2013
DOI: 10.1080/14623943.2013.815612
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Triggers for reflection: exploring the act of written reflection and the hidden art of reflective practice in postgraduate medicine

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Cited by 15 publications
(35 citation statements)
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“…The advantage of the blog in each case was that the tutors were able to access students' reflections during the semester, and this had not been possible previously (2009, p. 263) While these communicative affordances of such online platforms are generally welcomed, a number of studies have found that the question of who has access to the information compiled using such electronic facilities (which are sometimes semi-public or public in nature due to the ready availability of third-party solutions for such services) is a matter for consideration. For instance, both Sharma (2010) and Ray and Hocutt (2006) found that privacy emerged as a major concern for participants when using blogs during periods of SP, with similar concerns about privacy being reported with regard to e-portfolios in ITE (Brown, McNeill, & Shaw, 2013). In considering such issues, Wopereis, Sloep, and Poortman propose that 'students consider a safe learning environment more important than a global learning environment where many people can read your reflective writings and provide feedback ' (2010, p. 258).…”
Section: Information and Communications Technology In Initial Teacher Educationmentioning
confidence: 89%
“…The advantage of the blog in each case was that the tutors were able to access students' reflections during the semester, and this had not been possible previously (2009, p. 263) While these communicative affordances of such online platforms are generally welcomed, a number of studies have found that the question of who has access to the information compiled using such electronic facilities (which are sometimes semi-public or public in nature due to the ready availability of third-party solutions for such services) is a matter for consideration. For instance, both Sharma (2010) and Ray and Hocutt (2006) found that privacy emerged as a major concern for participants when using blogs during periods of SP, with similar concerns about privacy being reported with regard to e-portfolios in ITE (Brown, McNeill, & Shaw, 2013). In considering such issues, Wopereis, Sloep, and Poortman propose that 'students consider a safe learning environment more important than a global learning environment where many people can read your reflective writings and provide feedback ' (2010, p. 258).…”
Section: Information and Communications Technology In Initial Teacher Educationmentioning
confidence: 89%
“…The use of reflective practice and reflective learning using electronic portfolios is seen largely as an educational tool for training and professional development, there is little evidence that portrays that reflection improves the quality of care [19]. General practice trainees (GPST) engage in a lot of written reflection as a significant part of workplace-based assessment however, written reflection has come under intense criticism as sometimes being done hurriedly, superficial in quality and quantity, limited by time constraints hence making e-portfolio in its present form may not be the most appropriate tool for enhancing reflective writing for reflective practice [20].…”
Section: Introductionmentioning
confidence: 99%
“…It is suggested that reflective practice has become oversimplified as simply pausing for thought and therefore has become divorced from its theoretical aspirations (Thompson & Thompson, 2008). Ethical issues have also been raised when students haven't been adequately prepared for reflective practice, the learning environment is not conducive for the self-disclosure elements, or confidentiality is not safeguarded (Brown et al, 2013;Fook & Askeland, 2007). 'Reflection fatigue' has been reported by some students (Coward, 2011), while others describe conflict when they realise through reflective practice that their own values and beliefs do not conform with those of the organisation and they fear disclosing them (Boud, 2001;Siebert & Costley, 2013).…”
Section: Introductionmentioning
confidence: 99%