Abstract
BackgroundDental trainees have various clinical experiences during their internships and they grow by experiencing success and failure. When looking back on an event, it is not apparent which experiences result in more critical reflection. Therefore, we qualitatively analyzed the portfolios of dental trainees using Significant Event Analysis to investigate their depth of reflection.MethodsWe asked all Hiroshima University Hospital dental trainees who completed a 1-year training program between 2010 and 2016 to describe their most memorable event from the past year. We coded the text using a qualitative analysis method. Then, we classified the responses as positive or negative events. We evaluated the depth of reflection following a pragmatic approach to categorizing reflective material (Sandars method) and a reflective ability rubric and user guide (O’Sullivan method) and compared these results. The evaluation was performed separately by two researchers and a good rate of agreement was confirmed by the weighted kappa statistic. Comparison of the depth of reflection was performed by the Mann-Whitney U test.ResultsThe assessments of the positive event group and negative event group were compared with the respective evaluation criteria of the Sandars and O’Sullivan methods, and reflection was found to be deeper in the negative event group. The Mann-Whitney U test revealed a significant difference (p < 0.05) in the median values of the two groups for both methods.ConclusionsBoth positive and negative experiences are important for dental practitioners to grow, but negative experiences are associated with critical reflections. In promoting the growth of training dentists, it is considered important to encourage deep reflections on positive experiences that are likely to be shallow.
Highlights
Dental trainees have various clinical experiences during their internships and they grow by experiencing success and failure
Obayashi et al BMC Medical Education (2018) 18:292 trainees will undergo through clinical experiences in the lifelong journey of training will mainly consist of the constructivist learning viewpoint [4, 5] of learning through reflection amidst interactions with society [6,7,8] and the legitimate peripheral participation learning viewpoint [9, 10] of learning through collaboration with others as a member of the clinical setting, rather than the aforementioned cognitive and behavioral learning viewpoint [11]
To develop an educational approach and assessment index of critical and deep reflection abilities, we investigated the aspects of reflection in dental trainees who took their first steps towards becoming a medical professional using a portfolio (SEA)
Summary
Dental trainees have various clinical experiences during their internships and they grow by experiencing success and failure. Knowledge accumulation and the cognitive placement of meaning (constructivist learning viewpoint) through reflection after action promotes reflection for the action, and this leads to the self-improvement for acquiring, maintaining, and improving clinical skills [14, 15]. This is the continuation of reflective practice. Critical reflection as defined by Moon is demonstrating “an awareness that action and events are located within and explicable by multiple perspectives, but are located in and influenced by multiple historical and socio-political contexts.” This is strongly associated with expanding the range of and enriching “my theory” and the depth of reflection Critical reflection as defined by Moon is demonstrating “an awareness that action and events are located within and explicable by multiple perspectives, but are located in and influenced by multiple historical and socio-political contexts.” This is strongly associated with expanding the range of and enriching “my theory” and the depth of reflection
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