Related Experiment Video
Updated: Jun 12, 2026
10:26
Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Ideals, activities, dissonance, and processing: a conceptual model to guide educators' efforts to stimulate student
Britta M Thompson1, Cayla R Teal, John C Rogers
1Department of Pediatrics, College of Medicine Dean's Office, University of Oklahoma College of Medicine, Oklahoma City, Oklahoma 73104, USA. Britta-Thompson@ouhsc.edu
Summary
Medical students
Area of Science:
- Medical Education
- Cognitive Psychology
- Professional Development
Background:
- Medical schools increasingly use reflective learning activities.
- Understanding the cognitive and emotional processes during reflection is limited.
Purpose of the Study:
- To identify and explain the cognitive and emotional processes students experience during reflective learning activities.
- To develop a model of student reflection in medical education.
Main Methods:
- Qualitative analysis of focus group transcripts from a reflective educational activity.
- Utilized a narrative framework for analyzing 94 pages of single-spaced transcripts.
- Involved approximately 40 hours of group coding and 240 hours of individual coding.
Main Results:
- Developed a 5-element conceptual model of student reflection.
- Model includes: educational activity, cognitive/emotional dissonance, dissonance processing (preservation/reconciliation).
- Incorporates student and teacher ideals of a physician, identifying educator influence points.
Conclusions:
- Student cognitive and emotional processes significantly impact the success of reflective learning.
- The developed model can guide educators in planning and implementing reflection activities.
- Further research is needed, but the model offers a framework for understanding and influencing professional development.
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