Reflection or ‘pre-reflection’: what are we actually measuring in reflective practice?

Hays, Richard; Gay, Simon

doi:10.1111/j.1365-2923.2010.03813.x

Cited by 25 publications

(29 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is common ground with regard to viewing assessment methods as being too narrowly focused 13 and designed in a way that does not elicit students’ own views and experiences but, instead, elicits what examiners want to hear, 9 as well as viewing course content as repetitive and patronising 14 . They resent receiving cursory reviews of portfolios and reflective pieces that they have agonised over 15 and writing reflective pieces to get a grade rather than to truly reflect on their experience 16 …”

Section: Discussionmentioning

confidence: 99%

“They liked it if you said you cried”: how medical students perceive the teaching of professionalism

Birden

Usherwood

2013

Medical Journal of Australia

View full text Add to dashboard Cite

Objective: To discover what Australian medical students think about the way professionalism is taught in their medical curriculum. Design, participants and setting: Qualitative study including five focus groups between 2 June 2010 and 30 September 2010, comprised of medical students from both undergraduate and postgraduate entry programs who were in the last 1–2 years of the medical program and had undertaken rural longitudinal integrated clinical placements. Results: The five focus groups ran for a total of 5.5 hours. Participants (16 women and 24 men; mean age, 26 years [range 23–32 years]) expressed a low regard for the ways in which professionalism had been taught and assessed in their learning programs. They “gamed the system”, giving assessors the results on reflective writing assignments that they believed would gain them a pass. They considered experiential learning — observing good professional practice — to be the best way (some view it as the only way) to learn professionalism and consolidate what they learned, and formed their individual mental model of professionalism through group reflection with their peers in medical school. Conclusions: While students will always be critical of their curriculum, the universal negative views we captured indicate that current teaching would benefit from review. We suggest a less didactic approach in early years, with more evaluation and feedback from students to assure relevance; an emphasis on true reflection, as opposed to guided reflections linked to overformalised requirements; and more attention devoted to role‐modelling and mentoring in the clinical years of training.

show abstract

Section: Discussionmentioning

confidence: 99%

“They liked it if you said you cried”: how medical students perceive the teaching of professionalism

Birden

Usherwood

2013

Medical Journal of Australia

View full text Add to dashboard Cite

show abstract

“…This experiential process is likely to enhance the quality of the fieldwork (Fazey, Fazey & Fazey, 2005) and give impetus to professional development (Hays & Gay, 2011). Professional development, through reflective practice, can also help connect theory and practice through an approach that is both affective and intellectual (Eisner & Powell, 2002).…”

Section: Enacting and Enhancing Fieldworkmentioning

confidence: 99%

A holistic approach to fieldwork through balanced reflective practice

Blair

Deacon

2015

Reflective Practice

View full text Add to dashboard Cite

Reflective practice is well-established as a tool for practitioner development in areas such as nursing, social work and education. Reflection involves the integration of theoretical constructs and practical action; therefore it seems somewhat ironic that there is little written on reflective practice within the natural sciences -where theory and action are often juxtaposed. This paper attempts to address this gap through examining biological fieldwork in relation to a balanced system of reflection that embraces the cognitive, psychomotor, affective and conative aspects of practice. A model of reflective practice that asks practitioners to log their reflections against these four domains was applied to a biodiversity survey of tropical mountain streams in Trinidad. It was found that there is clear evidence that biological fieldwork can embrace a reflective methodology, and that reflective practice can be used in fieldwork as a tool for making explicit that which is already implicit. A holistic vision of fieldwork is sketched out here, where the introduction of a balanced model of reflective practice can support an approach that moves beyond the consideration of the environment and the researcher as two separate entities and, instead, considers the relationship between environment and researcher.

show abstract

“…Another way research into reflection is currently approached, is by studying the outcome of reflective writing assignments, the quality of which is assessed by a coding tool . However, are these studies measuring learners’ competence in reflection or their competence in acting reflectively for the one who assesses it?…”

Section: Introductionmentioning

confidence: 99%

The swamplands of reflection: using conversation analysis to reveal the architecture of group reflection sessions

Veen

Croix²

2017

Med Educ

View full text Add to dashboard Cite

In 'Exchange of Experience', the overall structural organisation consisted of activity types through which a case becomes shared, reflectable, learnable and valuable. There are essential discrepancies between cognitive reflection models and the reality of the classroom. Being conscious of this overall structural organisation can be a tool for tutors of these groups to help them navigate from one activity to another or to diagnose what is not working in the group discussion.

show abstract

Reflection or ‘pre-reflection’: what are we actually measuring in reflective practice?

Cited by 25 publications

References 16 publications

“They liked it if you said you cried”: how medical students perceive the teaching of professionalism

“They liked it if you said you cried”: how medical students perceive the teaching of professionalism

A holistic approach to fieldwork through balanced reflective practice

The swamplands of reflection: using conversation analysis to reveal the architecture of group reflection sessions

Contact Info

Product

Resources

About