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Reflecting on reflection: increasing health and social care students' engagement and enthusiasm for reflection.
- Source :
- Reflective Practice; Oct2012, Vol. 13 Issue 5, p719-733, 15p
- Publication Year :
- 2012
-
Abstract
- As continuing professional development is now mandatory in the UK for health and social care professionals, teaching reflection skills is commonplace in many higher education institutions. However, getting health and social care students to engage with activities developing their reflection skills has been problematic at one Scottish university. This paper describes action research carried out to improve first-year university students’ enthusiasm and engagement with reflection on an inter-professional module. Teaching and learning activities were based on the principle of constructive alignment. Students were given an interactive lecture and two tutorials; each successive tutorial consolidated knowledge and skills gained from the previous learning activity. Responses from a small percentage of students to an online questionnaire indicate students saw the reflection activities as advantageous, however, a majority felt both tutorial activities did not improve their confidence, with peer feedback having less impact than tutor feedback. Further iterations of the action research cycle will be undertaken to improve students’ engagement. [ABSTRACT FROM PUBLISHER]
- Subjects :
- MEDICAL education
ACTION research
CONFIDENCE
CURRICULUM
EXPERIENTIAL learning
INTERDISCIPLINARY education
LEARNING
LECTURE method in teaching
QUESTIONNAIRES
REFLECTION (Philosophy)
STUDENT attitudes
SURVEYS
TEACHING
TEACHING aids
WRITING
QUANTITATIVE research
EDUCATIONAL outcomes
EVALUATION of human services programs
Subjects
Details
- Language :
- English
- ISSN :
- 14623943
- Volume :
- 13
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 80139654
- Full Text :
- https://doi.org/10.1080/14623943.2012.670627