Lisa Chaffey, Evelyne de Leeuw, Sharyn Milnes CRICOS Provider Code: - - PowerPoint PPT Presentation

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Lisa Chaffey, Evelyne de Leeuw, Sharyn Milnes CRICOS Provider Code: - - PowerPoint PPT Presentation

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Lisa Chaffey, Evelyne de Leeuw, Sharyn Milnes CRICOS Provider Code: 00113B DEAKIN CLINICAL SCHOOLS Geelong Greater Green Triangle Grampians Eastern Health CRICOS Provider Code: 00113B ETHICS LAW AND PROFESSIONAL DEVELOPMENT

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CRICOS Provider Code: 00113B

Lisa Chaffey, Evelyne de Leeuw, Sharyn Milnes

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CRICOS Provider Code: 00113B

DEAKIN CLINICAL SCHOOLS

  • Geelong
  • Greater Green

Triangle

  • Grampians
  • Eastern Health
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CRICOS Provider Code: 00113B

ETHICS LAW AND PROFESSIONAL DEVELOPMENT

Years 3 & 4 Years 1 & 2

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BACKGROUND

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ANECDOTAL FEEDBACK

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AIMS:

  • Review the curriculum in regards to reflection
  • Develop a consistent approach to the

facilitation of reflection across all themes and year levels

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STUDENT SURVEY

  • Groningen Reflection Ability Scale (GRAS)
  • 23-item scale
  • Three aspects of personal reflection:

–self-reflection, –empathetic reflection and –reflective communication

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STUDENT SURVEY

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STUDENT SURVEY

Variable n % GRAS Scores

  • Mean
  • SD
  • 2011

year level

  • 2nd

year

45 16.42 87.93 7.89

3rd year

51 18.61 88.57 8.01

4th year

48 17.51 90.58 8.49

2012 year level

  • 2nd

year

52 18.98 90.42 8.56

3rd year

48 17.51 88.06 8.90

4th year

30 10.95 89.70 10.48

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THEN…

  • Those results lead us to further examine how

we facilitate reflection for all themes, throughout the 4 year course

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METHOD OF CURRICULUM REVIEW

  • literature review, gathering best practice

guidelines for the facilitation of reflection.

  • an audit of information, facilitation methods

and assessment of reflection within the Public Health theme, and then across the course.

  • discussions with each of theme leader to

determine the purpose of reflection in their unit.

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FINDING FROM LITERATURE REVIEW: PURPOSES OF REFLECTION

  • The term ‘reflection’ is widely mentioned

within medical education literature, but often refers to different processes and approaches

(7-9) :

  • We identified the following purposes:

–Reflection to improve decision-making ability –Reflection to personally develop –Reflection to contextualize practice.

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FINDINGS FORM LITERATURE REVIEW: BEST PRACTICE GUIDELINES

  • The review also allowed best practice

guidelines for facilitating reflection to be developed.

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RESULTS - AUDIT

  • Public Health theme indicated a good

adherence to best practice methods, as compared to the literature review.

  • An audit of all units highlighted an inconsistent

approach in facilitating and assessing reflective practice across year levels and themes.

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DISCUSSION

  • Anecdotal = Audit
  • Students don’t understand how or why they

reflect

  • Marking and feedback are not clear to students
  • Poor learning and transformative learning
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CONCLUSION – THE WAY FORWARD

  • Review for consistent message using the purposes of

reflection:

–Reflection to improve decision-making ability –Reflection to personally develop –Reflection to contextualize practice. –Theme aims –learning objectives, –facilitation methods, –assessment tasks and marking rubrics.

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CONCLUSION – THE WAY FORWARD

  • Students will be taught early about purposes of

reflection

  • Additionally, a student guide to reflection,

which will be used throughout the course, is being refined.

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REFERENCES

1. Wald HS, Reis SP. Beyond the margins: Reflective writing and development of reflective capacity in medical education. J Gen Intern Med. 2010;25(7):746-9. 2. Roberts C, Stark P. Readiness for self-directed change in professional behaviours: factorial validation of the Self-reflection and Insight Scale. Medical Education. 2008;42(11):1054-63. 3. Fish D, de Cossart L. Developing the wise doctor. A resource for trainers and trainees in

  • MMC. London, UK: Royal Society of Medicine Press Ltd; 2007.

4. Howe A, Barrett A, Leinster S. How medical students demonstrate their professionalism when reflecting on experience. Medical Education. 2009;43(10):942-51. 5. Mann KV, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Advances in Health Science Education. 2009;15:595-621. 6. Aukes LC, Geertsma J, Cohen-Schotanus J, Zwierstra RP, Slaets JPJ. The development of a scale to measure personal reflection in medical practice and education. Medical Teacher. 2007;29:177-82. 7. Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Medical Teacher. 2009;31(8):685-95. 8. Aukes LC, Geertsma J, Cohen-Schotanus J, Zwierstra RP, Slaets JPJ. The effect of enhanced learning on the personal reflection of undergraduate medical students. Medical Education Online. 2008;13(15). 9. Leung KH, Pluye P, Grad R, Weston C. A reflective learning framework to evaluate CME effects on practice reflection. Journal of Continuing Education in the Health Professions. 2010;30(2):78-88.