facilitation of reflection across all themes and year levels ... â¢literature review, gathering best practice guidelines for the ... â¢Public Health theme indicated a good.
Lisa Chaffey, Evelyne de Leeuw, Sharyn Milnes
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DEAKIN CLINICAL SCHOOLS • Geelong • Greater Green Triangle • Grampians • Eastern Health
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ETHICS LAW AND PROFESSIONAL DEVELOPMENT
Years 1 & 2 Years 3 & 4
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BACKGROUND
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ANECDOTAL FEEDBACK
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AIMS: • Review the curriculum in regards to reflection • Develop a consistent approach to the facilitation of reflection across all themes and year levels
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STUDENT SURVEY • Groningen Reflection Ability Scale (GRAS) • 23-item scale • Three aspects of personal reflection: –self-reflection, –empathetic reflection and –reflective communication
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STUDENT SURVEY
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STUDENT SURVEY Variable
n
%
GRAS Scores Mean
SD
2011 year level
2nd year
45
16.42
87.93
7.89
3rd year
51
18.61
88.57
8.01
4th year
48
17.51
90.58
8.49
2nd year
52
18.98
90.42
8.56
3rd year
48
17.51
88.06
8.90
4th year
30
10.95
89.70
10.48
2012 year level
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THEN… • Those results lead us to further examine how we facilitate reflection for all themes, throughout the 4 year course
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METHOD OF CURRICULUM REVIEW • literature review, gathering best practice guidelines for the facilitation of reflection. • an audit of information, facilitation methods and assessment of reflection within the Public Health theme, and then across the course. • discussions with each of theme leader to determine the purpose of reflection in their unit. CRICOS Provider Code: 00113B
FINDING FROM LITERATURE REVIEW: PURPOSES OF REFLECTION • The term ‘reflection’ is widely mentioned within medical education literature, but often refers to different processes and approaches (7-9) : • We identified the following purposes: –Reflection to improve decision-making ability
–Reflection to personally develop –Reflection to contextualize practice. CRICOS Provider Code: 00113B
FINDINGS FORM LITERATURE REVIEW: BEST PRACTICE GUIDELINES • The review also allowed best practice guidelines for facilitating reflection to be developed.
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RESULTS - AUDIT • Public Health theme indicated a good adherence to best practice methods, as compared to the literature review.
• An audit of all units highlighted an inconsistent approach in facilitating and assessing reflective practice across year levels and themes.
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DISCUSSION • Anecdotal = Audit • Students don’t understand how or why they reflect • Marking and feedback are not clear to students • Poor learning and transformative learning
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CONCLUSION – THE WAY FORWARD • Review for consistent message using the purposes of reflection: –Reflection to improve decision-making ability –Reflection to personally develop –Reflection to contextualize practice.
–Theme aims –learning objectives, –facilitation methods, –assessment tasks and marking rubrics. CRICOS Provider Code: 00113B
CONCLUSION – THE WAY FORWARD • Students will be taught early about purposes of reflection
• Additionally, a student guide to reflection, which will be used throughout the course, is being refined.
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REFERENCES 1.
2. 3. 4. 5. 6. 7. 8. 9.
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Wald HS, Reis SP. Beyond the margins: Reflective writing and development of reflective capacity in medical education. J Gen Intern Med. 2010;25(7):746-9. Roberts C, Stark P. Readiness for self-directed change in professional behaviours: factorial validation of the Self-reflection and Insight Scale. Medical Education. 2008;42(11):1054-63. Fish D, de Cossart L. Developing the wise doctor. A resource for trainers and trainees in MMC. London, UK: Royal Society of Medicine Press Ltd; 2007. Howe A, Barrett A, Leinster S. How medical students demonstrate their professionalism when reflecting on experience. Medical Education. 2009;43(10):942-51. Mann KV, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Advances in Health Science Education. 2009;15:595-621. Aukes LC, Geertsma J, Cohen-Schotanus J, Zwierstra RP, Slaets JPJ. The development of a scale to measure personal reflection in medical practice and education. Medical Teacher. 2007;29:177-82. Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Medical Teacher. 2009;31(8):685-95. Aukes LC, Geertsma J, Cohen-Schotanus J, Zwierstra RP, Slaets JPJ. The effect of enhanced learning on the personal reflection of undergraduate medical students. Medical Education Online. 2008;13(15). Leung KH, Pluye P, Grad R, Weston C. A reflective learning framework to evaluate CME effects on practice reflection. Journal of Continuing Education in the Health Professions. 2010;30(2):78-88.
