Reflective Logs Research Articles

Dental students' experience of conscious sedation: Aqualitative review of student reflections.

The UK General Dental Council (GDC) requires dental graduates to competently identify, manage and refer patients with dental pain and anxiety. This study aimed to explore sedation training experience quantitatively and qualitatively through individual reflective logs. A single-centred mixed-methods evaluation of teaching, within a UK university conscious sedation department. Fourth-year dental students undertook lectures and supervised clinical sessions following the undergraduate curriculum. Patient attendance patterns, individual experience and group experience were analysed descriptively. Reflective log sheets were analysed by Thematic Framework Analysis. Seventy-two students participated. Of 153 booked patients, 79 (51.6%) attended of which 74 (48.4%) were treated by undergraduates. The mean performed inhalation sedation and intravenous sedation cases per student were 1 and 0.8, respectively. Three students (4%) assisted only. Group experience varied. Three themes arose from reflections: consolidation of theory and learning; confidence through experience; and responding to challenges. Whilst experience quotas were not met, GDC requirements for increasing students' knowledge and confidence within CS were met. Practical experience enhanced learning. "Hands-on" experience was most valuable for self-reported confidence but learning by proxy also aided development. Students recognised challenges, but not the implications for themselves or their career. Strategies to reduce barriers to experience require research. Whilst variable, all students were provided learning opportunities. Physical experience gave the greatest confidence. Opportunities afforded by the undergraduate curriculum allowed students to learn and develop through consolidation of theory, response to challenges and ultimately the gaining of confidence.

Leaf Anthocyanin Content Retrieval with Partial Least Squares and Gaussian Process Regression from Spectral Reflectance Data.

Leaf pigment content retrieval is an essential research field in remote sensing. However, retrieval studies on anthocyanins are quite rare compared to those on chlorophylls and carotenoids. Given the critical physiological significance of anthocyanins, this situation should be improved. In this study, using the reflectance, partial least squares regression (PLSR) and Gaussian process regression (GPR) were sought to retrieve the leaf anthocyanin content. To our knowledge, this is the first time that PLSR and GPR have been employed in such studies. The results showed that, based on the logarithmic transformation of the reflectance (log(1/R)) with 564 and 705 nm, the GPR model performed the best (R2/RMSE (nmol/cm2): 0.93/2.18 in the calibration, and 0.93/2.20 in the validation) of all the investigated methods. The PLSR model involved four wavelengths and achieved relatively low accuracy (R2/RMSE (nmol/cm2): 0.87/2.88 in calibration, and 0.88/2.89 in validation). GPR apparently outperformed PLSR. The reason was likely that the non-linear property made GPR more effective than the linear PLSR in characterizing the relationship for the absorbance vs. content of anthocyanins. For GPR, selected wavelengths around the green peak and red edge region (one from each) were promising to build simple and accurate two-wavelength models with R2 > 0.90.

The development, feasibility and acceptability of a coach-led intervention to ease novice community pharmacists' transition to practice.

Despite reported benefits of transition support programmes for other healthcare professionals, no evidence-based support interventions exist to ease newly-registered novice community pharmacists' (NCPs) transition into practice. To develop an intervention to provide psychosocial support, support the development of professional behaviours and skills of novice pharmacists in community pharmacy and conduct an evaluation. The Medical Research Council (MRC) guidance for developing complex interventions was applied to develop a 17-week, pharmacist coach-led intervention, using a social media group, a face-to-face introductory workshop, two webinars, weekly case studies, portfolios (reflective logs and development plans) and a handbook. Twelve newly-registered NCPs participated. A coach log and semi-structured interviews collected data on feasibility, acceptability and perceived impact. Findings suggest the intervention was feasible and highly acceptable to NCPs, who perceived the coach and social media group to be the most valuable components. The coach was described as non-judgemental, approachable and collaborative. Provision of guided one-to-one reflection was viewed as useful for debriefing, feedback and meaningful reflection, and supported development of reflection-in-action. The face-to-face workshop was considered important for establishing rapport and trust. The social media group was most valued for providing an accessible, confidential and responsive support network, in which NCPs felt psychologically safe to learn. This component was reported to present opportunities for developmental discourse and shared reflection with peers, thus reducing the sense of professional isolation. NCPs reported that the intervention led to increases in meaningful learning, confidence, critical reasoning, self-awareness and self-reflection. The webinars and handbook were identified as the least valuable components. A transition-support intervention using an experienced pharmacist coach, delivered within a safe, supportive, albeit online facilitated learning environment, appeared feasible and valuable in supporting guided reflection and developmental discourse. This facilitates transformative learning, and supports NCPs to gain proficiency and become independent reflective practitioners.

Can a Systemic-Phenomenological Teacher Professional Development Program Enhance Awareness of Intuitions and Serve Pedagogical Tact?

In all levels of education, teachers’ abilities to deal with complex classroom situations in split-seconds concerns pedagogical tact, a crucial quality which relies, in part, on intuition. Developing the ability to appropriately handle the complexity of classroom situations requires a systemic approach. This study aimed to explore the experiences in and effects of a systemic-phenomenological professional development program for enhancing teacher abilities to handle complex (classroom) situations through conscious attention for intuition. In the present study, 64 teachers from primary, secondary, and higher education participated in a 12 week professional development program featuring systemic-phenomenological exercises, such as meditations and embodied simulations. By increasing understanding of the complexity of social systems and sensitizing awareness of intuitive signals, the program aimed to improve teachers’ use of intuition, and through that, their handling of classroom situations. Data were gathered through participant reflection logs and focus group discussions, which were analysed both deductively and inductively. The findings suggest that the program helped heighten teacher awareness of intuitions, and individual awareness in the classroom, yielding positive effects on teacher abilities to take appropriate split-second action in complex classroom situations. While further research is needed, the results of this study include practices for enhancing teacher awareness of intuition through systemic-phenomenological exercises which proved to be promising, and a taxonomy of effects related to pedagogical tact in the classroom.

Improving the accuracy of soil organic carbon content prediction based on visible and near-infrared spectroscopy and machine learning

Choosing appropriate multivariate calibration and preprocessing transformation techniques is important in the determination of soil organic carbon (SOC) content based on visible and near-infrared (Vis–NIR) spectroscopy. The performance levels of partial least-squares regression (PLSR), support vector machine regression (SVMR), and wavelet neural network (WNN) calibration methods coupled with different preprocessing approaches were compared using three kinds of criteria, including the coefficient of determination (R2), root mean square error (RMSE), and residual prediction deviation (RPD). A total of 328 soil samples collected from the south bank of Hangzhou Bay were used as the dataset for the calibration–validation procedure and SOC content inversion. The effects of spectra preprocessing transformation methods were evaluated for raw spectra, Savitzky–Golay smoothing with the first derivatives of reflectance (FDR) and Savitzky–Golay smoothing with logarithm of reciprocal of the reflectance (log R−1). The results indicate that the SVMR is superior to the PLSR, and WNN models for SOC content prediction. The combination of the SVMR model with FDR provided the best prediction results for the SOC content, with R2p = 0.92, RPDP = 2.82, RMSEP = 0.36%, and a kappa correlation coefficient of interpolation as high as 0.97. The FDR of Vis–NIR spectroscopy combined with the SVMR model is recommended over the PLSR and WNN modeling techniques for the high-accuracy determination of the SOC content.

Reflections of psychomotor skill development in preclinical simulation: A qualitative analysis

AbstractIntroductionReflection on competency helps students become more proficient in performing skills, with the ultimate goal of better retention of knowledge and skill. Competency progression involves a complex interplay of factors, and not having the insight of such multiple perspectives of the same experience, we will not be able to understand students as learners fully and consequently may rely on assumption and may not be able to provide the necessary interventions for growth and progress towards competency. This study aims to investigate students' insight of their own progression during psychomotor skill development.Materials and MethodsData were obtained from scanned reflective dialogue log document portfolios from the preclinical fixed dental prosthodontics section, which is part of a comprehensive dental care course during the second year. Data were coded using NVivo software version 12 plus (QSR International Pty Ltd, Vic, Australia), and subsequent thematic analyses identified emerging themes.ResultsThree themes emerged and these were (a) challenges to overcome, (b) feed‐back and self‐appraisal, and (c) progress and growth. The qualitative data generated did not reveal considerable variation in the students' reflections, and the three themes seem to interrelate.ConclusionsThe main challenge was the concept of the single path of insertion and the perception that it was a source of frustration during this course. Self‐appraisal identified time management issues and the transformation from preconceived or learned concepts. As the semester progressed, students reflected progress and growth.

Exploring teacher awareness of intuition and how it affects classroom practices: conceptual and pragmatic dimensions

ABSTRACT This study explores teachers’ awareness of intuition, and how that awareness affects their classroom practices both conceptually and pragmatically. Scholars have long supported the notion that intuition is a crucial form of knowing that supports teaching. Teachers rely heavily on their intuition to deal with complex classroom situations, especially those that require on-the-spot problem solving, decision-making, and creativity. Yet, how they do so has rarely been the topic of empirical investigation. In this study, qualitative data were gathered from two groups of in-service teachers (17 in total) while they participated in a professional development programme designed to improve their awareness of intuitions through meditative and embodied exercises. Reflection log entries revealed that teachers’ awareness of intuitions includes preparing for, sensing, and considering intuitive signals. Furthermore, participants perceived increased awareness of intuitions as well as perceived positive effects on individual pupils, groups of pupils, and on themselves. This study reveals teacher experiences in their journey to becoming aware of their intuition, developing it, and putting it to use in the classroom. Recommendations are given for further inquiry into the crucial teacher quality of intuition.

“Thinking it through”: toward a model of reflective practice for trainee psychologists’ countertransference reactions

ABSTRACT Objective: Understanding and managing countertransference (CT) is challenging for therapists and more so for trainees. This study aimed to understand more about trainees’ experiences of CT; and to consider the usefulness for reflective practice of a five component model of CT (origins, triggers, manifestations, effects, and management) and the importance of feedback. Method: Trainee psychologists in Australia and New Zealand took part in a CT training and were invited to take part in the study. Trainees were randomly assigned to 1 of 2 conditions in which they received regular feedback or feedback at the end of the study. Nineteen trainees completed 93 reflective logs. Data from the logs were analysed using thematic analyses. Results: Most trainees perceived their CT originated from formative experiences and personality qualities and were triggered by client concerns and behaviours. They described a wide range of CT manifestations; and perceived the effects of CT as mainly negative. More trainees in the regular feedback condition, compared to post-completion, engaged with the activity. However, there was no difference in themes that emerged in the two groups. Conclusions: The five-component model of CT provides a method for reflecting on CT and could be used to enhance trainees’ reflective practice. Key Points What is already known about this topic: (1)Little is known about trainee psychologists’ experiences of countertransference although there is evidence that trainees experience difficulties understanding and managing their countertransference reactions. (2)Understanding and managing countertransference supports positive therapy outcomes. (3)Hayes’ (1995) model of countertransference proposes five components – origins, triggers, manifestations, effects, and management. What this paper adds: (1)The study provides greater insight into trainees’ views of the five components of countertransference. (2)Hayes’ (1995) model of countertransference appears to provide a useful model of reflective practice that could be used in post-graduate psychology training. (3)This model is also likely to be useful for psychologists and clinical supervisors in their own practices.

The use of reflective practice towards achieving effective English language teaching at primary schools

<span>The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six in-service English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers’ reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers’ reflections logs. The results showed that the English language teachers used reflective practice erstwhile in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.</span>

A Case Study on The Operation of On-Campus Practicum for Core Basic Nursing Skills Using a Mobile Based Reflective Log

A Case Study on The Operation of On-Campus Practicum for Core Basic Nursing Skills Using a Mobile Based Reflective Log

Entering Higher Professional Education: Unveiling First-Year Students' Key Academic Experiences and Their Occurrence Over Time.

To date, little understanding exists of how first-year students in professionally oriented higher-education (HE) programs (i.e., those that provide vocational education to prepare students for a particular occupation) experience their academic transition process. In the present study, we first argued how the constructs of academic adjustment and academic integration can provide complementary perspectives on the academic transition of first-year students in (professional) HE. Next, we examined what first-year students in professional HE contexts perceive to be the most important experiences associated with their academic transition process in the first semester of their first year of higher education (FYHE). To this end, we adopted the fundamentals of the critical incident technique and asked 104 students in a Flemish (Dutch-speaking part of Belgium) university college (which offers professional HE programs, such as nursing) to complete “reflective logs” with open questions at the start of the second semester of their FYHE, wherein they reflected on three critical academic experiences during their first semester. An inductive, cross-case content analysis of the collected narratives showed that students reported on nine themes of academic experiences, which relate to five adjustment themes (dealing with the organization of the study program, organizing study work, committing to the study, following class and taking notes, and processing learning content outside class) and four integration themes (feeling competent, feeling stressed, feeling prepared, and feeling supported). Further analyses showed that although some of the nine themes of academic experiences appear to be more important at different times in the first semester, they all seem to be meaningful throughout the whole semester.

First-year students’ social adjustment process in professional higher education: key experiences and their occurrence over time

The social adjustment process is a prominent factor in the literature on the transition to higher education (HE). This vast body of research, however, has predominantly focussed on academically oriented first-year higher education (FYHE) contexts, leaving professionally oriented programs (providing vocational education that prepares students for a particular occupation) rather underexamined. Therefore, this study set out to explore what first-year students in professional HE contexts perceive to be the most important social experiences associated with their adjustment process in the first semester of FYHE. Furthermore, this study examines the extent to which the uncovered key experiences associated with social adjustment are reported at different times. Hereto, drawing on the critical incidents technique, qualitative data were collected from 104 purposively selected freshmen, enrolled in a Flemish (Dutch-speaking part of Belgium) university college which offers professional HE programs, such as social work and nursing. At the start of the second semester of FYHE, these respondents completed ‘reflective logs’ wherein they reflected on three critical social experiences during their first semester in HE. Firstly, a qualitative content analysis revealed that students report on five overarching themes: (1) dealing with the unknown, (2) establishing a first connection, (3) establishing a deeper connection, (4) support from peers and others, and (5) loneliness. Secondly, a quantitative analysis of code occurrence suggests that these five uncovered themes seem to be more significant at different times in the first semester of FYHE. Implications of the findings for the development of guidance and coaching initiatives are discussed.

Evidence of Transformative Teaching Extracted from the Reflection Logs of Pre-Service Teachers using Butin's Cultural Lens

This study aimed to analyze the Music, Arts, Physical Education and Health (MAPEH) pre-service teachers’ reflection logs using cultural lens of Butin’s model. Using the critical social design, this study investigated transformative teaching from 21 MAPEH pre-service teachers. The pre-service teachers were selected using maximum variation sampling method. Data were gathered from their written reflection logs in response to the questions crafted by the researcher. Findings revealed that pre-service teachers put premium to cultural competency and considered diversity in the educative process. Pre-service teachers have developed appreciation of student diversity by helping them understand and appreciate their uniqueness through meaningful connection with them. They even discussed with them issues beyond the classroom including personal problems and emotional concerns. In addition to this, MAPEH curriculum touches on the personal lives of students. Music and Arts depict culture, tradition, and beliefs of various groups. This study is based on the premise that MAPEH is best taught if teachers welcome cultural diversity, make learning forceful by touching on the personal experiences of the learners, and enhance the skills of students to make them useful in improving their lives and their community. These attributes require the adoption of transformative teaching and learning.

Enhancing Depth of Reflection of Family Medicine Residents: Results of an Intervention

The ability to reflect in professional practice is the cornerstone of self-directed learning. Reflective practice in medicine is an important teaching-learning modality for improving decision-making and clinical reasoning. It is a strategy for self-regulation of clinical and academic performance. This study was undertaken with the aim of improving the reflective ability skills of family medicine residents through the introduction of reflective practice at Aga Khan University. This was a case study using a pre-post design. A questionnaire was administered to assess the baseline level of reflection in family medicine residents, followed by a workshop on reflective practice to orient residents about the process and levels of reflection. Residents were asked to document reflective logs on a blog, feedback was provided. Post-intervention data were collected by re-administration of the questionnaire the change in the reflective level. Pre-post questionnaire data were analysed for comparisons using the Wilcoxin Sign Rank test on SPSS version 19. Out of 15 eligible residents, a total of 13 residents were available during the study period. In a pre-intervention questionnaire, reflective levels across the domains indicated that residents used reflection 50% of the time which increased post-intervention to more than 80% of the time. The degree of pre-post difference was lowest in the ‘Habitual Action Domain’ and largest in the domains of ‘Reflection’ and ‘Critical Reflection’ (4.1-4.8 and 3.8-4.5). Reflective practice is an effective strategy to develop residents as reflective thinkers by increasing their depth of reflection. Facilitation of their reflection through feedback enhances their ability to reflect.

Enhancing EFL Students’ Autonomous Learning of English Conversation During COVID-19 Via Language-in-talk Log Assignments

This one-group pre- and post-test quasi-experimental study endeavored to investigate whether learner autonomy was developed with implementing language-in-talk log assignments as a monitored self-study task in a university English conversation course (890-020 English Conversation). Eighty-eight Thai second-year undergraduate accounting majors at Prince of Songkla University (PSU), Hat Yai, Thailand took part in the study. The participants completed 10 language-in-talk log assignments over 10 weeks. A pre- and post-questionnaire was administered before and after the intervention to examine the effect of the log assignments in developing participants’ learner autonomy. The reflective log was also used to gather participants’ perceptions of using the log assignments in a conversation course. The results showed that the language-in-talk log assignments aided in enhancing the students’ learner autonomy to set learning goals, select appropriate learning materials, take responsibility, and evaluate their learning. Seeking social assistance, however, did not have a significant difference in mean scores, and participants expressed dissatisfaction over not being able to interact with their peers as in classroom learning. The findings further highlighted the significance of teachers’ presence in scaffolding learners to achieve full autonomy. Overall, the results from this research supported the use of the log assignment as a potential pedagogical tool to enable learners to be responsible for their own learning in a language course.

Å utvikle yrkeskompetanse gjennom arbeidslivspraksis i helsesekretærutdanningen

This article presents findings from a three-year research and development project where a high school and a hospital collaborated on the education of medical secretaries. The aim was to strengthen the medical secretary students’ development of vocational competence through close collaboration between the school and the hospital on practice periods for the students. The results are based on qualitative data from observations of the students during practice, observations of students when experiences from practice were presented at school, group interviews with students, teachers and instructors, and analyses of students’ reflection logs. The findings show that cooperation between the parties to define key functions and tasks in the work of medical secretaries, and to structure practice periods around these tasks, contributed to the students getting a great learning benefit from practice. The students expressed that they understood what the vocation was about, began to identify with it and felt the need to learn theory. However, they wanted better coherence between learning in practice and at school. The results suggest that mandatory practice periods and common structure for learning content in practice and at school should be main principles in the new curriculum for education of medical secretaries from autumn 2020.

The philosophical fiber: Rethinking ensemble conducting in light of a record producer’s practice

The overall aim of this single case study is to find aspects of musical leadership relevant to ensemble conducting, using the theory of practice architectures to analyze a record producer’s practice. Data generation is performed mainly through transcripts and reflection logs based on YouTube interviews and videos. Insights into ensemble conducting are offered by exploring the following question: “What aspects of musical leadership relevant to conducting can be identified by applying the theory of practice architectures to an analysis of record producer Daniel Lanois’s practice?” The materials are analyzed based on three contexts of interpretation of meaning in hermeneutics. The theory of practice architectures serves as the analytical lens for the third context of interpretation. Main findings from this study are extracted into nine concepts that may serve as aspects of musical leadership relevant to conducting: a fast communication system, a self-adjusting act, black dubs, locations, operating by limitation, master station, the philosophical fiber, preparing, and sonic ambience. These and similar concepts may offer new insights into ensemble conducting in contexts similar to recording situations.

Mediating spoken meaning-making in genre-based lessons: The role of metalinguistic concepts

This study describes how an 11-year old learner developed the metalinguistic concept of tenor during genre-based lessons in shopping exchanges and recipes and how such concept mediated the learner’s spoken meaning-making in a second language (L2). The study adopts a sociocultural perspective according to which metalinguistic terms are part of a system of abstract conceptual knowledge describing how the L2 works. The study draws on data from a larger investigation involving lesson observations, a teacher reflection log, and lesson artifacts during two curricular units spanning four months. Genetic analysis of the learner’s use of the concept of tenor in classroom interaction revealed that this concept evolved as a pairing of awareness of context and related L2 choice in the genres that were focus of instruction, becoming also available during an extension task after instruction. In turn, systemic-functional linguistic analysis of the learner’s spoken texts showed her development of the concept was paired by an increasing control of spoken L2 meaning-making. The study underscores that metalanguage served as a conceptual tool that mediated the learner’s spoken discourse during and after genre-based lessons, transforming the learner’s approach to spoken L2 meaning-making.

Transformative learning in the entrepreneurship education process: the role of pedagogical nudging and reflection

PurposeThis paper introduces “pedagogical nudging” as a method, which can transform student dispositions and their perceived “fit” with the field of entrepreneurship. The authors investigate what characterises the identity change process experienced by students when exposed to pedagogical nudging.Design/methodology/approachUsing ethnography, the authors apply an experiential-explorative approach to collecting data. The authors collected 1,015 individual reflection logs from 145 students of which the authors sampled 290 for this paper combined with interviews, observational and documentary data.FindingsPedagogical nudging techniques help (1) expose and challenge the student habitus by planting footprints in the mind; (2) straddle the divide between student and nascent entrepreneur by enabling them to recognise and experiment with an entrepreneurial habitus and (3) figuratively learn to climb the entrepreneurial tree by embracing an entrepreneurial habitus. In the first step, the authors use the interventions as cognitive means of influencing (pedagogical nudging). In the second, students participate in an iterative meaning-making process through reflection. In the third, they internalise the “new” entrepreneurial habitus—or discard it.Research limitations/implicationsThe authors extend existing knowledge about the effect of particular kinds of pedagogies in entrepreneurship teaching, and how these can support enterprising behaviour. The authors demonstrate how an exploration of the inner self, identity and beliefs develops the capacity for students to re-shape future outcomes and create value.Practical implicationsBy using nudging pedagogies, educators can support students to develop new ways of acknowledging and coping with transformative learning.Originality/valueThe research documents how it is possible to 'nudge' our students towards more entrepreneurial behaviours.

Effectiveness of a Program Based on Connectivism Theory in Developing EFL Reading Comprehension Skills of Preparatory Stage Pupils

The researcher aimed at investigating effectiveness of a program based on connectivism theory in developing EFL reading comprehension skills of preparatory stage pupils. To address this issue, a diagnostic test, a checklist of some reading comprehension sub – skills and a questionnaire were used to pave the way for the researcher to determine the most needed sub – skills. The researcher prepared the proposed program, a pre-post test, reflection logs and a satisfaction questionnaire. (n=62) prep-stage pupils were randomly selected to represent the participants of the study. Findings showed that there are statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control group in pre -post test in favour of the experimental group. Findings also showed that the program positively influenced the experimental group’ performance. In the light of the findings, the researcher provided some pedagogical implications and suggestions for further studies.