University of Sheffield, UK.
Med Teach. 2011;33(10):846-50. doi: 10.3109/0142159X.2011.577120. Epub 2011 May 19.
A core competency during undergraduate medical training is the development of reflective learning. The current literature is limited to demonstrating how reflective learning has been implemented or the approaches to its development. There is a lack of insight into students' perceptions of reflection and the factors that support development of reflective practice. Bridging this gap may provide insight into how reflective learning within the curriculum can be better developed to increase engagement from learners.
Eight focus group interviews with second year students from four UK medical schools were held. Results were thematically analysed.
Students have a high level of understanding of the purpose of reflection in practice but they perceive that there is a tension between public and private reflections. Assessment of the reflective process was perceived to be useful for developing reflective skills but grading of their reflective writing was not considered to be useful. Staff who champion the development of reflective skills and mentor students were perceived to play key roles in aiding the development of reflective skills. Appropriate experiences were seen to be a key part of developing reflective skills.
These findings highlight potential ways to revise and improve engagement with the reflective learning components of undergraduate courses.
本科医学培训的核心能力是发展反思学习。目前的文献仅限于展示如何实施反思学习或发展反思学习的方法。缺乏对学生对反思的看法以及支持反思实践发展的因素的深入了解。弥合这一差距可能有助于深入了解如何在课程中更好地发展反思学习，从而提高学习者的参与度。
在来自英国四所医学院的二年级学生中进行了八次焦点小组访谈。对结果进行了主题分析。
学生对实践中反思目的有很高的理解水平，但他们认为公开反思和私人反思之间存在紧张关系。评估反思过程被认为对培养反思技能有用，但对他们的反思写作进行评分被认为没有用处。倡导发展反思技能和指导学生的教师被认为在帮助培养反思技能方面发挥着关键作用。适当的体验被认为是培养反思技能的关键部分。
这些发现强调了修订和改进本科生课程中反思学习部分参与度的潜在方法。
