A peek into oneself: reflective writing amongst undergraduate Medical Imaging students
Reflection is thinking about, pondering upon something that we have learnt. It is something that one consciously looks at in great depth - contemplating, analyzing in order to learn from it. Reflection aids everyday life in formal learning and informal learning. Reflection is used widely in the fiel...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Fernandez, Shanti Caroline [verfasserIn] |
|---|
| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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| Rechteinformationen: |
Nutzungsrecht: © 2014 Taylor & Francis 2014 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Reflective practice - Abingdon, Oxfordshire : Routledge, Taylor & Francis Group, 2000, 16(2015), 1, Seite 109-14 |
|---|---|
| Übergeordnetes Werk: |
volume:16 ; year:2015 ; number:1 ; pages:109-14 |
| Links: |
|---|
| DOI / URN: |
10.1080/14623943.2014.982524 |
|---|
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| 520 | |a Reflection is thinking about, pondering upon something that we have learnt. It is something that one consciously looks at in great depth - contemplating, analyzing in order to learn from it. Reflection aids everyday life in formal learning and informal learning. Reflection is used widely in the field of education, especially healthcare curricula throughout the world in which clinical practice is a huge component. This study aims to identify whether there is an improvement in students' clinical grades with the use of a reflective journal. Before students were exposed to clinical posting, they underwent a Workshop on Reflective Writing to teach them how to write a reflective journal. They were introduced to Kolb's four-stage model of reflection: concrete experience, reflective observation, abstract conceptualization and active experimentation. The students were asked to write a minimum of three journal entries each week, but they were encouraged to write as much as possible. Students were then sent on clinical placement. A one-to one interview with each student revealed that students felt that writing reflective journals improved their clinical practice. Findings revealed that there was improvement in their clinical practice. Hence knowledge of reflective writing is fundamental to healthcare educators, and they themselves need to be reflective practitioners. | ||
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A peek into oneself: reflective writing amongst undergraduate Medical Imaging students |
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A peek into oneself: reflective writing amongst undergraduate Medical Imaging students |
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Fernandez, Shanti Caroline |
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10.1080/14623943.2014.982524 |
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peek into oneself: reflective writing amongst undergraduate medical imaging students |
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A peek into oneself: reflective writing amongst undergraduate Medical Imaging students |
| abstract |
Reflection is thinking about, pondering upon something that we have learnt. It is something that one consciously looks at in great depth - contemplating, analyzing in order to learn from it. Reflection aids everyday life in formal learning and informal learning. Reflection is used widely in the field of education, especially healthcare curricula throughout the world in which clinical practice is a huge component. This study aims to identify whether there is an improvement in students' clinical grades with the use of a reflective journal. Before students were exposed to clinical posting, they underwent a Workshop on Reflective Writing to teach them how to write a reflective journal. They were introduced to Kolb's four-stage model of reflection: concrete experience, reflective observation, abstract conceptualization and active experimentation. The students were asked to write a minimum of three journal entries each week, but they were encouraged to write as much as possible. Students were then sent on clinical placement. A one-to one interview with each student revealed that students felt that writing reflective journals improved their clinical practice. Findings revealed that there was improvement in their clinical practice. Hence knowledge of reflective writing is fundamental to healthcare educators, and they themselves need to be reflective practitioners. |
| abstractGer |
Reflection is thinking about, pondering upon something that we have learnt. It is something that one consciously looks at in great depth - contemplating, analyzing in order to learn from it. Reflection aids everyday life in formal learning and informal learning. Reflection is used widely in the field of education, especially healthcare curricula throughout the world in which clinical practice is a huge component. This study aims to identify whether there is an improvement in students' clinical grades with the use of a reflective journal. Before students were exposed to clinical posting, they underwent a Workshop on Reflective Writing to teach them how to write a reflective journal. They were introduced to Kolb's four-stage model of reflection: concrete experience, reflective observation, abstract conceptualization and active experimentation. The students were asked to write a minimum of three journal entries each week, but they were encouraged to write as much as possible. Students were then sent on clinical placement. A one-to one interview with each student revealed that students felt that writing reflective journals improved their clinical practice. Findings revealed that there was improvement in their clinical practice. Hence knowledge of reflective writing is fundamental to healthcare educators, and they themselves need to be reflective practitioners. |
| abstract_unstemmed |
Reflection is thinking about, pondering upon something that we have learnt. It is something that one consciously looks at in great depth - contemplating, analyzing in order to learn from it. Reflection aids everyday life in formal learning and informal learning. Reflection is used widely in the field of education, especially healthcare curricula throughout the world in which clinical practice is a huge component. This study aims to identify whether there is an improvement in students' clinical grades with the use of a reflective journal. Before students were exposed to clinical posting, they underwent a Workshop on Reflective Writing to teach them how to write a reflective journal. They were introduced to Kolb's four-stage model of reflection: concrete experience, reflective observation, abstract conceptualization and active experimentation. The students were asked to write a minimum of three journal entries each week, but they were encouraged to write as much as possible. Students were then sent on clinical placement. A one-to one interview with each student revealed that students felt that writing reflective journals improved their clinical practice. Findings revealed that there was improvement in their clinical practice. Hence knowledge of reflective writing is fundamental to healthcare educators, and they themselves need to be reflective practitioners. |
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