Abstract
Reflective thinking and practice are essential attributes of competent healthcare professionals. Strategies to promote and assess reflective thinking are now common in most undergraduate courses. Evidence is emerging
of key variables which influence the development of reflective thinking, including: deep learning, shared reflection, peer support, self-assessment, facilitating context, safe atmosphere, mentorship, time to reflect.
Problem-based learning (PBL) requires students to collaboratively engage with an ill structured problem in order to construct their own understanding. Reflective practices are built into the process, and scaffolded by the PBL
facilitator. It is reasonable to expect that these students will develop reflective thinking skills. However there is little evidence to support this assumption. This presentation explores the development of reflective thinking for one physiotherapy cohort as they progressed through their undergraduate course, in which key subjects in every year group use a PBL approach.
Methods:
To explore the development of students’ Reflective Thinking across the course, students completed Kember and Leung’s (2000) Reflection Questionnaire in both second and final (fourth) year.
Results:
Results will be explored and discussed in relation to: evidence; theory underpinning the questionnaire; key variables linked to the development of Reflective Thinking; and pedagogical strategies used within the course.
Conclusions:
PBL affords many of the variables linked to the development of reflective thinking. Results from one physiotherapy undergraduate course may add some evidence on progression in students’ level of reflective thinking as they move through their PBL course.
| Original language | English |
|---|---|
| Pages | 176-176 |
| Number of pages | 1 |
| Publication status | Published - Mar 2016 |
| Event | 17th Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions: OTTAWA2016 - Perth Convention and Exhibition Centre, Perth , Australia Duration: 19 Mar 2016 → 23 Mar 2016 http://www.ottawaconference.org/copy-of-ottawa-2014 (Conference website) |
Conference
| Conference | 17th Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions |
|---|---|
| Country | Australia |
| City | Perth |
| Period | 19/03/16 → 23/03/16 |
| Internet address |
|
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Exploring the development of reflective thinking in an undergraduate problem based learning healthcare course. / Skinner, Kay; Hyde, Sarah; McPherson, Kerstin; Crockett, Judith; O'Connor, Simone; Breheny, Louise.
2016. 176-176 Poster session presented at 17th Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions, Perth , Australia.Research output: Other contribution to conference › Poster
TY - CONF
T1 - Exploring the development of reflective thinking in an undergraduate problem based learning healthcare course
AU - Skinner, Kay
AU - Hyde, Sarah
AU - McPherson, Kerstin
AU - Crockett, Judith
AU - O'Connor, Simone
AU - Breheny, Louise
PY - 2016/3
Y1 - 2016/3
N2 - Introduction:Reflective thinking and practice are essential attributes of competent healthcare professionals. Strategies to promote and assess reflective thinking are now common in most undergraduate courses. Evidence is emerging of key variables which influence the development of reflective thinking, including: deep learning, shared reflection, peer support, self-assessment, facilitating context, safe atmosphere, mentorship, time to reflect. Problem-based learning (PBL) requires students to collaboratively engage with an ill structured problem in order to construct their own understanding. Reflective practices are built into the process, and scaffolded by the PBL facilitator. It is reasonable to expect that these students will develop reflective thinking skills. However there is little evidence to support this assumption. This presentation explores the development of reflective thinking for one physiotherapy cohort as they progressed through their undergraduate course, in which key subjects in every year group use a PBL approach. Methods:To explore the development of students’ Reflective Thinking across the course, students completed Kember and Leung’s (2000) Reflection Questionnaire in both second and final (fourth) year. Results:Results will be explored and discussed in relation to: evidence; theory underpinning the questionnaire; key variables linked to the development of Reflective Thinking; and pedagogical strategies used within the course.Conclusions: PBL affords many of the variables linked to the development of reflective thinking. Results from one physiotherapy undergraduate course may add some evidence on progression in students’ level of reflective thinking as they move through their PBL course.
AB - Introduction:Reflective thinking and practice are essential attributes of competent healthcare professionals. Strategies to promote and assess reflective thinking are now common in most undergraduate courses. Evidence is emerging of key variables which influence the development of reflective thinking, including: deep learning, shared reflection, peer support, self-assessment, facilitating context, safe atmosphere, mentorship, time to reflect. Problem-based learning (PBL) requires students to collaboratively engage with an ill structured problem in order to construct their own understanding. Reflective practices are built into the process, and scaffolded by the PBL facilitator. It is reasonable to expect that these students will develop reflective thinking skills. However there is little evidence to support this assumption. This presentation explores the development of reflective thinking for one physiotherapy cohort as they progressed through their undergraduate course, in which key subjects in every year group use a PBL approach. Methods:To explore the development of students’ Reflective Thinking across the course, students completed Kember and Leung’s (2000) Reflection Questionnaire in both second and final (fourth) year. Results:Results will be explored and discussed in relation to: evidence; theory underpinning the questionnaire; key variables linked to the development of Reflective Thinking; and pedagogical strategies used within the course.Conclusions: PBL affords many of the variables linked to the development of reflective thinking. Results from one physiotherapy undergraduate course may add some evidence on progression in students’ level of reflective thinking as they move through their PBL course.
UR - http://docs.wixstatic.com/ugd/bd1cfc_59ab3c0e5300403aa59afdcc0bf517bd.pdf
M3 - Poster
SP - 176
EP - 176
ER -