Reflective learning

Tutors’ Conference17/05/12

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Notes• Handout with all the notes will be e-mailed to

you next week

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What is reflection?• Not rocket science• We all learn from our experiences • We all think back as to how we could have

done things differently• When we do this in a formal way to identify

areas of learning process is known as reflection

Cleland and Ross Phase 1 handbook

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Why use reflective learning?• We all do it to some degree• Reflective learning is about making this

process explicit• Maximises learning from a given situation• Promotes deep learning i.e. where material is

understood in a personal context• Builds on previous knowledge• Promotes personal growth and development• Helps integrate knowledge skills and values

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GMC• Specifically requires that medical students

should be able to reflect on practice and be self-critical.

• Many postgraduate programs now use reflective learning particularly in portfolios

• c.f. GP training and revalidation• There is an expectation that Drs will become

reflective practitioners• Includes being self aware, recognising

limitations, identifying areas for improvement and CPD

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Models• Gibb• Kolb• Johns• Schon

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Gibbs• Description - What happened?• Feelings – What were you thinking and

feeling?• Evaluation – what was good or bad about the

situation?• Analysis – What sense can you make of the

situation?• Conclusion – what else could you have

done?• Action plan – what would you do next time?

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John’s• Similar to Gibb’s• Description of experience• Reflection• Influencing factors• Could I have dealt better with situation?• Learning

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Kolb

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SchonReflection-in-action

• Thinking ahead

• Analysing

• Experiencing

• Critically responding

Reflection-on-action

• Thinking through subsequent to situation

• Discussing

• Reflective journal

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Where it fits• Part of a process• Part of a learning journey• Helps use every experience and encounter

as a learning opportunity

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Reflective writing• We use this to gather evidence of reflective

thinking• Looking back at an event• Analysing an event or idea in detail• Thinking carefully about what it means to

you now and for the future• Something concrete that the students can

share with use with respect to their experience

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Moon purpose of reflective writing• Record experience• Facilitate learning from experience• Support understanding• Develop critical thinking• Encourage metacognition!• Increase active involvement• Increase ability in reflection• Enhance problem solving• Personal and professional development• Support planning and progress research or project

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Moon levels of reflective writing

• Descriptive• Descriptive account with some reflection• Dialogic reflection• Critical reflection

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Descriptive• Descriptive, little reflection• Ideas linked by sequence of account/story• Any references to emotional reactions not

explored• No focus on particular issues• Most points given similar weight

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Descriptive with some reflection

• Basic account more than just the story• Focused on event as if questions asked and

answered• Points where reflection could occur are

signalled• Recognise that exploration of points would

be of benefit, but that is as far as it goes

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Dialogic• Description focused on particular area or

aspects accentuated for reflection• Material being mulled around• There is evidence of external ideas or

information• Account shows some analysis• If appropriate is self critical

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Critical reflection• Description serves process of reflection• Evidence of standing back• Recognition that frame of reference can

change• Critical awareness of own thought processes• Others views and motives taken into account• Recognition of influence of prior experience• Learning points noted

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Group task1. Try to identify areas where reflective

learning can improve the student experience in practice

2. Are you a true, natural reflective learner yourself?

3. What are the barriers to being a reflective learner and how might you overcome them?

4. Look at the piece of reflective writing and try to work out where it lies according to Moon’s classification