Beylefeld Adriana A, Nena Kali D, Prinsloo Engela A M
Department of Student Learning, University of the Free State, Bloemfontein, South Africa.
Med Teach. 2005 Mar;27(2):150-4. doi: 10.1080/01421590400029590.
The purpose of this research was to investigate the usefulness of providing students with community-located experiences as a basis for reflection by observing the degree to which community-located experiences influenced the quality of a reflective writing exercise. Students were prepared for reflection by means of a lecture and a handout on the meaning, function and process of reflection. One hundred and twenty-eight students (66 Afrikaans-speaking, and 62 English-speaking) took part in the study. Initially, most students (71%) who revealed affect prior to the visit reported negative emotional states. For 54% of the students who revealed emotions upon arrival, positive emotional states replaced the negative and this increased to 67% as the visit continued. This represented the most important stage of the personal growth continuum, signifying awareness of perspective 'distortions'. The majority (94.3%) regarded the visit as being important prior to immersing themselves in the theory of primary healthcare. In the questionnaire survey, students were asked for their opinions on the value of reflective writing as a tool for promoting deep learning, as students' attitudes were considered an important determinant of increased uptake of this kind of activity. Reflective writing can be promoted through using a real-world experience as stimulus, and a framework for guiding students' thoughts.
本研究的目的是通过观察社区实习经历对反思性写作练习质量的影响程度，来探究为学生提供社区实习经历作为反思基础的有效性。通过一场关于反思的意义、功能和过程的讲座及一份讲义，让学生为反思做好准备。128名学生（66名说南非荷兰语，62名说英语）参与了这项研究。最初，大多数在参观前表露情感的学生（71%）报告处于消极情绪状态。对于54%在到达时表露情感的学生来说，积极情绪状态取代了消极情绪，随着参观的继续，这一比例增至67%。这代表了个人成长连续体中最重要的阶段，意味着对观点“扭曲”的认识。在深入学习初级卫生保健理论之前，大多数学生（94.3%）认为这次参观很重要。在问卷调查中，学生被问及他们对反思性写作作为促进深度学习工具的价值的看法，因为学生的态度被认为是增加此类活动参与度的一个重要决定因素。反思性写作可以通过利用现实世界的经历作为刺激因素以及一个指导学生思维的框架来加以促进。
