Scaffolding reflective learning in clinical practice: a comparison of two types of reflective activities
- Author
- MPC Embo, E Driessen, Martin Valcke (UGent) and CPM Van der Vleuten
- Organization
- 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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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-5896173
- 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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