Use of the educator's portfolio to stimulate reflective practice among medical educators

Beecher, Ann; Lindemann, Janet; Morzinski, Jeffrey; Simpson, Deborah

doi:10.1080/10401339709539813

Cited by 24 publications

(18 citation statements)

References 6 publications

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“…Beecher et al (1997), in assessing the effects of creating an educator's portfolio, found that 8 of 10 faculty participants changed their interactions with peers, as indicated by the development of new programs, communication with colleagues and changing methods of advising. For the 48 distinguished teachers interviewed by Pinsky et al (1998) reflective practice was integral in planning and anticipation of teaching, in responding (in action) to dynamic changes in the teaching encounter, and in reflecting on action to improve teaching.…”

Section: Resultsmentioning

confidence: 97%

“…However, even in the presence of these facilitators, many respondents expressed a dislike for the portfolio and found it unhelpful for reflection. Beecher et al (1997) found that the creation of an educator's portfolio tended to stimulate reflective thinking. However, those who chose to participate were positively inclined toward reflection and may have been particularly willing to use it to reach a particular goal.…”

Section: Resultsmentioning

confidence: 97%

“…Higher scores were associated with higher scores on self-reported diagnostic competence (r = 0.34; p = 0.001). Beecher et al (1997) evaluated whether the preparation of an educator's portfolio also stimulated reflective thinking. Ten medical faculty members participated in a semistructured interview, after preparing educational portfolios for promotion.…”

Section: Resultsmentioning

confidence: 99%

“…For example, the educator's portfolio involved a process of considering one's teaching, which required synthesis and led to several new insights for participants (Beecher et al 1997). An activity called ''anticipatory reflection'' was described by both nurses and physicians.…”

Section: Reflection-on-actionmentioning

confidence: 98%

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Reflection and reflective practice in health professions education: a systematic review

Mann

Gordon

MacLeod

2007

Adv in Health Sci Educ

1,657

1,388

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The importance of reflection and reflective practice are frequently noted in the literature; indeed, reflective capacity is regarded by many as an essential characteristic for professional competence. Educators assert that the emergence of reflective practice is part of a change that acknowledges the need for students to act and to think professionally as an integral part of learning throughout their courses of study, integrating theory and practice from the outset. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education, and across a variety of health professions. The evidence to support and inform these curricular interventions and innovations remains largely theoretical. Further, the literature is dispersed across several fields, and it is unclear which approaches may have efficacy or impact. We, therefore, designed a literature review to evaluate the existing evidence about reflection and reflective practice and their utility in health professional education. Our aim was to understand the key variables influencing this educational process, identify gaps in the evidence, and to explore any implications for educational practice and research.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Reflection-on-actionmentioning

confidence: 98%

See 2 more Smart Citations

Reflection and reflective practice in health professions education: a systematic review

Mann

Gordon

MacLeod

2007

Adv in Health Sci Educ

1,657

1,388

View full text Add to dashboard Cite

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“…Physiotherapists should continually question their personal attitudes, beliefs, perceptions, and values and consciously confront them [1]. Successful application of action research (AR) can provide some of the tools for improving physical therapy practice and can also lead to improved collaboration with colleagues in related medical professions.…”

Section: Introductionmentioning

confidence: 99%

Creative Problem Solving and Social Cooperation of Effective Physical Therapy Practice: A Pioneer Study and Overview

Carmeli

2003

The Scientific World JOURNAL

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Action research (AR) has an important role to play in educating physical therapists. Increasing efforts should be encouraged to instigate AR programs in physical therapy practice and clinical education. Such programs commonly require considerable effort and understanding by clinical instructors, and require adoption of new educational methods. AR programs can lead physical therapists and clinicians to be more questioning and reflective in evaluating practical questions regarding patient therapy and education.The purpose of this article is to educate the readers on the importance of AR and to provide a few relevant references on that topic. A specific study is described in this paper in which physical therapy clinical instructors participated in a structured workshop designed to demonstrate the values of AR and how such values can be incorporated in teaching their students.AR can lead to improved therapist-patient interaction and help solve specific practical problems arising during therapy sessions. KEYWORDS: physical therapy; action research, clinical education DOMAINS: child health and human development; medical care INTRODUCTIONThe main aim of physical therapists is to try and understand specific physical disabilities and movement dysfunctions in patients, to work with patients, and to improve their physical performance. Physiotherapists should continually question their personal attitudes, beliefs, perceptions, and values and consciously confront them [1]. Successful application of action research (AR) can provide some of the tools for improving physical therapy practice and can also lead to improved collaboration with colleagues in related medical professions. The concept of AR is straightforward: the researcher needs to study and continually assess personal professional attitudes and responses to specific situations. Moreover, the integral continuous feedback loop in ©2003 with author. 291Carmeli Action Research in Physical Therapy: TheScientificWorldJOURNAL (2003) 3, xxx-xxx AR goes beyond investigation to action and reflection, reducing the traditional separation between research and practice. Because it is difficult to quantify or assess subjective values or attitudes, the validity and reliability of AR methodology is commonly regarded as suspect and highly questionable [2]. There is relatively little literature on these issues and it has been argued that judging reliability in such studies can only be carried out on a restricted basis [3,4]. It has also been claimed that validity in AR concerns not just methodology, but also personal issues [5], and therefore its methodological theory is sometime rejected. AR needs evaluation and analysis of decisions made during the study to facilitate judgment of validity [6]. Thus, there are often unsuccessful efforts to assess the relationship between theoretical and practical outcomes.Hart and Bond (1995) [14] described four types of AR: experimental, organizational, professional, and empowering, which are all concerned in some way to improve standards of nur...

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Teaching and learning in medical education

Kauffman

Mann

2013

Understanding Medical Education

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Use of the educator's portfolio to stimulate reflective practice among medical educators

Cited by 24 publications

References 6 publications

Reflection and reflective practice in health professions education: a systematic review

Reflection and reflective practice in health professions education: a systematic review

Creative Problem Solving and Social Cooperation of Effective Physical Therapy Practice: A Pioneer Study and Overview

Teaching and learning in medical education

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