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Patient-centered Care01:13

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Learning With Reflection: Practices in an Osteopathic Surgery Clinical Clerkship Through an Online Module.

Kadriye O Lewis, Susan Farber, Haiqin Chen

    The Journal of the American Osteopathic Association
    |October 27, 2015
    PubMed
    Summary

    This study explored reflective practices in osteopathic medical students using online discussions. Findings identified four reflection types and highlighted the importance of integrating reflective activities into medical curricula for skill development.

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    Area of Science:

    • Medical Education
    • Osteopathic Medicine
    • Educational Psychology

    Background:

    • Reflective practices are increasingly valued in osteopathic medical education.
    • The application of reflective pedagogies in medical course design remains underexplored.

    Purpose of the Study:

    • To identify types of reflection among osteopathic medical students in an online discussion forum.
    • To assess the impact of a reflective learning self-assessment tool on discussion engagement.

    Main Methods:

    • A mixed-method approach was used to analyze reflection processes in an online osteopathic surgery clerkship module.
    • Discussion board messages were qualitatively coded (manual and NVivo9) and quantitatively analyzed for correlations.

    Main Results:

    • Four primary reflection types (content, contextual, dialogic, personal) were identified in student discussions.
    • Group collaboration fostered insights into the reflection process, collective efforts, and intragroup support.
    • Student metacognition was stimulated by self-assessment of contributions; long work hours impacted timely completion of tasks.

    Conclusions:

    • Reflective practices are crucial for osteopathic medicine and its education.
    • Integrating deliberate reflective practices into educational activities can enhance students' reflective skills.