Academic Unit of Oral Health, Dentistry and Society, School of Clinical Dentistry, University of Sheffield, UK.
Faculty of Health Psychology and Social Care, Manchester Metropolitan University, UK.
Perspect Med Educ. 2023 Mar 16;12(1):76-85. doi: 10.5334/pme.16. eCollection 2023.
Deep reflective practice is important in healthcare education to allow students to explore emotions associated with the learning experience, access deeper learning and develop their personal and professional identity. Previous research demonstrated that the current methods of reflective practice using logbooks at the end of a clinical session to facilitate reflection within this setting were viewed as suboptimal by staff and student users. To address this problem co-creation, or a 'students as partners' approach, was used to develop and implement a comprehensive intervention to facilitate deep reflection for undergraduate dental students. This included the production of educational resources, and development of an online safe space to reflect.
In this paper we discuss the process of using co-creation with undergraduate dental students as a research methodology to successfully produce curricular change with respect to reflective practice by involving the voice and experience of student partners. These student partners were part of a team that included researchers and teaching staff and worked with other stakeholders within the institution within a wider team.
This paper demonstrates the positive benefits of using co-creation with undergraduate dental students for students such as increased confidence, developing professional and personal skills and impacting meaningful change.
For researchers and educators, the process gave motivation and enjoyment in curricular development to address pedagogical problems and ensured that the developed intervention was sustainable and appropriate. The paper discusses benefits and challenges of co-creation to develop curricular change. This co-creation approach is recommended for solving similar problems in healthcare education.
深度反思实践在医疗保健教育中很重要，它可以让学生探索与学习体验相关的情感，深入学习，并发展他们的个人和专业身份。先前的研究表明，目前在临床课程结束时使用日志本促进这种环境下的反思的反思实践方法，被员工和学生用户认为并不理想。为了解决这个问题，采用了共同创造（或“学生作为合作伙伴”的方法），开发并实施了一项综合干预措施，以促进本科牙科学生的深度反思。这包括制作教育资源，并开发一个在线安全空间进行反思。
在本文中，我们讨论了使用本科牙科学生共同创造作为研究方法的过程，该方法成功地产生了关于反思实践的课程变化，使学生伙伴的声音和经验得到了体现。这些学生伙伴是一个团队的一部分，该团队包括研究人员和教学人员，并与机构内的其他利益相关者以及更广泛的团队内的其他利益相关者合作。
本文展示了与本科牙科学生共同创造的积极益处，例如学生的信心增强、专业和个人技能的发展以及对有意义变革的影响。
对于研究人员和教育工作者来说，这个过程激发了他们在课程开发方面的动力和乐趣，解决了教学问题，并确保了所开发的干预措施是可持续的和合适的。本文讨论了共同创造来开发课程变革的好处和挑战。这种共同创造方法建议用于解决医疗保健教育中的类似问题。
