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First reflections: third-year dentistry students' introduction to reflective practice.
D R D Jonas-Dwyer1, P V Abbott, N Boyd
1Medical Education, Education Centre, Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, Perth, WA, Australia. Diana.Jonas-Dwyer@uwa.edu.au
Summary
This study introduced reflective practice to third-year dentistry students, evaluating their self-perceived skills. Results showed varying levels of reflection, with students offering suggestions for improvement.
Area of Science:
- Dental Education
- Health Professions Education
- Reflective Practice
Background:
- Reflective practice is crucial for professional and personal development in health professionals.
- Curricula for health professional students should incorporate the development of reflective skills.
- This study focused on third-year dentistry students.
Purpose of the Study:
- To introduce reflective practice to third-year dentistry students.
- To evaluate the self-perceived reflective skills of dentistry students before and after reflective activities.
- To analyze students' reflective writing and suggestions for improvement.
Main Methods:
- A written questionnaire assessed students' perceptions of reflective practice.
- Perceptions were gathered before and after their first clinic placement.
- Students completed two reflective writing pieces on clinical placements.
Main Results:
- Students' reflective writing was categorized as non-reflector, reflector, or critical reflector.
- Content analysis of perceptions revealed nine themes.
- Eight main themes emerged from students' suggestions for enhancing reflective abilities.
Conclusions:
- The study discusses challenges in assessing reflective writing.
- Students provided valuable suggestions for improving their reflective skills.
- Findings inform the integration of reflective practice in dental education.
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