The understanding and experience of students, tutors and educators regarding reflection in medical education: a qualitative study

Abstract

Objectives: This exploratory study was designed to investigate the understanding and experience of students, tutors and medical educators with respect to reflection in medical education during the MBChB medical degree programme. Methods: A qualitative approach was employed using semi-structure interviews. Seven medical students, eleven tutors and eight medical educators participated in the study. An inductive thematic analysis was used to accomplish the aim of this study. Results: The results indicate that students, tutors and educators have an incomplete understanding of reflection. The cause exists at several points, not only at curriculum level but also at the level of the educator, tutor and the student. Whilst the study presents information regarding curriculum deficits and individual needs it also signifies that policy documents are not clearly understood. Assumptions were made by participants regarding the teaching, learning and assessment of reflection indicating a need for a review of student and tutor preparation. Conclusions: The importance of reflection is frequently noted in the literature as an essential characteristic for professional competence. This research has highlighted the need for a much greater emphasis on reflection in or through teaching, learning and assessment. Suggestions to overcome these are offered

Physiotherapy students’ perceptions about the learning opportunities included in an introductory clinical module

“…The value of reflection as a meta-cognitive strategy to create meaning from experience is also clear from the literature. [13,15,16] Participants in this case attached more value to verbal reflection (discussion with senior students) than to written reflection. A reflective discussion can be collaborative learning where students gain practice in thinking through problems, organising concepts, and formulating goals.…”

“…In another study by Ernstzen et al, [1] physiotherapy students also reported not learning efficiently from reflective activities. Similarly Muir [15] found that medical students and their teachers had an incomplete understanding of reflection. A greater emphasis on reflection may thus be needed in learning, teaching and assessment.…”

“…A greater emphasis on reflection may thus be needed in learning, teaching and assessment. [15] In the context of this study, participants requested guidelines on reflective strategies to optimise its learning value. Donaghy and Morrs [16] also advocate guided reflective practice.…”

Reflections of Medical Interns on Internship in Internal Medicine

“…Students of medicine (health professions) must be self-directed lifelong learner, demonstrate better thinking and decision-making skills and assess and appraise evidence critically. [12][13][14][15]…”

Efektivitas Model Pembelajaran Reflective dalam Meningkatkan Kreativitas Siswa di Madrasah Tsanawiyah

“…Menurut Muir (2012), kemampuan refleksi merupakan salah satu karakteristik penting dalam kompetensi professional. Refleksi merupakan proses diri dalam me-review pengalaman pribadi dan pengetahuan seseorang saat melakukan pendekatan terhadap masalah klinis yang ditemui.…”