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This two-stage study was conducted to examine the awareness of policy and underlying pedagogy as well as the use of reflective practice by teaching staff (faculty) within a Scottish university. In the first stage, teaching staff completed a questionnaire; of these 14 then took part in stage two, semi-structured interviews. Interview transcripts were subject to thematic analysis and three main themes emerged: (1) The methods and processes of reflection ('How'); (2) The personal and organisational drivers for employing reflective practices ('Why'); and (3) The barriers to reflection ('Why not'). Significant findings included the dominance of traditional (paper-based as opposed to computer mediated) reflective writing in teaching staff's own reflection, and the importance of both formal and informal group reflection in methods and process. Reasons for reflection focused on the importance of both organisational drivers such as professional standards and awarding bodies, and personal drivers such as personal growth, identity, and psychological wellbeing. Barriers to reflection included both the concrete such as insufficient time and lack of opportunities to share resources, as well as the attitudinal and cultural. Possible ways of tacking these barriers also emerged. Implications for organisational and individual practice are discussed. [ABSTRACT FROM AUTHOR]

This paper features an autoethnographic approach in presenting and reflecting upon the story of one higher education student’s rapid vocational and academic transformation. Initially an inconspicuous undergraduate student, Andrew experienced an accelerated development that catapulted him to working in elite sport performance analysis (PA) environments, within a year. PA is a sub-discipline of sports coaching that involves using the latest technological advances to influence sporting performance, through the objective analysis of performance data. This autoethnographic piece is partly Andrew’s personal reflection upon that journey towards his newfound profession, which initially grew out of his experience of a generic sports degree at a university. Through stepping out of his comfort zone, and analysing sports previously unknown to him, extraordinary progress was made, and various vocational and academic opportunities arose. The initial catalyst for this developmental journey was facilitated by coaching lecturer David, who reflects upon how Andrew’s story links to his own educational philosophies. Andrew and David explore what these stories might mean to them personally, including potential links to the metaphor of learning as becoming, and notions around the concepts of learner agency, and educational facilitation. The paper ends by exploring the theoretical frameworks that guided this paper’s structure and focus. [ABSTRACT FROM PUBLISHER]

Background: Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. Aim: To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. Methods: We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. Results: The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. Conclusion: The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs. [ABSTRACT FROM AUTHOR]

Art-based learning is a way of engaging the intellectual, affective, visual and kinaesthetic domains modelling creative, lateral thinking and personal meaning-making through metaphor as well as coaching dialogue. It is a form of experiential learning involving learning cycles to entice deep reflection in and on practice and deep, transformative learning. Art-based learning is essential to the studies of Expression and Communication and of Transpersonal Art Therapy (TAT). This journal-type essay explores what happened during an arts-based activity as part of the author’s study in TAT practice. The activity concerned finger-painting ‘the journey of self-realisation’ and the resulting imagery was used to coach dialogue. Describing the process through a series of steps, the author discusses the experiences and insights that emerged during and after the process. Though subjective and not necessarily applicable to all situations, this essay may encourage tertiary educators of studies in Education and Health to employ similar arts-based learning exercises to effectively benefit their own development, that of their students, and effectively the learning community. [ABSTRACT FROM PUBLISHER]