Development Of Reflective Skills Research Articles

Using the capabilities of artificial intelligence in the development of reflection skills

The problems of developing of soft skills of people involved in educational activities are examined, their composition in the field of education is revealed. Special attention is paid to the formation of reflective skills using the capabilities of artificial intelligence, in particular Chatbots. A technique has been developed for implementing the reflective management of the student’s intellectual activity in the Chatbots system. Case scenaries are proposed that immerse the user in the problem space of the educational situation. The effectiveness of using the capabilities of artificial intelligence in the formation of reflective skill is proved.

Contemporary criminal defence practice: importance of active involvement at the investigative stage and related training requirements

ABSTRACTThe shifting focus of criminal proceedings from the trial to the pre-trial stages leads to a changing role of criminal defence practitioners across Europe. European criminal defence lawyers are now expected to enter the proceedings earlier and exercise “active” and “participatory” defence as early as the investigative stage. Criminal lawyers, trained in the traditional trial-centred paradigm, are ill-prepared for this role, which results in an important skills gap. Legal representation at the investigative stage presents unique challenges, such as shortage of information, time pressures and the closed nature of pre-trial proceedings. It requires lawyers to operate in a more complex communication environment, than the one to which they have been accustomed. This article sets out the main elements of a professional training programme aiming to fill in the emerging skills gap. The training programme (SUPRALAT) was successfully implemented in Belgium, Hungary, Ireland and the Netherlands, and is being expanded further. The training focuses on effective communication skills, experiential learning and the development of reflective skills. It includes elements of interprofessional training and encourages the development of “communities of practice”.

Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development

ABSTRACT Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff.

ROLA REFLEKSJI W PROCESIE PRZYGOTOWANIA DO ZAWODU NAUCZYCIELA JĘZYKA OBCEGO

The process of foreign language teacher training requires the introduction and development of reflection skills for teaching and work as an educator. That is why the process of teacher training must provide students with the necessary knowledge and practice. This article presents the rationale of the teacher training process at the Institute of German Philology, Adam Mickiewicz University in Poznań, according to the standards for teaching from the years 2004 and 2012. The research described concerns the role of self-reflection in students both during the process of their training as future teachers and in their teaching practice in schools.

Formación de profesores e identidad profesional: La contribución del trabajo colaborativo en educación

Resumen:En el ámbito de la formación de profesores, presentamos la percepción de los estudiantes de los cursos de maestría de habilitación para la docencia sobre la contribución del trabajo colaborativo en el proceso de construcción de su identidad profesional. Los datos recogidos a partir de narrativas reflexivas sobre los que nos centramos reflejan las percepciones de 44 estudiantes a la salida de la primera experiencia de práctica de enseñanza supervisada que consideramos ilustrativa de un verdadero trabajo en red. El análisis de contenido de las narrativas se centra en cinco categorías de análisis: i) papel de los profesores supervisores de la IES en la realización de la PES; ii) el papel de los orientadores cooperantes en la realización de la PES; iii) adquisición / desarrollo de competencias relativas a la dimensión profesional, social y ética; iv) adquisición / desarrollo de competencias relativas a la dimensión de participación en la escuela y de relación con la comunidad; y v) adquisición / desarrollo de competencias reflexivas sobre la práctica. Entendemos que este es un proceso constructivo en el sentido en que el pasante se construye como profesional, mediante la forma como refleja, de forma autónoma, pero también a partir de la reflexión dialógica tanto con el par pedagógico / grupo del centro de práctica, como con el supervisor y orientador cooperante, en el contexto de la comunidad educativa en que actúa.

Reflective writing in undergraduate clinical nursing education: A literature review.

The aim of this review was to explore the evidence of learning from reflective writing in undergraduate clinical nursing education. A combination of 17 quantitative and qualitative studies were included and three main categories emerged Development of clinical reasoning skills, Professional self-development and Facilitators and barriers for learning. The results revealed that reflective writing enhanced the students' reasoning skills and awareness in clinical situations. However, most students reflected primarily at a descriptive level, showing only limited and varied development of reflective skills. They focused on self-assessment; on their own emotional reactions and ability to cope in clinical situations, but had difficulties reflecting on the process of thinking and learning. Learning was promoted through instructive guidelines, scaffolding and detailed feedback from a trusted, available and qualified faculty teacher. Factors that facilitated learning included student maturity, individual cognitive skills, student collaboration and mixed tools for learning. Time constraints, conflicting values, lack of feedback and support, and lack of trust acted as barriers for learning. Reflective writing is a tool for students' professional learning, but above all for the students' personal development in becoming a professional nurse.

FUTURE PLANNING PECULIARITIES UNDER DIFFERENT CONDITIONS OF UNCERTAINTY TOLERANCE IN ADOLESCENTS

The authors of the article analyze the results of empirical research aimed at defining the specificity of future construction in senior pupils with different levels of uncertainty tolerance. The paper features the following hypothesis: future construction in the youth age in schoolchildren, both tolerant and intolerant to uncertainty, is characterized by differences in the degree of explicitation and detailed elaboration of the future, in the awareness and acceptance of personal responsibility for one's own future, in the distinct manifestation of different modality attitudes concerning one's future. The investigation was carried out with the help of a complex of methods corresponding to the stated goal which included, alongside with quantitative methods, such qualitative methods as drawing metaphor methodology «Life's journey», elements of causometric analysis, graphic method of Cottle's circles. The results of the research may be used in the organization of psychological work with pupils to form an attitude of positive acceptance of one's future, overcoming the fear connected with the future, as well as the development of reflection skills and awareness of individual responsibility for one's own future.

Clinical psychologists’ use of reflection and reflective practice within clinical work

Previous research regarding reflective practice has considered the training and development of reflective skills; little attention has been paid to how these are used by clinicians in practice. This study aims to understand how clinical psychologists experience reflection and reflective practice in their day-to-day clinical role. Six practicing clinical psychologists in Singapore were interviewed regarding their experiences. The interviews were analysed using Interpretative Phenomenological Analysis. Participants experienced reflection and reflective practice in many ways. Reflection helped the participants understand themselves better and how they personally impacted their work. Reflection helped in understanding and engaging with clients; it was particularly important for the development of the therapeutic relationship, and when cases felt ‘stuck’. Finally, reflection helped participants understand their professional role as clinicians, and maintain professional and ethical standards. Whilst participants valued reflection and could describe the mechanisms they used to reflect, they struggled to define reflective practice and their own process of reflection. In conclusion, participants were able to describe how using reflection and reflective practice within their clinical work benefited them and their clients. Further investigation into this area is required, particularly focusing on the challenging issue of developing a clearer definition of reflective practice.

Learning With Reflection: Practices in an Osteopathic Surgery Clinical Clerkship Through an Online Module.

The value of reflective practices has gained momentum in osteopathic medical education. However, the use of reflective pedagogies has not been explored in the larger context of medical course delivery and design, to the authors' knowledge. To determine the types of reflection demonstrated by osteopathic medical students on an online discussion board and to explore differences in discussion engagement caused by the use of a reflective learning self-assessment tool. Using a mixed-method approach, reflection processes in an osteopathic surgery clinical clerkship online module were investigated in third-year osteopathic medical students. Discussion board messages were captured and coded. Both manual coding techniques and automated interrogation using NVivo9 (a computer program) for qualitative data were applied. Correlations of scores across 4 case-based discussion tasks and scores for self-reflection were computed as quantitative data. Twenty-eight students were included. Four main types of reflection (ie, content, contextual, dialogic, and personal) along with corresponding differentiated subthemes for each type of case-based discussion board group message were identified. Group collaboration revealed insights about the reflection process itself and also about the evidence of collective efforts, group engagements, and intragroup support among students. Student preparation revealed that students' metacognition was triggered when they judged their own contributions to group work. Challenges in completing readings and meeting deadlines were related to the students' long work hours. Reflective practices are essential to the practice of osteopathic medicine and medical education. Curricula can promote the development of reflective skills by integrating these deliberate practices in educational activities.

Facilitating reflective practice groups in clinical psychology training: a phenomenological study

Reflective practice groups appear to play a valuable role in the development of reflective skills during clinical psychology training, but have the potential to cause distress. This study aimed to build on previous research by exploring group facilitators’ perspectives, with a focus on how they made sense of (1) trainees’ distress, (2) the relationship between distress and outcome, and (3) their facilitation role. A qualitative, phenomenological approach was taken whereby seven reflective practice group facilitators were interviewed regarding their experience of facilitation, using a semi-structured interview schedule. Interviews were transcribed and analysed using interpretative phenomenological analysis. Three master themes emerged: conceptualising the meaning and value of trainee distress/difficulty; complexity and challenge of the group boundaries; and experience of the facilitator’s role. Trainees’ commitment to engaging with distress was perceived as significant to emotional learning, and supervision was important for facilitators to feel contained in their role. Distress during such groups may play an important part in the learning process for many trainees but need skilled facilitation in order to create a safe learning environment. It seems that such groups are not a helpful means of PPD for all trainees and so offering alternative modes may be appropriate.

Mini-clinical evaluation exercise and feedback on postgraduate trainees in the emergency department: A qualitative content analysis

Mini-clinical evaluation exercises (mini-CEXs) have been successfully adapted as a formative and summative assessment tool for various different postgraduate medical programs. However, only a few studies have evaluated its use in the setting of an emergency department (ED). The purpose of this study was to examine the quality of feedback given by preceptors to postgraduate Year 1 (PGY-1) residents during mini-CEXs in EDs. This prospective observational study involved EDs at 20 teaching hospitals and comprised 893 mini-CEX encounters involving 230 PGY-1 trainees and 242 preceptors. All feedback forms, which contained three sections, namely “Positive Feedback,” “Negative Feedback,” and “Action Plan,” were assessed using qualitative content analysis techniques. A total of 734 mini-CEX sessions (82.2%) contained positive feedback, 507 (63.8%) contained negative feedback, 350 (39.2%) contained action plans, and 131 (14.7%) had no feedback. These written feedback comments could be structured into 1,877 coded items and grouped into seven domains of clinical competence. These were: (1) medical interviewing, (2) physical examination, (3) professionalism, (4) clinical judgment, (5) counseling, (6) organization/efficiency, and (7) clinical procedures. During feedback from the mini-CEXs in the ED setting, preceptors to the PGY-1 students tend to emphasize clinical judgment and seemed to pay less attention to facilitate the development of reflective skills and communication skills.

The contribution of audio recording using portable digital voice recorders to the development of reflective practice with trainee teachers in a Further Education setting

Developing reflective skills and habits during initial teacher education and progressing to deeper and more critical reflection are challenges for trainee teachers. This small-scale action research study investigates how two structured tasks using Digital Voice Recorders (DVRs) initiated, sustained and improved reflection and reflective practice. Trainee teachers reported benefits in increased understanding of reflection, development of reflective skills, deepening of reflection and improvements in practice through joint reflection with Teacher Educators on specific aspects of teaching and learning. The structuring of the tasks with prompts and dialogue clearly contributed to the positive outcomes. The study suggests that use of the small, convenient and relatively low cost DVR technology has a place in learning to reflect.

Lessons from medical students’ perceptions of learning reflective skills: A multi-institutional study

Background: A core competency during undergraduate medical training is the development of reflective learning. The current literature is limited to demonstrating how reflective learning has been implemented or the approaches to its development. There is a lack of insight into students’ perceptions of reflection and the factors that support development of reflective practice. Bridging this gap may provide insight into how reflective learning within the curriculum can be better developed to increase engagement from learners.Methods: Eight focus group interviews with second year students from four UK medical schools were held. Results were thematically analysed.Key findings: Students have a high level of understanding of the purpose of reflection in practice but they perceive that there is a tension between public and private reflections. Assessment of the reflective process was perceived to be useful for developing reflective skills but grading of their reflective writing was not considered to be useful. Staff who champion the development of reflective skills and mentor students were perceived to play key roles in aiding the development of reflective skills. Appropriate experiences were seen to be a key part of developing reflective skills.Conclusion: These findings highlight potential ways to revise and improve engagement with the reflective learning components of undergraduate courses.

Teacher Competences required for developing reflection skills of nursing students

This paper is a report of a study in senior secondary vocational education designed to develop a framework for teacher competences to support nursing students in developing their reflection skills. For healthcare-related professions such as nursing, there is a growing attention for developing reflection skills. Little is known about teacher competences required to support the development of reflection skills in nursing students. Developing a framework of teacher competences can contribute to filling up this gap. These competences are described in 91 indicators distributed over six task domains. A Delphi study was conducted in the first half year of 2008 to get consensus on a framework of teacher competences required for creating the learning environment needed for developing reflection skills in nursing students. Experts judged teacher competences on a seven-point Likert-type scale. In the first round, mean scores on the teacher competences were already high. Minor revisions were needed. In the second round, mean scores increased, whereas standard deviations decreased in round 2 compared with round 1. These changes were statistically significant. Coaching was seen as most important task domain. Consensus has been reached on teacher competences to be used in nursing education to develop students' reflection skills. The framework of competences may be a source for curriculum development concerning reflection skills and for teacher training programmes to coach nursing students' reflections.

Developing reflective skills in infant mental health postgraduate students: The Australian experience.

Postgraduate training in infant mental health (IMH) was offered by the New South Wales Institute of Psychiatry in Sydney, Australia for the first time in 1998. Since 2002, the program has been offered at the master's level by distance education to a multidisciplinary group of students across Australia and New Zealand. This article considers the various ways that the notion of reflective practice and reflective supervision is used in different disciplines and defines our understanding of its place in IMH training. The program content and delivery emphasize the development of reflective skills in students in a number of ways. These include a supportive relationship-based approach to training; a 12-month infant observation which provides students with the opportunity to understand early development, develop observational skills about infants and families as well as their own responses to the infant and family; ongoing clinical supervision and development of a reflective clinical journal; and study and assessment tasks that require the student to integrate new knowledge into clinical practice.

The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays

Introduction The development of professional behaviour is an important objective for students in Health Sciences, with reflective skills being a basic condition for this development. Literature describes a variety of methods giving students opportunities and encouragement for reflection. Although the literature states that learning and working together in peer meetings fosters reflection, these findings are based on experienced professionals. We do not know whether participation in peer meetings also makes a positive contribution to the learning experiences of undergraduate students in terms of reflection. Aim The aim of this study is to gain an understanding of the role of peer meetings in students’ learning experiences regarding reflection. Method A phenomenographic qualitative study was undertaken. Students’ learning experiences in peer meetings were analyzed by investigating the learning reports in students’ portfolios. Data were coded using open coding. Results The results indicate that peer meetings created an interactive learning environment in which students learned about themselves, their skills and their abilities as novice professionals. Students also mentioned conditions for a well-functioning group. Conclusion The findings indicate that peer meetings foster the development of reflection skills as part of professional behaviour.

Using structured reflection on a critical incident to develop a professional portfolio

This article demonstrates reflective practice by examining a critical incident that took place at a children's burns unit. The development of reflective skills is documented using a method of structured reflection. The concepts of aesthetics, personal knowing, empirics and ethics are considered to reflect on the critical incident. Reflection is considered in the context of developing a portfolio to analyse and demonstrate learning in practice.

Symposium 2: User Perspectives on the Pedagogical Differences Between Electronic and Paper Portfolios

This paper reports on a formative examination of the pedagogical impact of e-portfolios recently introduced to postgraduate medical education at the Bradford NHS Trust and undergraduate/postgraduate healthcare training at the University of Leeds. Early results suggest that there are differences emerging in the learners' perceptions of the development of reflective skills, ownership of work and the ability to present evidence for assessment depending on whether the students are using a paper or electronic portfolio. Preliminary findings also suggest that to be successful, e-portfolios need to have support from the users and their supervisors/mentors who provide feedback. The paper will also highlight issues for further discussion and future investigation such as the nature of ownership, assessing reflective ability and learning, time issues, and feedback.

Implementing and evaluating reflective practice group sessions

The rapidly changing and developing arenas of biological and medical technology, coupled with a myriad of social concerns and issues affecting individual, family and societal health, necessitates that nursing practitioners engage themselves fully with patients in the pursuit of health and healing. The above factors have not only served as catalysts in the development of educational curricula in general but also nursing curricula. Reflection in these curricula is often considered an appropriate vehicle for the analysis of nursing practice, fostering not only an understanding of nurse's work but also the development of critically thoughtful approaches essential for providing nursing care in complex environments [Duke, S., Appleton, J., 2000. The use of reflection in a palliative care programme: a qualitative study of the development of reflective skills over an academic year. J. Adv. Nurs. 32 (6), 1557-1568]. Consequently, nurse educators are being called upon to develop nurses who are reflective practitioners. The focus of this paper is on an exploration of issues that arose from the implementation of reflective sessions with a group of qualified nurses undertaking a diploma in nursing. This paper addresses the challenges experienced in the introduction of reflection as a teaching method. Recommendations for other lecturers when using this approach are also provided. It is anticipated this paper will provide practical advice and guidance for educators who wish to use reflective sessions to enhance the educational experience of their nursing students.

Developing the Reflective Practitioner—Designing an Undergraduate Class

“The effective practitioner is a reflective practitioner” is a statement applicable to any professional practice, including operations research and management science (OR/MS). However, despite the importance to OR practice of reflection in action, the process of adapting knowledge and skills to new situations, academics have rarely given explicit consideration to the development of reflective skills when designing OR/MS courses. We emphasize the role of reflection in a class that final-year undergraduates studying OR/MS at the University of Strathclyde design to meet the objective of becoming a successful OR/MS practitioner. We describe the process of design, the structure of activities, and the assessment for a particular year using Cowan’s (1998) three-part model of reflection for, in, and on action. Students’ comments confirm the effectiveness of the class.