Department of General Practice, Erasmus Medical Center, Rotterdam, The Netherlands.
Department of Family Medicine, Maastricht University, Care and Public Health Research Institute (CAPHRI), Maastricht, The Netherlands.
Perspect Med Educ. 2022 Jan;11(1):53-59. doi: 10.1007/s40037-021-00677-6. Epub 2021 Aug 17.
For several decades, educational experts have promoted reflection as essential to professional development. In the medical setting, collaborative reflection has gained significant importance across the curriculum. Collaborative reflection has a unique edge over individual reflection, but many medical teachers find facilitating group reflection sessions challenging and there is little documentation about the didactics of teaching in such collaborative reflection settings. To address this knowledge gap, we aim to capture the professional knowledge base for facilitating collaborative reflection by analyzing the formal and perceived goals and strategies of this practice.
The professional knowledge base consists of formal curricular materials as well as individual teacher expertise. Using Template Analysis, we analyzed the goals and strategies of collaborative reflection reported in institutional training documents and video-stimulated interviews with individual teachers across all Dutch general practitioner training institutes.
The analysis resulted in a highly diverse overview of educational goals for residents during the sessions, teacher goals that contribute to those educational goals, and a myriad of situation-specific teacher strategies to accomplish both types of goals. Teachers reported that the main educational goal was for residents to learn and develop and that the teachers' main goal was to facilitate learning and development by ensuring everyone's participation in reflection. Key teacher strategies to that end were to manage participation, to ensure a safe learning environment, and to create conditions for learning.
The variety of strategies and goals that constitute the professional knowledge base for facilitating collaborative reflection in postgraduate medical education shows how diverse and situation-dependent such facilitation can be. Our analysis identifies a repertoire of tools that both novice and experienced teachers can use to develop their professional skill in facilitating collaborative reflection.
几十年来，教育专家一直提倡反思对于专业发展至关重要。在医学领域，协作反思在整个课程中变得越来越重要。协作反思比个人反思具有独特的优势，但许多医学教师发现促进小组反思会议具有挑战性，并且关于在这种协作反思环境中教学的教学法几乎没有记录。为了解决这一知识差距，我们旨在通过分析这种实践的正式和感知目标以及策略来捕捉促进协作反思的专业知识库。
专业知识库包括正式的课程材料以及个人教师的专业知识。我们使用模板分析，分析了机构培训文件中报告的协作反思的目标和策略，以及来自所有荷兰全科医生培训学院的个别教师的视频刺激访谈。
分析结果显示，在课程中，居民的教育目标高度多样化，教师的目标有助于实现这些教育目标，以及完成这两种目标的无数具体情况的教师策略。教师报告说，主要的教育目标是让居民学习和发展，教师的主要目标是通过确保每个人都参与反思来促进学习和发展。为此，关键的教师策略是管理参与度，确保安全的学习环境，并为学习创造条件。
构成研究生医学教育中促进协作反思的专业知识库的各种策略和目标表明，这种促进可以多么多样化和依赖于情况。我们的分析确定了一套工具，新手和经验丰富的教师都可以用来发展他们在促进协作反思方面的专业技能。
