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Title
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Scaffolding reflective learning in clinical practice : a comparison of two types of reflective activities
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Author
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Abstract
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| 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. |
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Language
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English
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Source (journal)
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Medical teacher. - Cambridge, Mass., 1972, currens
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Publication
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Cambridge, Mass.
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2014
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ISSN
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0142-159X
[print]
1466-187X
[online]
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DOI
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10.3109/0142159X.2014.899686
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Volume/pages
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36
:7
(2014)
, p. 602-607
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ISI
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000338197700008
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Full text (Publisher's DOI)
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