Abstract
This article was migrated. The article was not marked as recommended. Aims:Traditional teaching decreases students' motivation therefore researchers worked on reflection to mount Miller's pyramid from knowledge towards performance. Reflectors are self-directed and lifelong learners. Reflection heightens learning caliber and ameliorates educational outcomes. So this study was conducted to "Measure reflective abilities of undergraduate dental students in a public medical college." Materials & Methods:A descriptive, quantitative study was carried out at Bolan Medical College, Quetta from December, 2015-May, 2016. Reflection-in-Learning Scale was distributed to all (85) dental students. Participants filled RLS which was then collected; data was coded and entered in SPSS version-20. Analysis of Variance test compared Reflection-in-Learning Scale score among the academic years, Shapiro test checked its normality, and Tukey test examined post hoc multiple comparisons. Results:In total 85 participants 21 belonged to 1st year, 16 were from 2nd year, 20 and 28 from 3rd and 4th years respectively. Female participants made 72.9% and 76.5% participants were 20-22 years old. Overall RLS score was 81.52 ± 4.90. Third year scored 83.35 ± 4.87, 4th year scored 82.57 ± 4.10, 2nd year scored 81.31 ± 4.41, and 1st year scored 78.52 ± 5.34. Conclusion:This study provides insight of dental student's reflective level and serves as a vehicle to examine their reflective abilities. Senior batches were good reflectors.
Highlights
Reflection connects recent cognition to the forgoing acquisition (Sobral DT, 2005) Reflective learners become critical thinkers, good professionals, (Koole et al, 2012) develop inter-personal/communication skills and case solving abilities and realize themselves, their beliefs and incentives deeply. (Kember et al, 2000) Traditional teaching/ learning strategies (Smith, Woldt, Cottam, & Cederberg, 2011; Vaugh L & Baker R, 2001) decrease students’ learning motivation (Rashmi KA, 2012) researchers of the nineteenth century (Sobral DT, 2000, 2001, 2005; Schon, 1984 ; Kolb, 1984; Boud, Keogh, & Walker, 1985; ) created reflective writing that assisted them to mount Miller’s pyramid from knowledge towards performance to build student’s self-directed and lifelong learning capacities and heighten their motivation.Measuring reflective abilities help in appraising students’ learning abilities and cognizant about their learning behavior
Out of these 85 participants, 21 (24.8%) study subjects were from 1st year, 16 (18.8%) participants belonged to 2nd year, 20 (23.5%) of these study subjects were from 3rd year and 28 (32.9%) students were 4th year class
Chalmers P, by applying prospective observational study on one group, repeated measures to examine the changes in the reflective level of 103/110 study participants. (Chalmers et al, 2011) Whereas in current study, the reflective level of participants was distinguished by utilizing an observational study design in a single sitting
Summary
Reflection connects recent cognition to the forgoing acquisition (Sobral DT, 2005) Reflective learners become critical thinkers, good professionals, (Koole et al, 2012) develop inter-personal/communication skills and case solving abilities and realize themselves, their beliefs and incentives deeply. (Kember et al, 2000) Traditional teaching/ learning strategies (Smith, Woldt, Cottam, & Cederberg, 2011; Vaugh L & Baker R, 2001) decrease students’ learning motivation (Rashmi KA, 2012) researchers of the nineteenth century (Sobral DT, 2000, 2001, 2005; Schon, 1984 ; Kolb, 1984; Boud, Keogh, & Walker, 1985; ) created reflective writing that assisted them to mount Miller’s pyramid from knowledge towards performance to build student’s self-directed and lifelong learning capacities and heighten their motivation.Measuring reflective abilities help in appraising students’ learning abilities and cognizant about their learning behavior. Researchers (Sobral DT 2005, Boenink, Oderwald, De Jonge, Van Tilburg & Smal 2004, Amal SM 2010, Devi V, Mandal T, Kodidela S, Pallath V 2012) formulated and utilized different tools to measure the reflective level of medical and dental students. (Sobral DT 2005, Amal SM 2010, Devi V, Mandal T, Kodidela S Pallath V 2012, Chalmers, Dunngalvin & Shorten 2011, Chuan-yuan, Ying-tai, Ming-hsia & Jia-te, 2013) reflection has been assessed in Pakistan by researchers of Agha Khan University Hospital, Karachi (Gulzar & Lobo, 2009) University of Health Sciences, Lahore (Khan, Biggs, Tabasum, & Iqbal, 2012) Rehman Medical College, Khyber Pakhtunkhwa (Saeed MT, 2015) The Islamia University of Bahawalpur, (Buzdar & Ali, 2013) and Allama Iqbal Open University Islamabad (Hussain, 2011) but still no such work is carried out to measure reflective abilities of medical or dental students through Reflection-in-Learning Scale. This study, was started with the aim to; "Measure Reflective abilities of undergraduate dental students through Reflection-in-Learning Scale (RLS) in a government medical college, Quetta."
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