Twelve tips for teaching reflection at all levels of medical education

Aronson, Louise

doi:10.3109/0142159x.2010.507714

Cited by 271 publications

(234 citation statements)

References 15 publications

Supporting

Mentioning

208

Contrasting

Unclassified

Order By: Relevance

“…metacognitive processes that create a greater understanding of the self in performing a procedure, was not used for seniors. [21] Finally we did not report the mid-and long-term oncologic outcomes.…”

Section: Discussionmentioning

confidence: 99%

Impact of a teaching program on outcome quality of white light transurethral resection for bladder tumor: A cohort study

Hurle

Peschechera

Buffi

et al. 2016

JST

View full text Add to dashboard Cite

Objective: To test the hypothesis that a teaching program improves the quality of transurethral resection of bladder tumor (TURBT) and decreases the risk of early recurrence. Material and methods: This is an observational retrospective cohort study of prospectively recorded data of patients with first clinical diagnosis of non-muscle-invasive bladder cancer (NMIBC), scheduled for TURBT. In 2005 a systematic TURBT teaching program was introduced in our Department. We reviewed the charts of patients who underwent TURBT in the years 1998-2004, when no tutoring was applied, and those who underwent TURBT in the years 2005-2010. The outcomes of interest were: presence/absence of detrusor muscle (DM), carcinoma in situ (CIS) detection, complication rate and recurrence rate at the first follow-up cystoscopy (RRFF-C). Results: Complete data from 427 patients were available: 199 before and 228 after the introduction of the teaching program. Multivariable logistic analysis showed that the training program was an independent prognostic factor for DM (presence) rate (OR = 3.92, 95%CI = 2.42-6.33), CIS detection rate (OR = 4.36, 95%CI = 1.92-9.86), and complication rate (OR = 0.28, 95%CI = 0.15-0.55), but not for RRFF-C (OR = 0.79, 95%CI = 0.52-1.20). Between 1998-2004, RRFF-C was correlated with tumor number, pathological stage, DM presence, presence of complication, CIS detection and surgeon experience. After the introduction of the teaching program, only tumor number, DM presence and surgeon experience influenced the RRFF-C. Conclusion: Our findings suggest the hypothesis that the teaching program might have an impact of quality of TURBT, but it failed to improve the RRFF-C.

show abstract

Section: Discussionmentioning

confidence: 99%

Impact of a teaching program on outcome quality of white light transurethral resection for bladder tumor: A cohort study

Hurle

Peschechera

Buffi

et al. 2016

JST

View full text Add to dashboard Cite

show abstract

“…The RND tool is an initiated, consistent, systematic reflective-retrospective learning tool (reflection on action) for understanding professional operations, interpreting the meaning of successes and lapses, reaching conclusions and learning lessons, formulating insights, and assimilating and applying them in future activities of students as individuals. These components are similarly described in the literature as features of good reflection: association with past, present and future experiences, integration between cognitive and emotional experiences, referring to an incident from multiple aspects, declaring lessons learned, planning future conduct in a similar incident (Aronson, 2011) and providing feedback.…”

Section: Learning Tool: Reflective Nursing Debriefingmentioning

confidence: 99%

Upgrading Learning In Nursing Preceptorship Using A Reflection Tool

Goldman¹

2018

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

Nursing, as a progressive and developing profession, requires those who engage in it to demonstrate well developed critical thinking, as early as their undergraduate training. Reflection skills are a mechanism for developing critical thinking and they form part of the core of the nursing training programme. Preceptors have a major role in helping students perform reflection, through guided reflection that facilitates the development of critical thinking. Nonetheless, it is hard to instil productive reflective thinking in students and to sufficiently develop their critical thinking. An academic nursing school in central Israel developed a tool called Reflective Nursing Debriefing (RND), based on well-established principles of reflection, which constitutes an initiated, systematic and structured reflective learning tool for the development of critical thinking. This tool is used by students to perform reflection and by preceptors for the purpose of monitored involvement in guided reflection. In practice, preceptors do not achieve full utilization of the tool, and thus students are not exposed to its potential contribution to developing their critical thinking. The case study presented in this paper portrays the issue by analysing three cases that utilized this tool, with the preceptor employing guided reflection, and it suggests important recommendations for preceptors.Additionally, it offers professional nursing education recommendations with regard to the system's responsibility for achieving professionalization of preceptors. This will help preceptors use the tool properly and develop a prominent skill necessary for guided reflection and in general, develop better critical thinking among students.

show abstract

“…The reflections were used to increase the participants' awareness towards the qualities of the learning tool by re-evaluating their experiences (Schön, 1988). One of our objectives in this faculty development program was to allow participants to translate and transfer theoretical concepts into practice and encourage critical thinking, above and beyond experience alone (Angeli & Valanides, 2009;Aronson, 2011;Kramarski & Michalsky, 2010;Sandars, 2009). The picture of participants' attitudes that was revealed from both online (CoI discourse) and in retrospect (reflections) is offered as a diagnostic tool for assessing the acceptance of technological tools for teaching.…”

Section: Dtlar -A Diagnostic Tool For Learning Assessment and Researchmentioning

confidence: 99%

Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

Nave

Ackerman

Dori

2017

IJELL

View full text Add to dashboard Cite

Aim/PurposeThese days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. BackgroundWe incorporated online forums for generating a Community of Inquiry (CoI) in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK) model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR). MethodologyThis study spanned over two cycles of a development program for medical faculty. ContributionThis study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method's contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and timeconsuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for PractitionersThe DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for ResearchersThe DTLAR allows analyzing factors that affect the acceptance of online forums for learning and teaching. DTLAR: A Diagnostic Tool for Learning, Assessment, and Research 2 Impact on Society While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future ResearchThe study includes several design aspects that probably affected the improvement and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further improvement.

show abstract

Twelve tips for teaching reflection at all levels of medical education

Cited by 271 publications

References 15 publications

Impact of a teaching program on outcome quality of white light transurethral resection for bladder tumor: A cohort study

Impact of a teaching program on outcome quality of white light transurethral resection for bladder tumor: A cohort study

Upgrading Learning In Nursing Preceptorship Using A Reflection Tool

Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

Contact Info

Product

Resources

About