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Scaffolding reflective learning in clinical practice: a comparison of two types of reflective activities
M P C Embo1, E Driessen, M Valcke
1University College Arteveldehogeschool Ghent , Belgium .
Background:
The development of reflective learning skills is a continuous process that needs scaffolding. It can be described as a continuum, with the focus of reflection differing in granularity from recent, concrete activities to global competency development.
Aim:
To explore learners' perceptions regarding the effects of two reflective writing activities designed to stimulate reflection at different degrees of granularity during clinical training.
Methods:
Totally 142 respondents (students and recent graduates) completed a questionnaire. Quantitative and qualitative data were triangulated.
Results:
Immediate reflection-on-action was perceived to be more valuable than delayed reflection-on-competency-development because it facilitated day-to-day improvement. Delayed reflection was perceived to facilitate overall self-assessment, self-confidence and continuous improvement, but this perception was mainly found among graduates. Detailed reflection immediately after a challenging learning experience and broad reflection on progress appeared to serve different learning goals and consequently require different arrangements regarding feedback and timing.
Conclusions:
Granularity of focus has consequences for scaffolding reflective learning, with immediate reflection on concrete events and reflection on long-term progress requiring different approaches. Learners appeared to prefer immediate reflection-on-action.
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