scholarly journals An appraisal of students' awareness of "self-reflection" in a first-year pathology course of undergraduate medical/dental education

2011 ◽  
Vol 11 (1) ◽  
Author(s):  
Rani Kanthan ◽  
Jenna-Lynn B Senger
Keyword(s):  
Dental Education ◽  
First Year ◽  
Self Reflection

scholarly journals Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

2021 ◽  
Vol 11 (6) ◽  
pp. 263
Author(s):  
Chris Campbell ◽  
Tran Le Nghi Tran
Keyword(s):  
Educational Technology ◽  
Pilot Study ◽  
Reflective Practice ◽  
First Year ◽  
Assessment Practices ◽  
Self Reflection ◽  
Large N ◽  
New Concepts ◽  
Hands On ◽  
Implementation Trial

This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.

scholarly journals Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

2020 ◽  
Vol 27 (09) ◽  
pp. 1895-1901
Author(s):  
Ahmed Murtaz Khalid ◽  
Noman Sadiq ◽  
Aiman Farogh Anjum ◽  
Iffat Naiyar Hashmi ◽  
Misbah Aslam ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Strategy ◽  
Peer Learning ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
Self Reflection ◽  
Medical College ◽  
Innovative Learning ◽  
First Year Medical Students

Objectives: To know the perception of peer-learning among first batch of 1st year medical students in CMH Kharian Medical College. Study Design: Cross-Sectional study. Setting: CMH Kharian Medical College. Period: June 2018 and September 2018. Material & Methods: Questionnaire was distributed among hundred first year medical students on self-reflection and feedback after 15 min power point presentation given by their fellow students based on different pathophysiological scenarios. Results: Out of 100 students, 85 filled out questionnaire form completely. 60% of students were of the opinion that peer-learning facilitated them to perform better in the exam, and can be continued for future batches. 50% of students agreed that this innovative learning modality was conducted in a systematic manner, helped them to improve their understanding of the subject and learning was fostered based on the principles of self-reflection and feedback. Problem solving ability was improved by peer learning format according to 49% of students, while 47% of students reported that this innovative learning strategy provided them with a tool to improve their learning through interaction, while research capabilities of 37% students were improved. Conclusion: Majority of first year medical students lacking senior guidance learned better in a comfortable environment from their peers, and improved understanding of the core subject by realizing the implication of the concept of self-reflection and feedback.

scholarly journals Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Ping Gao ◽  
Seng Chee Tan ◽  
Longlong Wang ◽  
Angela F. L. Wong ◽  
Doris Choy
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Meaning Making ◽  
Pedagogical Knowledge ◽  
Teacher Preparation Program ◽  
First Year ◽  
Pedagogical Beliefs ◽  
Self Reflection ◽  
Field Placements ◽  
Information And Communication

<span>The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers' development and translation of their technological pedagogical knowledge (TPK) into their classroom practices throughout the first year of their teacher preparation program. It was found that all fourteen participants demonstrated a gain in both technological and pedagogical knowledge, and registered positive changes both in their pedagogical beliefs and their beliefs in using information and communication technology (ICT) to engage their students in active meaning making after an ICT course and an intervention workshop on reflection. There was, however, great variation in the ways that they used ICT in their first field placements: from using ICT as a presentation tool to complement or support their teaching, to engaging their students in using ICT as a cognitive tool to extend their students' learning and knowledge construction. This variation was largely related to whether the participants could synergise their constructivist-oriented beliefs, technological knowledge and pedagogical knowledge. It seems that only the preservice teachers who demonstrated student-centric pedagogies and reflected on student learning showed more advanced development of TPK. Recommendations for engaging preservice teachers in reflection with a focus on student learning are discussed.</span>

The first year of dental education

BDJ ◽  
1970 ◽  
Vol 129 (5) ◽  
pp. 210-213
Author(s):  
J N Anderson
Keyword(s):  
Dental Education ◽  
First Year

Reflection rounds to facilitate resilience in hematology/medical oncology fellows.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11019-11019
Author(s):  
Erica C. Nakajima ◽  
Joseph Christopher Murray ◽  
Jacquelyn W. Zimmerman ◽  
Marcus Messmer ◽  
Najeff Waseem ◽  
...  
Keyword(s):  
Medical Oncology ◽  
Well Being ◽  
Fellowship Training ◽  
Care Patient ◽  
First Year ◽  
Self Reflection ◽  
Futile Care ◽  
Professional Fulfillment ◽  
Repeat Assessment ◽  
Academic Year

11019 Background: Given the prevalence of burnout among medical oncologists (40-60% in the literature), education on burnout risk factors, recovery, and prevention are needed urgently in training curricula for medical oncology fellows. Care of patients with cancer is increasingly complex, and often can seem overwhelming to new trainees. Debriefing as a resiliency skill to develop self-reflection and identify coping strategies may provide a durable way to navigate these complexities. Optimization of fellowship Reflection Rounds (RR) was selected as a fellow-led quality improvement (QI) project for the current academic year. Methods: A QI team including the APD and representatives from all levels of fellowship training was assembled. Feedback regarding previously unstructured, monthly, hour long faculty-facilitated RR for first year fellows was reviewed. Topics with associated readings were selected and paired with fellow-nominated faculty based on the most common recurring themes. The QI team administered the Stanford Professional Fulfillment Index (PFI) to all fellows at the midway point of the academic year. RR were re-structured to include a chaplain with trainee communication expertise and a chief fellow to participate the sessions to assess changes in trainee engagement. Repeat assessment of the Stanford PFI is planned for the end of the academic year. Results: Topics identified for discussion included handling bias, futile care, patient communication, end of life care, and work-life balance. 26 fellows completed the Stanford PFI including nine 1st year fellows, 13 2nd year fellows, and 6 3rd year fellows. Survey results revealed emotional and/or physical fatigue as areas of greatest need for improvement in fellow well-being with 27% of fellows reporting “moderate” emotional or physical exhaustion. Conclusions: RR provides a safe and effective forum to develop peer debriefing and self-refection as resiliency skills within hematology/medical oncology fellowship training. Optimization of RR will continue as fellows become more involved in planning and implementation of curricular improvements to promote resiliency and enhance wellness.

scholarly journals Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Mahmoud M. Bakr ◽  
Ward L. Massey ◽  
Helen M. Massa
Keyword(s):  
Retrospective Study ◽  
Student Engagement ◽  
Student Learning ◽  
Flipped Classroom ◽  
Course Design ◽  
Dental Education ◽  
Teaching Staff ◽  
First Year ◽  
Dental Anatomy ◽  
The Impact

Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.

scholarly journals Approach to Writing from Readers’ Perspectives: Incorporating Self-Evaluation, Peer Feedback, and Self-Reflection into Academic Writing

2021 ◽  
Author(s):  
Masumi Ono
Keyword(s):  
Collaborative Learning ◽  
Academic Writing ◽  
Peer Feedback ◽  
First Year ◽  
Learning Method ◽  
Self Reflection ◽  
Self Evaluation ◽  
Analytical Skills ◽  
Critical Feedback ◽  
First Year University

In teaching academic writing, it is important that teachers encourage students to consider the expectations of readers, which vary depending on the genre and context of writing. Peer feedback, a collaborative learning method, provides students with opportunities to read peers’ writing and give and receive feedback. This study investigated the perceptions of first-year university students’ writing and revising academic essays through self-evaluation, peer feedback, and self-reflection. A total of 122 students wrote and evaluated the first drafts of their essays, read their peers’ essays to evaluate good and problematic areas, revised the drafts, and reflected on the peer feedback. The results indicated that self-evaluation enhanced students’ attention to readers’ expectations and that peer feedback was considered useful by the majority of them. While their essay scores and views on peer feedback did not correlate, the high-graded essay group appreciated peers’ comments on the essay organization. In contrast, the medium-graded group valued comments on the content, whereas the low-graded group viewed citation-related comments as useful. The results suggest that clear, specific, and critical feedback comments were received positively. Self-evaluation and peer feedback enhance students’ collaborative learning, analytical skills, and awareness of readers and their own writing.

scholarly journals REFLECTION TO GUIDE MEDICAL STUDENTS’ SELFINTROSPECTION AND DEVELOPMENT: A QUALITATIVE REPORT

2020 ◽  
Vol 9 (1) ◽  
pp. 52
Author(s):  
Imelda Ritunga ◽  
Etha Rambung
Keyword(s):  
Medical Students ◽  
First Year ◽  
Self Awareness ◽  
Research Subjects ◽  
Self Reflection ◽  
Open Questions ◽  
Future Improvement ◽  
Minimum Number ◽  
Group Interviews ◽  
First Year Medical Students

Background: Reflection is needed by the doctor in interpreting his experience, realizing its limitations so that it will be lifelong learning. In medical learning, self reflection can motivate students to realize their limitations and learn better. The purpose of this study is to explore the experiences of students in reflection learning. Methods: the research method uses a qualitative type with the research subjects being 15 first-year medical students. Reflection is taught at the beginning of education and is practiced in innovation design courses by providing weekly writing self-reflection assignments. The experience of writing self reflection was explored through group interviews (FGD) and in-depth interviews. Open questions are given to students, the results of interviews are verbatim and coding. This study has obtained ethical clearance.Results: the results of the study were divided into 5 themes: perception, self-awareness, future improvement, rules, and other. Participants expressed pleasure in self-reflection, useful for self-reflection, and future improvement. Future improvements vary from no change to the change in perspective and even change in action, which is more disciplined. Rules for a minimum number of words in self-reflection assignments are things are not fun to participants and can make writing blindly. The frequency of writing self-reflection carried out every week is felt to burden the participants. Other draw on participants' statements regarding activities to write reflections that are felt to be useful as part of learning as a writer.Conclusion: learners' perceptions of reflection learning are fun and useful, but students complain about the rules for reflection assignments so design reflection should relevant and contextual.  

scholarly journals A MODERN MODEL OF MASTERS’ IN DENTISTRY PROFESSIONAL TRAINING

2020 ◽  
pp. 45-49
Author(s):  
Ya. A. Kulbashna ◽  
V. O. Malanchuk ◽  
Ya. P. Nahirnyj ◽  
I. L. Skrypnyk ◽  
V. O. Zakharova
Keyword(s):  
Medical Education ◽  
Professional Training ◽  
Professional Competence ◽  
Dental Education ◽  
World Federation ◽  
First Year ◽  
Training Process ◽  
National Qualifications Framework ◽  
The World ◽  
Education Levels

The article reveals that the system of masters’ in dentistry professional training in Ukraine does not sufficiently meet the international requirements and education levels regulated by the National Qualifications Framework. At the same time, the updated field standard of higher education in the specialty “Dentistry” (2019) contains a number of contradictory conditions, in particular: the availability of educational-professional training program and educational-scientific (optional for universities) one with different number of credits (300 and 360 correspondingly). The necessity to implement the levels of junior bachelor (dentist’s assistant) and bachelor (odontologist-hygienist) into the model of masters’ in dentistry professional training process was substantiated. This allows students of higher dental education institutions to start practical activity from the first year of studying, which can encourage them to increase the level of their professional competence and restore the preventive component of dental care to the population of Ukraine. It has been proved the expediency to prolong the period of masters’ in dentistry professional training to 6 years with the last year of practically oriented study to ensure compliance of dental education in Ukraine with the requirements of the World Federation for Medical Education in terms of the amount of academic load and the need to strengthen its practical component. A modern model of masters’ in dentisry professional training has been developed in accordance with the National Qualifications Framework and the requirements of the World Federation of Medical Education.

scholarly journals Comparing students’ perceptions of paper-based and electronic portfolios

2009 ◽  
Vol 34 (3) ◽  
Author(s):  
Maarten Van Wesel ◽  
Anouk Prop
Keyword(s):  
Electronic Portfolio ◽  
Electronic Portfolios ◽  
Perceived Support ◽  
First Year ◽  
Ict Skills ◽  
Self Reflection ◽  
Educational Groups ◽  
Pour Cent ◽  
First Year Medical Students

\Electronic portfolios offer many advantages to their paper-based counterparts, including, but not limited to working on ICT skills, adding multimedia and easier sharing of the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. In this article the perceived support for self-reflection of an electronic portfolio and a paper-based portfolio in the same ecological setting are compared. We made use of the fact that during this study about half of the first year medical students was using an electronic portfolio (n = 157) and the other half a paper-based portfolio (n = 190). Nine questions were added to the standard end of the block evaluation, which is handed to 25 percent of year one educational groups. Findings suggest that perceptions about the support for self-reflection, and the usefulness of compiling a portfolio, do not differ between students using an electronic portfolio and students using a paper-based portfolio. Résumé : Les portfolios électroniques offrent de nombreux avantages comparativement à leurs homologues de papier, entre autres la possibilité de perfectionner les compétences liées aux TIC, d’ajouter des éléments multimédias et de partager plus facilement le portfolio. Des études précédentes ont montré que la qualité d’un portfolio ne dépend pas du support utilisé. Dans le présent article, nous comparons l’aide à l’autoréflexion perçue pour un portfolio électronique et un portfolio sur support papier dans le même environnement. Dans le cadre de cette étude, nous avons profité du fait qu’environ la moitié des étudiants de première année en médecine utilisait un portfolio électronique (n = 157) et l’autre moitié, un portfolio sur support papier (n = 190). Neuf questions ont été ajoutées à l’évaluation normale remise à 25 pour cent des groupes de première année à la fin du bloc de formation. Les résultats suggèrent que les perceptions des étudiants à l’égard de l’aide à l’autoréflexion et de l’utilité de compiler un portfolio ne diffèrent pas entre les utilisateurs de portfolios électroniques et les utilisateurs de portfolios sur support papier.

Sign in / Sign up

Export Citation Format

Share Document