Scaffolding reflective learning in clinical practice: A comparison of two types of reflective activities

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...

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Bibliographic Details
Published in:Medical teacher 2014-07, Vol.36 (7), p.602-607
Main Authors: Embo, M. P. C., Driessen, E., Valcke, M., Van Der Vleuten, C. P. M.
Format: Article
Language:English
Subjects:
Belgium
Clinical Competence - standards
Clinical medicine
Comparative analysis
Competence
Delayed
Educational evaluation
Health education
Humans
Learning
Midwifery - education
Perceptions
Problem-Based Learning - methods
Problem-Based Learning - standards
Program Evaluation
Reflection
Reflective learning
Reflective teaching
Self-Assessment
Selfconfidence
Students, Health Occupations - psychology
Surveys and Questionnaires
Teaching Methods
Time Factors
Writing instruction
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Summary: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.
ISSN:0142-159X
1466-187X
DOI:10.3109/0142159X.2014.899686