Excellence in Teaching and Learning 2nd June 2009 Seeking to inquire: the interplay of reflection,...

Excellence in Teaching and Learning 2nd June 2009

Seeking to inquire: the interplay of reflection, learning and research • Dr Pauline Griffiths, Senior Lecturer SHS • Dr Fiona Murphy, Senior Lecturer, SHS


The PresentationOverview of reflection and reflective practiceReflection: undergraduate exampleReflection: postgraduate exampleLinking reflection to research


School of Health ScienceOver 3000 students High numbers of students who do or will work in healthcare related roles.Must be Life Long Learners-they will be caring for YOU!Important for students to not merely know but also to be able to do


Teaching Quality Manual 2008/09 Undergraduate and post graduate programmes

‘Higher Education Institutions in the UK were required to introduce, by 2005/06, as

part of the Progress File initiative a means by which students can monitor, build and

reflectreflect upon their personal development which has been termed personal

development planning (PDP).’ (section 7. P. 136)


What learning?

LEAP Swansea University : ‘Learning and professional development is a structured and supported process which you undertake to reflect upon your own learning, performance and achievements, and to plan for your own personal, educational and career development’.


Defining reflection.


Defining reflection.

An in-depth consideration of events or situations outside oneself: solitary or with critical support.

(Bolton 2005)


Background to reflectionJohn DeweyJohn Dewey- discovery learningGilbert RyeGilbert Rye –’knowing that’ precedes ‘knowing how’Michael PolanyiMichael Polanyi- ‘tacit’ and ‘explicit’ knowledge Donald SchonDonald Schon- technical rationality.Mezirow Mezirow – critical reflection leading to transformative learning and the challenging of assumptions that underpin beliefs, feelings and actions


Reflective practice

Reflection is a skill to enhance the student’s potential to become an expert practitioner by-

The process of creating and clarifying the meaning of experience in terms of self in relation to both self and the world. The outcome of this process is changed conceptual perspectives.

(Boyd & Fales 1983)


Undergraduate example

Introduced to the concept of reflectionTimetabled tutorial groups with personal tutor after each clinical placementFormative reflective accounts and a summative assessment as the final year assessmentClinical portfolio


Reflective Cycle -adapted from Gibbs (1988)

Description-What happened?

Feelings-What were you thinking and feeling? What lead you to that decision /option/ opinion ?

Evaluation-What was good and bad about the experience?Analysis-What sense can

you make of the situation? What have you learnt? What does the literature say ?

Conclusion-What else could you have done?

What have you learnt?

Action Plan-If it arose again what would you do? Would you do things differently ?


A Reflective Account -End of first clinical placement (TB1)‘We were called to a cardiac incident…The male was lying on the floor…. After making suitable safety sweeps my PPEd* undertook initial assessments. We gave oxygen. …the male was transported to hospital…’

Paramedic student Adam

*PPEd -Practice Placement Educator


A Reflective Account -End of second clinical placement

(TB2)I was feeling nervous on the way to the incident…The patient was young, it was trauma related and the patient was semi-conscious…We had to make sure the patient fully understood what happened… during the incident I focussed on what my role was, and was ready to make use of my new skills….

Paramedic student Adam


Postgraduate example

‘I knew he (the patient) wasn’t right….his obs were stable but he was ‘transparent’. I’d seen this before ….the doctor said he was OK but I insisted he call the senior registrar. He refused so in the end I did.’

MSc Nursing student


Reflective practice as a strategy for developing

research skillsPotentially 3 key areas:

A component of supervisionDeveloping transferable skillsIdentifying research questions



research skillsDescription-What happened?

Skills in observation, description and interpretationClearly identifying the issue



research skillsFeelings-What were you thinking and

feeling?

Developing skills of interpretation and separating the objective from the subjectiveRecognising the importance of reflexivity



research skillsAnalysis-What sense can you make

of the situation?Critical appraisal.Searching and using the literatureSelection, evaluation and application of appropriate theories



research skillsConclusion-What else could you

have done?The generation of research questionsIdentification of research approaches



research skillsAction Plan-If it arose again what

would you do?

Reflective practice closely linked to action/practitioner research


Conclusion

We cannot assume that learners understand what we mean by reflectionOrganised guidance can enhance the reflective process for learnersReflection on practice (or critical reflection) can lead to transformative learning and the challenging of assumptions underpinning beliefs, feelings and actions.This can (and does) lead to research ideas to inform the theoretical knowledge base of the discipline by exploring relevant practice issues and, importantly, helping to make professional tacit knowledge explicit.


Seeking to inquire: the interplay of reflection, learning and research • Dr Pauline Griffiths, Senior Lecturer SHS • Dr Fiona Murphy, Senior Lecturer, SHS

Excellence in Teaching and Learning 2nd June 2009 Seeking to inquire: the interplay of reflection,...

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