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At the end of the semester students are required to right a self-reflection paper on their semester's clinical experience in an attempt to help them make sense of what they learned and experienced
Teachers can assist in learning through providing feedback which helps to bridge the gap between theory and practice, but only the learner is capable of knowing their thoughts and feelings and using this to construct knowledge before, during and after the learning experience.
(Boud, 2015) (Boud, Keough, & Walker, 1985).
References
A thematic analysis of self-reflection journaling in DH students supports Boud's theory
Student self-reflection before, during and after clinical experience helped to connect theory to practice. (Wilkinson, Smallidge & Boyd, 2014).
Students are given prompts each week, in regard to reviewing their clinical work, and then are required to post a journal entry to self-assess their work and reflect on their clinical experiences.
Andresen, L., Boud, D & Cohen, R. (2001). (Foley, G. (Ed.). Understanding Adult Education and Training. Second Edition. Sydney: Allen & Unwin, 225-239.
Boud, D. (2015) Feedback: Ensuring that it leads to enhanced learning. The Clinical Teacher; 12: 3–7.
Boud D., Keough, R. & Walker, D. (1985). Reflection: Turning experience into learning. Nichols Publishing; New York, New York.
Wilkinson, D., Smallidge, D. & Boyd, L.D. (2015) Students' perceptions of teaching methods that bridge theory to practice in dental hygiene education. Journal of Dental Education, February 2015.
Reflection Before Experience . . .
Pre-clinical experiences provide students with an opportunity to evaluate clinical skills as they learn them and in anticipation of direct patient care sessions
Three phases:
Before learning experience
During learning experience
After learning experience
(Boud, Keough, & Walker, 1985).
Phase 1 - Before...students reflect as a way to explore and prepare for what is coming
Phase 2 - Reflecting and collecting events in the midst of experience helps students to connect theory to practice
Phase 3 - Post-experience reports performed, both formally or informally, assist students in improved learning
(Boud, Keough, & Walker, 1985).
Experience alone is not the key to learning
In order for real learning to occur, the learner must also reflect on the learning experience
Reflection is often overlooked in the learning process
(Boud, Keough, & Walker, 1985).
Contemporary theorist who believes that the foundation for learning is experience
Experience serves as the stimulus for learning
Boud's ideas are based on the experiential learning theories of predecessors such as Piaget, Dewey, Kolb and others
Boud's model places emphasis on reflection
(Boud, Keough, & Walker, 1985).
A learner-centered approach to learning
vs.
An overly-didactic approach with teacher-led delivery of knowledge
(Andresen, Boud & Cohen, 2001)