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- Title
Three Practical Steps to Facilitate Reflection Among Low-Performing Medical Students .
- Authors
Chan Choong Foong; Bashir Ghouse, Nur Liyana; Bahri Yusoff, Muhamad Saiful; Khairul Anhar Holder, Nurul Atira; Lye, An Jie; Pallath, Vinod
- Abstract
Reflection enables students to develop a deeper degree of learning and identify appropriate opportunities for improvement. As such, remediation coaches should support lowperforming students to reflect on their learning experiences and, then, make positive changes through a guided, structured, and facilitated reflection. This study was an attempt towards structuring facilitated reflection (i.e. a structured and guided reflection) among low-performing students. Gibbs’ model was adopted as the theoretical framework to develop the reflection approach. Herein, there are three main steps in the reflection process: (a) Engagement: a remediation coach identifies and engages with appropriate students; (b) Active reflection: students complete and submit reflective journals, the remediation coach reads and highlights responses that require clarifications, and then the coach guides the students through their reflection; and (c) Monitoring and follow-up by the remediation coach. In a pilot implementation, students’ journal excerpts and dialogues were the supporting evidence used to analyse if effective reflection had taken place, with the student expressing positive and encouraging experiences of the facilitated reflection. These positive experiences suggest that this kind of structured and guided reflection is useful in encouraging reflective practice among low-performing students.
- Subjects
MEDICAL students; JOURNAL writing; CRITICAL thinking; DEEP learning
- Publication
Education in Medicine Journal, 2023, Vol 15, Issue 1, p17
- ISSN
2180-1932
- Publication type
Article
- DOI
10.21315/eimj2023.15.1.2