School of Medicine, Health Policy and Practice, University of East Anglia, Norwich, UK.
Med Educ. 2009 Oct;43(10):942-51. doi: 10.1111/j.1365-2923.2009.03456.x.
This paper aims to examine the discourses used by students in a formal assessment of their ability to demonstrate professional values when reflecting on their experiences.
We carried out a discourse analysis of 50 randomly selected essays from a summative assessment undertaken by all five year groups of students in one UK medical school.
Students were able to identify a wealth of relevant examples and to articulate key principles of professional practice. They were also able to critique behaviours and draw appropriate conclusions for their own intended professional development. Detailed textual analysis provided linguistic clues to the depth of apparent reflection: recurrent use of rhetorical language with minimal use of first-person reflections, lack of analysis of underlying factors, and simplistic views of solutions may all indicate students whose ability to learn by reflection on experience needs further development. There were also areas in which cohorts as a whole appeared to have a limited grasp of the important professional issues being addressed.
Assessing written reflections is a useful way of making students link their experiences with professional development. The detailed analysis of language usage may help to refine marking criteria, and to detect students and course components where reflective learning competencies are not being achieved.
本文旨在探讨学生在正式评估其在反思自身经历时展示专业价值观的能力时所使用的话语。
我们对英国一所医学院的所有五个年级的 50 篇随机选择的论文进行了话语分析。
学生能够识别出大量相关的例子，并阐明专业实践的关键原则。他们还能够对行为进行批判，并为自己的职业发展得出适当的结论。详细的文本分析为表面反思的深度提供了语言线索：反复使用修辞性语言，而很少使用第一人称反思，缺乏对潜在因素的分析，以及对解决方案的简单看法，这些都可能表明学生需要进一步发展通过反思经验学习的能力。在整体上，整个群体似乎对所涉及的重要专业问题有一定的理解。
评估书面反思是使学生将自己的经验与专业发展联系起来的一种有用方法。对语言使用的详细分析可能有助于完善评分标准，并发现学生和课程组件在反思性学习能力方面没有得到实现的情况。
