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Reflective learning

Reflective learning. Tutors’ Conference. 17/05/12. Notes. Handout with all the notes will be e-mailed to you next week. What is reflection?. Not rocket science We all learn from our experiences We all think back as to how we could have done things differently

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Reflective learning

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  1. Reflective learning Tutors’ Conference 17/05/12

  2. Notes • Handout with all the notes will be e-mailed to you next week

  3. What is reflection? • Not rocket science • We all learn from our experiences • We all think back as to how we could have done things differently • When we do this in a formal way to identify areas of learning process is known as reflection Cleland and Ross Phase 1 handbook

  4. Why use reflective learning? • We all do it to some degree • Reflective learning is about making this process explicit • Maximises learning from a given situation • Promotes deep learning i.e. where material is understood in a personal context • Builds on previous knowledge • Promotes personal growth and development • Helps integrate knowledge skills and values

  5. GMC • Specifically requires that medical students should be able to reflect on practice and be self-critical. • Many postgraduate programs now use reflective learning particularly in portfolios • c.f. GP training and revalidation • There is an expectation that Drs will become reflective practitioners • Includes being self aware, recognising limitations, identifying areas for improvement and CPD

  6. Models • Gibb • Kolb • Johns • Schon

  7. Gibbs • Description - What happened? • Feelings – What were you thinking and feeling? • Evaluation – what was good or bad about the situation? • Analysis – What sense can you make of the situation? • Conclusion – what else could you have done? • Action plan – what would you do next time?

  8. John’s • Similar to Gibb’s • Description of experience • Reflection • Influencing factors • Could I have dealt better with situation? • Learning

  9. Kolb

  10. Schon Reflection-in-action Thinking ahead Analysing Experiencing Critically responding Reflection-on-action Thinking through subsequent to situation Discussing Reflective journal

  11. Where it fits • Part of a process • Part of a learning journey • Helps use every experience and encounter as a learning opportunity

  12. Reflective writing • We use this to gather evidence of reflective thinking • Looking back at an event • Analysing an event or idea in detail • Thinking carefully about what it means to you now and for the future • Something concrete that the students can share with use with respect to their experience

  13. Moon purpose of reflective writing • Record experience • Facilitate learning from experience • Support understanding • Develop critical thinking • Encourage metacognition! • Increase active involvement • Increase ability in reflection • Enhance problem solving • Personal and professional development • Support planning and progress research or project

  14. Moon levels of reflective writing • Descriptive • Descriptive account with some reflection • Dialogic reflection • Critical reflection

  15. Descriptive • Descriptive, little reflection • Ideas linked by sequence of account/story • Any references to emotional reactions not explored • No focus on particular issues • Most points given similar weight

  16. Descriptive with some reflection • Basic account more than just the story • Focused on event as if questions asked and answered • Points where reflection could occur are signalled • Recognise that exploration of points would be of benefit, but that is as far as it goes

  17. Dialogic • Description focused on particular area or aspects accentuated for reflection • Material being mulled around • There is evidence of external ideas or information • Account shows some analysis • If appropriate is self critical

  18. Critical reflection • Description serves process of reflection • Evidence of standing back • Recognition that frame of reference can change • Critical awareness of own thought processes • Others views and motives taken into account • Recognition of influence of prior experience • Learning points noted

  19. Group task • Try to identify areas where reflective learning can improve the student experience in practice • Are you a true, natural reflective learner yourself? • What are the barriers to being a reflective learner and how might you overcome them? • Look at the piece of reflective writing and try to work out where it lies according to Moon’s classification

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