Abstract
Objectives: This exploratory study was designed to investigate the understanding and experience of students, tutors and medical educators with respect to reflection in medical
education during the MBChB medical degree programme.
Methods: A qualitative approach was employed using semistructure interviews. Seven medical students, eleven tutors and eight medical educators participated in the study. An
inductive thematic analysis was used to accomplish the aim of this study.
Results: The results indicate that students, tutors and educators have an incomplete understanding of reflection. The cause exists at several points, not only at curriculum
level but also at the level of the educator, tutor and the student. Whilst the study presents information regarding curriculum deficits and individual needs it also signifies that
policy documents are not clearly understood. Assumptions were made by participants regarding the teaching, learning and assessment of reflection indicating a need for a review of student and tutor preparation.
Conclusions: The importance of reflection is frequently noted in the literature as an essential characteristic for professional competence. This research has highlighted the
need for a much greater emphasis on reflection in or through teaching, learning and assessment. Suggestions to overcome these are offered.
education during the MBChB medical degree programme.
Methods: A qualitative approach was employed using semistructure interviews. Seven medical students, eleven tutors and eight medical educators participated in the study. An
inductive thematic analysis was used to accomplish the aim of this study.
Results: The results indicate that students, tutors and educators have an incomplete understanding of reflection. The cause exists at several points, not only at curriculum
level but also at the level of the educator, tutor and the student. Whilst the study presents information regarding curriculum deficits and individual needs it also signifies that
policy documents are not clearly understood. Assumptions were made by participants regarding the teaching, learning and assessment of reflection indicating a need for a review of student and tutor preparation.
Conclusions: The importance of reflection is frequently noted in the literature as an essential characteristic for professional competence. This research has highlighted the
need for a much greater emphasis on reflection in or through teaching, learning and assessment. Suggestions to overcome these are offered.
| Original language | English |
|---|---|
| Pages (from-to) | 61-67 |
| Number of pages | 7 |
| Journal | International Journal of Medical Education |
| Volume | 1 |
| Early online date | 20 Aug 2010 |
| DOIs | |
| Publication status | Published - 2010 |
Keywords
- Health professional education
- reflections
- undergraduate medical education