1. Reflective learning
Tutors’ Conference
17/05/12

2. Notes
Handout with all the notes will be ed to you next week

3. What is reflection? Not rocket science
We all learn from our experiences
We all think back as to how we could have done things differently
When we do this in a formal way to identify areas of learning process is known as reflection
Cleland and Ross Phase 1 handbook

4. Why use reflective learning?
We all do it to some degree
Reflective learning is about making this process explicit
Maximises learning from a given situation
Promotes deep learning i.e. where material is understood in a personal context
Builds on previous knowledge
Promotes personal growth and development
Helps integrate knowledge skills and values

5. GMC
Specifically requires that medical students should be able to reflect on practice and be self-critical.
Many postgraduate programs now use reflective learning particularly in portfolios
c.f. GP training and revalidation
There is an expectation that Drs will become reflective practitioners
Includes being self aware, recognising limitations, identifying areas for improvement and CPD

6. Models
Gibb
Kolb
Johns
Schon

7. Gibbs Description - What happened?
Feelings – What were you thinking and feeling?
Evaluation – what was good or bad about the situation?
Analysis – What sense can you make of the situation?
Conclusion – what else could you have done?
Action plan – what would you do next time?

8. John’s Similar to Gibb’s Description of experience Reflection
Influencing factors
Could I have dealt better with situation?
Learning

9. Kolb

10. Schon Reflection-in-action Thinking ahead Analysing Experiencing
Critically responding
Reflection-on-action
Thinking through subsequent to situation
Discussing
Reflective journal

11. Where it fits Part of a process Part of a learning journey
Helps use every experience and encounter as a learning opportunity

12. Reflective writing
We use this to gather evidence of reflective thinking
Looking back at an event
Analysing an event or idea in detail
Thinking carefully about what it means to you now and for the future
Something concrete that the students can share with use with respect to their experience

13. Moon purpose of reflective writing
Record experience
Facilitate learning from experience
Support understanding
Develop critical thinking
Encourage metacognition!
Increase active involvement
Increase ability in reflection
Enhance problem solving
Personal and professional development
Support planning and progress research or project

14. Moon levels of reflective writing
Descriptive
Descriptive account with some reflection
Dialogic reflection
Critical reflection

15. Descriptive Descriptive, little reflection
Ideas linked by sequence of account/story
Any references to emotional reactions not explored
No focus on particular issues
Most points given similar weight

16. Descriptive with some reflection
Basic account more than just the story
Focused on event as if questions asked and answered
Points where reflection could occur are signalled
Recognise that exploration of points would be of benefit, but that is as far as it goes

17. Dialogic
Description focused on particular area or aspects accentuated for reflection
Material being mulled around
There is evidence of external ideas or information
Account shows some analysis
If appropriate is self critical

18. Critical reflection Description serves process of reflection
Evidence of standing back
Recognition that frame of reference can change
Critical awareness of own thought processes
Others views and motives taken into account
Recognition of influence of prior experience
Learning points noted

19. Group task
Try to identify areas where reflective learning can improve the student experience in practice
Are you a true, natural reflective learner yourself?
What are the barriers to being a reflective learner and how might you overcome them?
Look at the piece of reflective writing and try to work out where it lies according to Moon’s classification