Reflection‐on‐practice: enhancing student learning

Richardson, Gillian; Maltby, Hendrika

doi:10.1046/j.1365-2648.1995.22020235.x

Cited by 136 publications

(122 citation statements)

References 7 publications

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“…Many learners find reflective journal writing difficult as they often offer little guidance in structure or content (O'Connell amd Dyment 2013). Learners tend to use journals to report descriptive accounts of events with no deeper reflection of underlying meaning Hargreaves 2004;Minott 2008;O'Connell and Dyment 2004;Richardson and Maltby 1995;Ryan 2013;Wessel and Larin 2006). Learners need tools and scaffolds to report and reflect on their experiences (Berthold et al 2009;Hübner et al 2010;Kicken et al 2009).…”

Section: Scaffolding For Reflectionmentioning

confidence: 99%

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

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Section: Scaffolding For Reflectionmentioning

confidence: 99%

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

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“…For example, reflective writing as a tool to enhance reflective capacity is at the forefront of the published literature. 39 Reflective writing tools such as statements, 40,41 essays, 42,43 diaries, 44,45 logbooks, 46 portfolios [47][48][49][50][51][52][53][54] and journals [55][56][57][58][59] have been used to enhance the reflective thinking process.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

Lucas

Bosnic‐Anticevich

Schneider

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To determine the effectiveness of integrating reflective practice activities into a secondyear undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self-and peer reflection. Assessment. Student responses (n5214) to the adapted Kember et al 1 Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice.Keywords: pharmacy curriculum, reflective practice, reflective thinking, experimental crossover design, pharmacy teaching INTRODUCTIONReflective thinking and learning capacity is regarded as an essential attribute in the health professions to link theory with application and to address the challenges that arise in clinical practice. [2][3][4][5][6][7][8] However, evidence to support the integration of these skills and curricular innovations in health education remains largely theoretical.2 Furthermore, evidence of integration of reflective practice teaching and learning modules into curriculum is scant.Reflective practice is an umbrella term used to describe the professional strategy to constantly improve one's practice. 5 It is a cognitive process of understanding and evaluating the meaning of an experience within the context of one's previous experience, previous and existing knowledge, firmly held beliefs, and assumptions. 9,10 Through reflective practice, professionals continue to critique their skills, performance, outcomes, and behavior. It can be argued that constant critiquing of practice, upgrading skills and performance, and/or changing behavior, allows for better informed decisions and clinical judgments, 11 thus enabling improvement for future practice. 5,6,12,13 Integrating reflective practices into health education settings can enhance self-reflection 6 and fundamental reflective thinking ability.14 Integrating reflective learning activities may also assist with bridging pharmaceutical theory to the complexities of pharmacy practice. 7,10,[23][24][25][26][27][28][29][30][31][32] Subsequently, enhanced reflective thinking skills may better prepare students for the challenges that may arise in future clinical practice.Moreover, adopting reflective learning and thinking skills may enhance deep learning and develop metacognitive ability. 21 Enhancing metacognitive ability of pharmacy students can assist with imp...

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“…In educational settings, it has been noted throughout many disciplines that evaluation and assessment of student learning can be more thoroughly interpreted through these quantitative methods, especially when the learning is regarding students' development in personal or professional aspects [25][26][27] . The advantage of using student reflections as data is that each student is free to reflect on certain aspects of her or his learning experiences, without being influenced by the answers of other students.…”

Section: Methodsmentioning

confidence: 99%

Learning Non-technical Skills from Pedagogical Training: Investigating IGERT Graduate Student Perceptions

Berdanier¹,

Cox

Wallin

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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is a PhD candidate in Materials Science Engineering at Norfolk State University. Her current research involves strong coupling of plasmonic materials and the influence of hyperbolic metamaterials on chemical reactions. As part of a collaborative effort with two other institutions, she also works as part of a team on interdisciplinary research and pedagogy training. This training has been very useful for several of the outreach events and undergraduate training that she has prepared as a graduate student. Vanessa holds a BS in chemistry from Norfolk State University. is a collaboration between Purdue University, Cornell University, and Norfolk State University to train interdisciplinary science and engineering doctoral students for future roles as leaders in the materials science and engineering fields. As part of this socialization into future careers, students proceed through a variety of modules. This paper specifically covers student learning in a pedagogy module, which introduces students to best practices in teaching and learning. Graduate student reflections on the development of high-school level student and teacher science and engineering activities were analyzed via thematic coding methods in order to understand skills that students felt they developed as part of this module. Non-technical skills that students developed included communication skills for diverse audiences; the ability to convey technical expertise to non-technical audiences, and the development of virtual teamwork skills. Background and Literature Review

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Reflection‐on‐practice: enhancing student learning

Cited by 136 publications

References 7 publications

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

Learning Non-technical Skills from Pedagogical Training: Investigating IGERT Graduate Student Perceptions

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