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Appraising and assessing reflection in students' writing on a structured worksheet
Barbel Pee1, Theresa Woodman, Heather Fry
1Department of Oral Growth & Development, Barts & the London, Queen Mary's School of Medicine & Dentistry, University of London, UK.
Medical Education
|June 6, 2002
Summary
Students engaged in a structured learning activity demonstrated reflection, according to multiple assessment methods. This study validates reflective learning techniques in medical education.
Area of Science:
- Medical Education
- Educational Psychology
Background:
- Medical and dental education utilize various techniques to foster student reflection.
- Evidence-based practice necessitates evaluating the effectiveness of these reflective learning strategies.
Purpose of the Study:
- To determine if students participating in a structured worksheet activity were genuinely reflecting.
- To assess the validity of a specific reflective learning intervention.
Main Methods:
- A qualitative, multi-method approach was employed.
- Student worksheets were analyzed for reflection using established criteria and peer assessment.
- Student feedback on the activity's acceptability and utility was gathered via a Likert scale questionnaire.
Main Results:
- Multiple methods indicated that students demonstrated reflection during the activity.
- Student perceptions of the reflective learning activity were predominantly positive.
Conclusions:
- The utilized methods can assist educators in evaluating reflective learning activities.
- These methods may also be applicable for assessing student reflection in educational settings.