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Scaffolding reflective learning in clinical practice: a comparison of two types of reflective activities

(2014) MEDICAL TEACHER. 36(7). p.602-607
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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.
Keywords
MEDICAL-EDUCATION, STUDENTS, MODEL, FEEDBACK, SELF-ASSESSMENT, PORTFOLIOS

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MLA
Embo, MPC, et al. “Scaffolding Reflective Learning in Clinical Practice: A Comparison of Two Types of Reflective Activities.” MEDICAL TEACHER, vol. 36, no. 7, 2014, pp. 602–07, doi:10.3109/0142159X.2014.899686.
APA
Embo, M., Driessen, E., Valcke, M., & Van der Vleuten, C. (2014). Scaffolding reflective learning in clinical practice: a comparison of two types of reflective activities. MEDICAL TEACHER, 36(7), 602–607. https://doi.org/10.3109/0142159X.2014.899686
Chicago author-date
Embo, MPC, E Driessen, Martin Valcke, and CPM Van der Vleuten. 2014. “Scaffolding Reflective Learning in Clinical Practice: A Comparison of Two Types of Reflective Activities.” MEDICAL TEACHER 36 (7): 602–7. https://doi.org/10.3109/0142159X.2014.899686.
Chicago author-date (all authors)
Embo, MPC, E Driessen, Martin Valcke, and CPM Van der Vleuten. 2014. “Scaffolding Reflective Learning in Clinical Practice: A Comparison of Two Types of Reflective Activities.” MEDICAL TEACHER 36 (7): 602–607. doi:10.3109/0142159X.2014.899686.
Vancouver
1.
Embo M, Driessen E, Valcke M, Van der Vleuten C. Scaffolding reflective learning in clinical practice: a comparison of two types of reflective activities. MEDICAL TEACHER. 2014;36(7):602–7.
IEEE
[1]
M. Embo, E. Driessen, M. Valcke, and C. Van der Vleuten, “Scaffolding reflective learning in clinical practice: a comparison of two types of reflective activities,” MEDICAL TEACHER, vol. 36, no. 7, pp. 602–607, 2014.
@article{5896173,
  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.}},
  author       = {{Embo, MPC and Driessen, E and Valcke, Martin and Van der Vleuten, CPM}},
  issn         = {{0142-159X}},
  journal      = {{MEDICAL TEACHER}},
  keywords     = {{MEDICAL-EDUCATION,STUDENTS,MODEL,FEEDBACK,SELF-ASSESSMENT,PORTFOLIOS}},
  language     = {{eng}},
  number       = {{7}},
  pages        = {{602--607}},
  title        = {{Scaffolding reflective learning in clinical practice: a comparison of two types of reflective activities}},
  url          = {{http://doi.org/10.3109/0142159X.2014.899686}},
  volume       = {{36}},
  year         = {{2014}},
}

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