Publication
Title
Scaffolding reflective learning in clinical practice : a comparison of two types of reflective activities
Author
Abstract
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.
Language
English
Source (journal)
Medical teacher. - Cambridge, Mass., 1972, currens
Publication
Cambridge, Mass. : 2014
ISSN
0142-159X [print]
1466-187X [online]
DOI
10.3109/0142159X.2014.899686
Volume/pages
36 :7 (2014) , p. 602-607
ISI
000338197700008
Full text (Publisher's DOI)
UAntwerpen
Publication type
Subject
External links
Web of Science
Record
Identifier
Creation 09.11.2023
Last edited 12.02.2024
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