing sessions were highly valued by students for preparation and learning on clinics and in learning from peers. Briefing sessions cleared misunderstanding, prevented errors, broadened procedural knowledge and improved both confidence and clinical experience. Debriefing sessions facilitated reflective practice, error correction and prevention, and helped gain insights from teachers’ own experience and perspectives.

A Study of Chinese Danmaku Video Sites for Self-directed Learning(CDSDL) from an Educational Perspective: A Case Study of Bilibili Website

“…Instructional videos are one of the most important resources to support online learning. However, current online teaching videos continue to emphasize one-way information transfer, and learners frequently lack emotional communication and timely feedback during the learning process (Lin et al, 2018) [6] . In addition, in traditional online educational videos, learners often learn the content in the videos in a passive capacity, and continuous learning often makes learners feel bored and monotonous.…”

“…Thirdly, instructor guidance plays a crucial role in self-directed learning. Self-directed learning should not be seen as isolated from teacher-guided learning (Botelho & Bhuyan, 2021). Teachers in self-directed learning serve as experts, coordinators, planners, mentors, and supportive friends.…”

How do we and how should we deal with uncertainty in endodontics?

“…At first, it may be challenging and difficult for both students and teachers to reveal feelings of uncertainty but examining the sources and issues of uncertainty can potentially deepen students understanding of the subject and be helpful in their professional life. As with other applications of critical thinking, targeted exercises can be designed to make reflection a part of every clinical session (Botelho & Bhuyan, 2021 ; Kuhn, 1999 ; Lee & Ryan‐Wenger, 1997 ).…”

Formation of professionalism: A courtship between academic staff and prospective clinical associates

“…The authors came to the conclusion that the entire article is a construct frame in itself; the construct frame changes continuously as we reflect before writing, whilst writing and after writing, imitating Schön's 32 idea of three dimensions of reflection: reflecting before action, in action and after action, echoed by Bothelo and Bhuyan. 33 The latter is more specific to clinical practice, although in dentistry. Furthermore, the reflexivity in interprofessional workplace contexts that Baerheim, Ness and Raaheim 28 refer to, is especially of the essence in the workplace of the clinical associate.…”