BACKGROUND: The development of reflective learning skills is a continuous process that needs scaffolding. It can be described as a continuum, with the focus of reflection differing in granularity from recent, concrete activities to global competency development. AIM: To explore learners' perceptions regarding the effects of two reflective writing activities designed to stimulate reflection at different degrees of granularity during clinical training. METHODS: Totally 142 respondents (students and recent graduates) completed a questionnaire. Quantitative and qualitative data were triangulated. RESULTS: Immediate reflection-on-action was perceived to be more valuable than delayed reflection-on-competency-development because it facilitated day-to-day improvement. Delayed reflection was perceived to facilitate overall self-assessment, self-confidence and continuous improvement, but this perception was mainly found among graduates. Detailed reflection immediately after a challenging learning experience and broad reflection on progress appeared to serve different learning goals and consequently require different arrangements regarding feedback and timing. CONCLUSIONS: Granularity of focus has consequences for scaffolding reflective learning, with immediate reflection on concrete events and reflection on long-term progress requiring different approaches. Learners appeared to prefer immediate reflection-on-action.
BACKGROUND: The development of reflective learning skills is a continuous process that needs scaffolding. It can be described as a continuum, with the focus of reflection differing in granularity from recent, concrete activities to global competency development. AIM: To explore learners' perceptions regarding the effects of two reflective writing activities designed to stimulate reflection at different degrees of granularity during clinical training. METHODS: Totally 142 respondents (students and recent graduates) completed a questionnaire. Quantitative and qualitative data were triangulated. RESULTS: Immediate reflection-on-action was perceived to be more valuable than delayed reflection-on-competency-development because it facilitated day-to-day improvement. Delayed reflection was perceived to facilitate overall self-assessment, self-confidence and continuous improvement, but this perception was mainly found among graduates. Detailed reflection immediately after a challenging learning experience and broad reflection on progress appeared to serve different learning goals and consequently require different arrangements regarding feedback and timing. CONCLUSIONS: Granularity of focus has consequences for scaffolding reflective learning, with immediate reflection on concrete events and reflection on long-term progress requiring different approaches. Learners appeared to prefer immediate reflection-on-action.
Authors: Jeremy A Hughes; Anita J Cleven; Jackson Ross; David G Fuentes; Fawzy Elbarbry; Marina Suzuki; Mark Della Paolera; Nicola S Carter; Brendan Stamper; Pauline Low; Ashim Malhotra; Sarah Jane E Faro Journal: Am J Pharm Educ Date: 2019-04 Impact factor: 2.047
Authors: Cherie Tsingos-Lucas; Sinthia Bosnic-Anticevich; Carl R Schneider; Lorraine Smith Journal: Am J Pharm Educ Date: 2017-02-25 Impact factor: 2.047
Authors: Alisha Brown; Joshua Jauregui; Jonathan S Ilgen; Jeff Riddell; Douglas Schaad; Jared Strote; Jamie Shandro Journal: West J Emerg Med Date: 2019-12-19