Scaffolding reflective learning in clinical practice: A comparison of two types of reflective activities. (July 2014)

• Record Type: Journal Article
• Authors: Embo, M. P. C.; Driessen, E.; Valcke, M.; Van Der Vleuten, C. P. M.
• Is Part Of: Medical teacher. Volume 36:Number 7(2014)
• Page Start: 602
• Page End: 607
• Publication Date: 2014-07
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.3109/0142159X.2014.899686
• Languages: English
• ISSNs: 0142-159X

Abstract

<abstract> <title>Abstract</title> <p> <bold>Background</bold>: 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.</p> <p> <bold>Aim</bold>: To explore learners' perceptions regarding the effects of two reflective writing activities designed to stimulate reflection at different degrees of granularity during clinical training.</p> <p> <bold>Methods:</bold> Totally 142 respondents (students and recent graduates) completed a questionnaire. Quantitative and qualitative data were triangulated.</p> <p> <bold>Results</bold>: 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.</p> <p> <bold>Conclusions</bold>: 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.</p> </abstract>