Reflective Practice Research Articles

Behind the scenes of doctoral success: a mixed methods approach to exploring PhD supervision courses in Swedish higher education institutions

ABSTRACT Doctoral education is a critical mission of higher education institutions (HEIs), and supervisors of PhD students have a prominent role in the process. The relevance of their role in a successful PhD experience and outcome raises an important question: how are PhD supervisors trained for their roles in the doctoral education process? In this work, we aimed to identify the formal training components in the syllabi of PhD supervision courses in Swedish HEIs. Accordingly, we used a mixed methods approach to thematic analysis to uncover themes in the publicly available syllabi of PhD supervisor courses followed by a quantification of the themes’ appearance per syllabi. Swedish higher education constitutes an ideal context for this study as most universities in Sweden require their faculty members to undertake a supervisory course before starting their supervisory activities. Our analysis showed that reflective practices, inclusive supervision, and the formal guidelines and processes of doctoral education were among the preeminent themes in PhD supervision courses. In conclusion, this study reveals the critical elements of PhD supervision courses in the Swedish HEI context and contributes to knowledge about the formal training of PhD supervisors by universities; therefore, it can potentially inform changes in the frameworks and practical design of such courses worldwide.

The development of quality indicators to increase effectiveness and efficiency in school-based practice

ABSTRACT Effective measures of the quality of services provide transparent and accountable standards to examine and illustrate high-quality care and contributions to client outcomes. They identify priorities for professional development action planning and allow practitioners to detect gaps in knowledge. Drawn from the need to measure and articulate effectiveness and to guide quality improvement efforts, the Quality Indicators of School Practice (QISP) was developed to provide school-based occupational therapy practitioners and collaborators a mechanism to examine occupational therapy practice, consider its contextual meaning, and illustrate the application of the indicators in practice. A rigorous and extended process grounded in content analysis, reflection, and member checking was used to develop the resource. The QISP creates a baseline to strengthen the profession’s knowledge of school practice, reduces barriers to evidence implementation, provides meaningful data for practitioner reflection and best practice decision making, and offers occupational therapy and its collaborators a deepened and consistent understanding of what effective and efficacious occupational therapy looks like in school settings.

Best practice in psychoeducational assessment: beyond the manual

ABSTRACT Objective Psychologists have a responsibility to conduct standardised assessment according to instructions in test manuals and guidelines in assessment texts. In practice, circumstances arise that are not addressed in manuals and texts. The aim of this study was to explore the ways in which experienced psychologists manage some of these issues. Method The participants were 10 psychologists with postgraduate training in assessment and reputations as experts within the professional community. Years of experience ranged from 5 to more than 30 years. Most of the participants had specialist area of practice endorsement in educational and developmental psychology. Participants responded to survey questions about aspects of assessment for which ready answers could not be identified in test manuals or published texts. Each participant was asked to explain and justify their decisions. Results On some issues, participants tended to follow the way they had been taught. Other decisions were based on clinical experience, rather than on shared understandings or evidence from research. Conclusions The findings highlight the lack of empirical research about best practice in assessment, the importance of ongoing professional development, and the need for rigorous training that addresses the many issues that arise in assessment and encourages ongoing reflective practice.

Developing new healthcare practice learning environments through a third-space reflective practice approach: a case study

PurposeThe creation of new practice learning environments for healthcare students promotes the development of professional judgement skills and decision-making. Through the modelling of established practices across other subject disciplines, Healthcare Technicians designed and created the Clinical Skills Lounge to support student learning outside of scheduled classes.Design/methodology/approachThe design and development of a new learning and simulation space for healthcare students was created following feedback from students. Using a model of learning support for students across the creative subject disciplines, the creation of the Clinical Skills Lounge provided an opportunity to create a space where practical techniques could be practiced and support provided by Technicians.FindingsStudent feedback highlights the importance and flexibility of the Clinical Skills Lounge design and opportunities to learn and practice key skills outside of timetabled sessions. Greater confidence and opportunities to further develop decision-making skills were reported by students who use this space.Originality/valueThis particular type of learning environment promotes greater reflection, provides the opportunity for students to learn alongside their peers and encourages inter-professional learning. The opportunities for greater decision-making, confidence building and preparation for clinical placements.

Evaluating the Effectiveness of Reflective Teaching Practices in Cultivating Diversity Awareness in Teacher Education

This study evaluates the effectiveness of reflective teaching practices in cultivating diversity awareness among pre-service teachers in the UK. Employing a qualitative research design, the study examines the implementation and outcomes of reflective practices in selected teacher education programs through interviews, focus groups, classroom observations, and the analysis of reflective journals and portfolios. The findings indicate that structured reflection sessions, diverse teaching materials, and robust mentorship and peer feedback significantly enhance pre-service teachers’ understanding and appreciation of diversity. However, challenges such as resistance to change, time constraints, and lack of resources hinder effective implementation. The study contributes to the field by highlighting key components of effective reflective practices and providing empirical evidence of their impact on diversity awareness. Recommendations for future research include exploring the long-term effects of reflective practices and conducting comparative studies across different educational contexts.

Culturally Reflective Practice: An Alternative Framework to Culturally Appropriate Practice in Early Childhood Education in New Zealand

This paper critically examines the adoption and implications of culturally appropriate and reflective practices in New Zealand early childhood education (ECE). Using the national ECE framework, Te Whāriki, as a case study, this analysis highlights the limitations of culturally appropriate practices in addressing systemic decontextualization issues. It proposes culturally reflective practices as a more comprehensive alternative. By integrating universal minimum standards of human and children’s rights with local cultural contexts, culturally reflective practices challenge dominant discourses and promote a democratic ECE system. This paper further explores the necessity of incorporating culturally sensitive and sustaining pedagogies in teacher education to foster a reflective practice that transcends mere cultural appropriateness.

Do teachers think on their feet? The awareness and practice of reflective approach among secondary school teachers in Ethiopia

The purpose of this study was to assess the awareness and practice of Secondary School teachers about employing reflective approach. It was a qualitative study involving two government secondary schools, namely, Biftu Secondary School and Shashemene Secondary School which were selected purposively. Likewise, a total of 12 teachers were selected using a purposive sampling technique. The primary data was gathered using interviews and focus group discussions, whereas secondary data was obtained from different documents like classroom reflection reports and instructional lesson plans. The findings showed that the teachers have some awareness about reflective practices. However, they have not successfully implemented it as they lacked practice based in-depth understanding of the approach. In addition, it was disclosed that some teachers even do not have awareness about reflective practice at all. Similarly, it was discovered that reflection-in-action is the common type of reflection being practiced. And, reflection-for-action is hardly applied in the teaching learning process. This entails that the failure to employ reflective practice in a balanced way has been affecting the quality of education in the schools. Therefore, concerned stakeholders should work on enhancing teachers’ awareness and practice skills in employing reflective approach.

The Transformative Impact of Stealth Assessment on Medical Education.

This Letter explores the transformative impact of stealth assessment on medical education and its potential to enhance learning outcomes. Stealth assessment, an innovative approach, subtly measures students' learning progress while the students interact with rich and engaging environments, seamlessly integrating assessment within authentic learning activities. By mirroring the testing scenario with the learning format, stealth assessment mitigates test-related anxiety and promotes continuous engagement in training. It also plays a pivotal role in evaluating non-cognitive skills and attributes, such as empathy and ethical decision-making, which are often overlooked by traditional testing methods. Stealth assessment offers advantages in scalability and efficiency, leveraging technology and automation to streamline data analysis and feedback generation. The adoption of stealth assessment in medical education holds the promise of nurturing self-directed learning, reflective practices, and the development of nuanced skills necessary for medical practice, ultimately producing competent and well-rounded healthcare professionals.

Textile pedagogies: Stitching as reflective practice

The act of stitching women’s lives together within the context of a sewing circle is an opportunity to narrate life experiences on fabric and within a fabric of community. Stitching, and its association to mending, also has relevance within trauma recovery to both illustrate adversity and hope. This article features the artistry of arpilleras (stitched storytelling on cloth) produced by women’s textile collectives in Chile. Arpilleras have also featured in art therapy studio workshops, which showcase the history and practice of activism through autobiographical stitching. This vocabulary of textile art aligns interior and exterior terrains of knowledge and can also compose a distinct method of art therapy pedagogy. This is particularly relevant for contemporary art therapy practices addressing anti-colonial methodologies that illustrate a polyphony of voices.

The Impact of Reflective Practices among Mathematics Teachers who enrolled in the Higher Diploma Program for Pre-Service Teacher Education at Yarmouk University in Developing their Professional Performance

The study aimed to demonstrate the impact of reflective practices on the development of professional performance. the study relied on the descriptive analytical approach. The research community was represented by all mathematics teachers enrolled in the higher diploma program for teacher preparation before service at Yarmouk University. a random sample was selected represented by (110) teachers, a scale of reflective practices was prepared, and the results of the study showed that the level of impact of reflective practices on the development of professional performance came to an average degree, and the areas of reflective practices came in descending order as follows): (The field of classroom management, the field of planning, the field of teaching implementation, and then the field of evaluation), and it turned out that there were no statistically significant differences at the level of significance (0.05) between the responses of study personnel depending on the gender variable. The study recommends spreading awareness and the culture of contemplative practice and its tools by holding training workshops for students and teachers. The need to increase teachers’ interest in employing reflective teaching to develop their abilities in reflective practice. The study also recommends that teachers, both male and female, should pay attention to using assessment for students in order to improve their academic performance.

How does mentoring occupational therapists improve intervention fidelity in a randomised controlled trial? A realist evaluation

BackgroundIntegrating complex interventions within healthcare settings can be challenging. Mentoring can be embedded within a randomised controlled trial (RCT) to upskill and support those delivering the intervention. This study aimed to understand, from a realist perspective, how mentoring worked to support implementation fidelity for occupational therapists (OTs) delivering a vocational rehabilitation (VR) intervention within the context of an RCT.MethodsA realist evaluation using secondary data (emails, mentoring record forms, interviews) collected as part of an RCT. Three researchers coded the data following content analysis, focused on refining or refuting an initial programme theory by exploring the interactions between context, mechanisms, and outcomes. The research team met to further refine the programme theories.ResultsData from 584 emails, 184 mentoring record forms, and 25 interviews were analysed following a realist approach. We developed a programme theory consisting of two contexts (trial set-up, ongoing mentoring), nine mechanisms (collective understanding, monitoring, timely support, positive reinforcement, reflective practice, support data completeness, facilitation strategy, shared learning experience, management of research and clinical duties), and three outcomes (improved confidence, improved fidelity, reduced contamination).ConclusionsOffering mentoring support to OTs delivering a VR intervention as part of an RCT improves intervention fidelity and reduces the risk of contamination. It improves OTs’ understanding of the differences between their clinical and research roles and increases their confidence and competence in trial paperwork completion and identification of potential contamination issues.

Teachers' knowledge, perceptions, and practices in integrating elements of volatility, uncertainty, complexity, and ambiguity (VUCA) into language teaching

In today's constantly evolving educational environment, teachers face challenges due to the unpredictable and complex nature of the world. Volatility, uncertainty, complexity, and ambiguity (VUCA) characterize this era, influencing how people interact with information and navigate life. This descriptive study examined language teachers' knowledge, perceptions, and practices regarding the integration of VUCA elements into language teaching. One hundred language teachers participated by completing a questionnaire created by the researchers. The results showed that the teachers were "quite knowledgeable" about integrating VUCA elements and had a "positive perception" of it. Additionally, the study found that these teachers "always practiced" several strategies related to VUCA integration. These strategies included collaborative learning, multimodal instruction, developing language and intercultural competence, creating global connections, integrating technology, engaging in reflective practice, and pursuing continuous professional development. They also "often practiced" flexible lesson planning, fostering resilience and adaptability in learners, using problem-based and inquiry-based learning, employing dynamic assessment, and promoting authentic and real-world language use. Therefore, the extensive knowledge of language teachers allows them to design and implement learning environments that truly reflect the complexities of the real world.

Educating Our Future Medical Leaders: An Innovative Longitudinal Course Across Surgical and Medical Specialties in Graduate Education.

Increasing healthcare system complexity, multidisciplinary care delivery, and the need to deliver high-quality, cost-effective care drive a critical need for leadership development. Currently, few examples of multidisciplinary leadership development exist in the medical education literature. The Accreditation Council for Graduate Medical Education (ACGME) has identified leadership domains as essential milestones in residency education, encompassing areas such as interpersonal communication, quality improvement, and systems-based practice. Presently, published GME leadership curricula vary widely in content, delivery, and duration and rarely include multispecialty cohorts. The study authors designed and implemented a longitudinal leadership curriculum for a multispecialty cohort of senior residents and fellows from multiple hospitals within a large integrated GME program. Between July 2022-June 2023, authors delivered 12 monthly sessions on core leadership concepts. Sessions delivered relevant work-based content via large-group didactics with embedded opportunities for small-group interactive experiential and reflective practice, critical thinking, and application. Thirty GME trainees participated in the longitudinal curriculum. Interval pre-/post-session assessments demonstrated significant improvement in composite scores for 6 of 9 sessions assessed. Participants rated each module's overall importance, applicability, and acceptability highly on a summative program evaluation. This longitudinal leadership curriculum adheres to best leadership development practices, demonstrates improvement in knowledge and self-reported attitudes and behaviors related to cognitive, character, and emotional leadership domains, and develops a psychologically safe community of practice for GME participants.

Fostering Autonomous Learning in Oral English Through Role Play: An Exploration in Course Setting

Enhancing student motivation to manage their learning process and attain self-transformation in Oral English learning presents a notable challenge. This study emerged from a Role Play Oral English Course (RPOEC) which utilizes English cartoon film clips to enhance primary students’ oral English skills through role play, facilitating meaningful language input and output. Implemented in a Chinese context where English language exposure is limited, this qualitative case study, combined with action research, explores how autonomous learning is fostered through RPOEC. The study engaged a Grade Six class of 30 students (25 girls and 5 boys) in northern China, investigating strategies to trigger learners’ interests and form their independent learner identities autonomously, empower learners in their educational journey, encourage reflective practices in oral English learning, and involve learners in evaluative processes. Data, collected through a combination of observations, focus group discussions, and document analysis for three months, were thematically analyzed across four intertwined perspectives: situated learning, interactive communication, cooperative learning, and evaluative discussions. The paper posits that the outlined curricular approach can be tailored to educators’ needs aiming to cultivate students’ oral English skills within a situated, interactive, and collaborative learning environment, pushing learners towards autonomous engagement.

Reinforcing the importance of reflective practices among medical students: The CBME way

Reinforcing the importance of reflective practices among medical students: The CBME way

Addressing the Decline in Clinical Skills: A Call for Comprehensive Educational Reform

Despite technological advances, clinical skills are the foundation of medical practice. Taking a comprehensive clinical history, performing physical examinations, and communicating effectively are crucial for high-quality patient care. Medical students need to focus on developing strong clinical skills to ensure they are well-prepared for their careers and adapt to the evolving field of medicine through continual practice and refinement.1 The medical community is worried about declining essential clinical skills among undergraduate medical students.2,3 This editorial aims to analyze the reasons for the decline and suggest evidence-based methods to address the situation. 05885.0258063. The declining standards of clinical skills among medical students can be attributed to the widespread adoption of technology-based learning, which has the potential to diminish the importance of traditional hands-on bedside teaching.4 Technology should enhance, not replace, practical clinical experiences. Practical training improves the clinical abilities, expertise, and self-assurance of medical students.5 Moreover, the growing magnitude and expansion of medical curricula provide difficulties in the development of educational programs without ample time for bedside practical teaching.6,7 There is frequently an excessive focus on remembering facts rather than on cultivating clinical reasoning abilities.8 The reduced patient interaction during medical school, due to increased reliance on simulations and less time in clinical rotations and bedside teaching, hampers the development of clinical skills.9 External factors such as limited time and extensive paperwork may affect the quality of patient encounters. Efficient communication is crucial for building good relationships with patients, obtaining accurate medical histories, and ensuring patient understanding and adherence to treatment.9 Insufficient training in communication skills can result in less-than-ideal interactions between patients and healthcare providers and can also contribute to errors in diagnosis and medical treatment.10 The provision of trained faculty for teaching medical students is an issue worldwide. Insufficient supervision and feedback during clinical rotations hinder the development of essential clinical skills.11 Larger student cohorts reduce the opportunities for individual students to practice and receive personalized instruction in clinical skills.12 Medical education often prioritizes theoretical testing over practical examinations and undervalues communication skills training. Variability in clinical experiences at different medical schools can lead to inconsistencies in skill acquisition. The scarcity of skilled clinicians as role models impacts students’ learning. Economic constraints and modern healthcare pressures limit opportunities for thorough patient interactions and clinical training.13 THE WAY FORWARD Educational institutions should prioritize hands-on clinical experiences throughout the curriculum to improve students’ diagnostic and communication abilities. These experiences should include simulation-based learning, standardized patients, and longitudinal clerkships. Faculty members need support and resources for effective clinical mentorship and development. Reflective practice should be integrated into the curriculum to enhance self-awareness and critical thinking. Open communication and mentorship programs between students and faculty can strengthen medical training and promote continual learning. To address declining clinical proficiency among medical students, institutions can adopt evidence-based approaches including curriculum changes, faculty training, promoting reflective thinking, collaboration among healthcare professionals, and fostering a culture of ongoing learning. Regulatory bodies should ensure adequate time for bedside teaching and appropriate assessment weightage.

Kendine Zarar Verme Davranışının İnşa Edilmiş Doğası: Eleştirel Bir Değerlendirme

Despite the increasing interest in self-harm behaviors after 1980, comprehensive approaches regarding the definition, classification, reasons for preference, and motivations that sustain such behaviors have not been established. This situation has led individuals who engage in self-harm behaviors to encounter negative attitudes and behaviors such as stigmatization and unqualified service provision. In order to minimize negative attitudes and behaviors, all professional groups who are in contact with individuals engaging in self-harm behaviors need to consider their own personal, cultural, political, and intellectual backgrounds. The aim of the current study is to discuss the ambiguity, fluidity, and permeability of the boundaries between pathologically classified self-harm behaviors and socio-cultural or artistically approved self-harming acts. In this regard, definitions of self-harm behaviors have been critically evaluated to encourage awareness of the socially constructed nature of self-injury and to call for reflective practices. Self-harming acts embedded in literary texts, cultural practices, and art performances have been explored for this purpose. As a result, there are multiple individual and cultural meanings attached to what self-harm is, and no meaning takes precedence over the other because all meanings are historically and culturally relative. When this relativity, contextuality, and fluidity are understood, it will be realized that self-harm behaviors are not marginal but even common human experiences. This awareness can enable reflective and empathic practices that are important in increasing individuals’ self-care capacities and enhancing their well-being in self-harm behaviors.

Volume 7: Issue 1, June 2024 Editorial: Bridging Boundaries: Advancing Learning Through Scholarship in An Evolving Academic Landscape Thomas D. Dyer, PhD Grand Canyon University, Editor-in-Chief JSE Jenny Kuban, M.Psy Grand Canyon University, Managing Editor JSE doi: The scholarship of teaching and learning focuses on improving student outcomes by lever- aging research on education, instructional design, and pedagogy (Boyer, 1990).

This reflective narrative chronicles a transformative journey of an educator’s experience teaching in a private Christian school and the subsequent pursuit of research on the spiritual formation of Generation Z students. Drawing upon Dewey’s notion of reflection and a comprehensive review of the literature and spiritual development theories, the author examines why students in Christian schools identify teachers as the primary influence in their spiritual formation. This reflection explores the complexity of spiritual development, the challenges posed by Generation Z students’ digital native characteristics, and the feelings of inadequacy among teachers in fostering spiritual formation. Guided by Greenberger’s reflective framework and Dewey’s principle of continuity, the author aims to deepen her understanding of students’ perceptions and cultivate confidence and aptitude in supporting students’ spiritual growth. The analysis highlights teachers’ multifaceted roles as trusted confidants, mentors, role models, and spiritual guides, transcending the boundaries of academic instruction. The reflective practice findings emphasize the authenticity and modeling of faith by teachers and relationship building, which creates a powerful environment where students observe and internalize the practical application of Christian principles. Additionally, the study considers the varying stages of faith among students and the need for teachers to adapt their roles and approaches accordingly.

Unexpected Silver Lining of A Worldwide Pandemic: Student Workers Working From Home

In response to the COVID-19 pandemic, our university leadership charged our department to shift academic and career support for our 20,000 ground students to a virtual modality. Through 100+ student workers, our department maintained similar service levels and outcomes to pre-pandemic times while working remotely during the pandemic. This reflective practice explores four working ideas for how and why our student worker team succeeded in remote work, including: organizational culture, departmental culture, adapting an existing technology model, and training. Ultimately, all four working ideas likely contributed to our team’s success. However, it is likely an incomplete picture of what truly influenced our team’s success working remotely for 18 months.

Volume 7: Issue 1, June 2024 Editorial: Bridging Boundaries: Advancing Learning Through Scholarship in An Evolving Academic Landscape Thomas D. Dyer, PhD Grand Canyon University, Editor-in-Chief JSE Jenny Kuban, M.Psy Grand Canyon University, Managing Editor JSE doi: The scholarship of teaching and learning focuses on improving student outcomes by lever- aging research on education, instructional design, and pedagogy (Boyer, 1990).

In this reflective practice piece, two instructors grapple with the unexpectedly disappointing results of a culminating digital portfolio in a professional writing program. Instructors had hoped students would approach the digital portfolio as a tool in the job market to showcase their writing skills and interests. Instead, we found that despite the program-wide emphasis on crafting and selecting pieces for this final capstone project, students’ portfolios did not reflect the level of professionalism we anticipated regarding the selection of work and overall design. We were concerned that students viewed this as just another assignment instead of a tool that would support them in the job market. In reflecting on the disconnect between our expectations and the student’s approach to the project, and in conversation with the theory of self-focus in the life-stage of emerging adulthood (Arnett, 2016) and the need for additional guidance on large projects such as these (Lam, 2020; Ring et al., 2017), we instituted portfolio check-ins. These one-on-one meetings with the instructor augmented the peer reviews already in the course to provide the perspective of how a possible employer might evaluate their portfolio and other considerations for strengthening their work. Future research will look to survey program graduates to get a better sense of if and how the portfolios are used post-graduation.