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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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A critical Exploration of Theoretical Frameworks for Reflective Learning: Reflections from a Faculty Development
Chew-Fei Sow1, Supathiratheavy Rasiah2, Hui Meng Er3
1Clinical Skills Department, International Medical University, 126 Jalan Jalil Perkasa, Bukit Jalil, 57000 Kuala Lumpur, Malaysia.
Medical Science Educator
|March 27, 2025
Summary
Faculty training in reflective practice is crucial for health professionals. Integrating the "What" model into existing frameworks like Gibbs' or Kolb's can enhance understanding and application of reflective learning.
Area of Science:
- Medical Education
- Professional Development
Background:
- Reflective practice is a vital skill for health professionals.
- Existing reflective practice frameworks have varied facilitator experiences based on learning contexts.
Discussion:
- This commentary evaluates the practicality of four reflective learning frameworks: Kolb's experiential learning, Gibbs' reflective cycle, Schön's reflective practice model, and the "What" model.
- Facilitator experiences with these frameworks are influenced by diverse teaching and learning activities.
Key Insights:
- The "What" model offers a simple and practical approach to reflective learning.
- Integrating the "What" model enhances learners' comprehension and application of the reflective process.
Outlook:
- Further research could explore the effectiveness of the integrated "What" model across different health professions education settings.
- This approach has the potential to standardize and improve reflective practice training for healthcare educators.
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