Teachers’ perceptions, facilitators, and barriers to the regular use of self-reflection in public health higher education during COVID-19 — a mixed methods approach

Lim, Raymond Boon Tar; Tan, Claire Jing-Wen; Hoe, Kenneth Wee Beng; Teng, Cecilia Woon Chien; Müller, André; Azfar, Julian; Narayanasamy, Suganthi; Liow, Chee Hsiang

doi:10.1080/14623943.2023.2210066

Cited by 1 publication

(1 citation statement)

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“…At the Saw Swee Hock School of Public Health (SSHSPH), National University of Singapore (NUS), which offers two undergraduate programmes, a Minor and a Second Major in PH, PH students from both programmes perceived that the courses provided sufficient opportunities for reflection and more than 70% of students regarded themselves as “regular reflectors” (Lim et al ., 2022). PH faculty members’ RPs have been explored separately (Lim et al ., 2023). Given that self-reported data tend to be subjective by nature and there is a dearth of literature on the RPs of undergraduate PH students, it is imperative to explore this in greater depth by analysing students’ written reflections, a richer and more objective data source, to assess learning.…”

Section: Introductionmentioning

confidence: 99%

A qualitative analysis of student reflections on public health internships

Teng,

Lim,

Tan

2024

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PurposeReflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships.Design/methodology/approachReflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis.FindingsThree themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition.Originality/valueThis study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.

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Section: Introductionmentioning

confidence: 99%