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Developing the reflective professional

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Developing the reflective professional: medical students' use of resources and patterns of learning ...

Developing the reflective professional: medical students' use of resources and patterns of learning

Project lead: Dr Peter Dangerfield
Researcher: Tünde Varga-Atkins

Participant student groups: 1st year

Abstract

This project builds on a previous CEDP Fellowship award (entitled 'Writing and reflecting: exploring the use of wikis and online peers assessment tools to promote the personal and professional development of undergraduate medical students') which explored how students interacted and shared their findings and resources between face-to-face PBL sessions. This presentation reports on project findings which focused on the process of how students research and evaluate their learning objectives. Through the introduction of online tools in the PBL process, the project examined the potential of a social bookmarking tool, Diigo, in supporting the development of students' reflective practice.

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    Developing the reflective professional Developing the reflective professional Presentation Transcript

    • Developing the reflective professional: medical students' use of resources and patterns of learning 11th May 2010 CETL seminar presentation Peter Dangerfield Tünde Varga-Atkins Ian Ellis Louis Vitone
    • Session outline  Initial project 2007-8  Current project 2009-10  Aims  Methods  Findings - Social bookmarking  Conclusion DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Publications – previous project •Developing professionalism through the use of wikis: a study with first-year undergraduate medical students. Medical Teacher 32(10), October. 2010 •HEA MEDEV subject centre newsletter. Spring 2010. (Issue 21) Using wikis to promote the personal and professional development of undergraduate medical students: a report for the CETL in Developing Professionalism DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • First project: using wikis in PBL  Introduced use of wikis in PBL context – enhance learning?  Students welcomed sharing resources.  Interacting in (‘formal’) online spaces contributed to a development of professionalism. DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Conclusions  Students were less familiar with the technology than expected.  Students were not confident posting in a large group wiki – importance of trust (expressed in sharing / privacy of technology used).  Importance of alerts and usability of the tool. DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS 5 /35
    • Recommendations  Explain purpose of process – hands on session  On-line tool must use Web 2 type of alerts etc  Private / Group / Public areas  Environment must bring with it the concept of Trust  If students only tend to share web links: explore social bookmarking DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS 6 /35
    • Rationale for building on first project People Techniques Tools Resources Student Research PBL objectives Lifelong learning DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Reflective professional  We interpret this here to be: - Independent learning skills - Information skills (search, retrieve, store, evaluate and synthesise information) - Building up for medical career DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Aims  Can students’ PBL learning be enhanced? - What tools (techniques, resources) do students use to research their PBL / develop their professionalism? - Introduce an online social bookmarking tool.  How do students engage with the social bookmarking tool?  How do they value such a tool for their PBL research? DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Methods  Small scale study, pilot.  Focus groups & interviews. - Piloted ‘walkthrough interview’. - Also interviewed third years from first project to compare.  Online engagement and statistics.  Email feedback.  Used activity theory to help interpret and organise findings. DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Limitations of process  Small scale study.  Interpretative.  Focus group limitations. NB Preliminary results  Analysis is still being refined DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Findings  Context  Temporal  Conflict between direction and self- directed learning  Issue of ‘Depth’  BUT this tension is the source of learning DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Support and resources for PBL People Techniques Tools Resources Student Research PBL objectives DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Learning landscape: 1st years and where resources come from Techniques People Resources DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Learning landscape: 3rd years Techniques People Resources DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Learning landscape: people First years HARC staff Lecturers Senior peers Family, relatives Friends, ex-school friends PBL facilitator PBL group DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Learning landscape: people Third years patients Clinical staff facilitators faculty peers flat mates Year group PBL group DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Learning landscape: resources First years books lectures internet VITAL resources library search HARC hands-on past exam papers HARC booklets DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Learning landscape: resources Third years Speciality booklets reference books journals web search Library databases PBL booklet DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Learning landscape: techniques First & third years mnemonics quizzes reflecting diagrams drawings Note-taking copying mind maps cue-cards DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Techniques Individual With others DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Individual techniques  Specific to the individual (e.g. Note-taking etc.) eg diagramming creating powerpoint slides for PBL DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Individual techniques (First and third years)  Reflection  Aware of own skills, limitations  Overcompensating  Interest (satisfying own interest) ‘indulge’  Aware of learning styles preference  (third year) – writing and reflecting DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Techniques: collaboration with peers  Discussions – library, at home, on campus  Sharing – via email, Facebook, during PBL, texting and phone calls  Skill exchange  Role of sharing - First year: DEPTH, revision - Third year : checking understanding, sharing resources DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Preliminary interpretation  Emphasis / importance of people and resources changes over the years;  Techniques change from person to person;  Quality of techniques change (in certain cases);  Further questions: - Does the range of techniques change? - Do students learn expand their techniques over the years? - What influences their take-up (or no take-up) of a tool? DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • One technique: internet search First years  VITAL, HARC, lectures help direct to sources;  Google search [or quick overview e.g. Wikipedia] - Senior peers - Recall lecturers – does site cover the points mentioned? - ‘Trusted sites’ e.g. NHS, Direct Gov, university sites etc - NOT using ‘social’ element of bookmarking  Links via email, face to face chats, Facebook DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • One technique: internet search Third years  Google search or quick overview (e.g. Wikipedia) - Range of trusted sites: wider - Author / web publisher’s trustworthiness - Medical community recommendations, doctors’ recommendations - NOT using ‘social’ element of bookmarking  Increasing use of specialised medical databases, journals etc  Links via email, face to face chats, Facebook DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Social bookmarking  Browse others’  Portable ‘favourites’ searches  Toolbar – saving  Snowballing weblinks quickly  Common interests DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Social bookmarking  Browse others’  Portable ‘favourites’ searches Can it enhance PBL?  Snowballing  Toolbar – saving weblinks quickly  Common interests DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Sharing web links  Previous project: sharing weblinks useful;  Current project: - Physical sharing ie via face to face, FaceBook, email, text - First year- main source of information = books > internet links  Role of sharing: to help guide students about DEPTH rather than share a physical resource. DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • How students shared weblinks Social bookmarking tool not used/useful  Usability - Not downloaded toolbar - ‘Cumbersome’  Practice - Shared via face to face discussions instead or via email. - Store web links in favourites or in their PBL notebooks. DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Social bookmarking  Tool fulfils all previous demands  Useful in theory – but not used in practice: - Quantity - Utility vs effort - ‘social’ element not utilised, recognised  May be a good tool in the later years when there are more internet searches  May be taken up by an individual rather than whole groups. DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Conclusions  Sharing is perceived to be useful – purpose is about DEPTH  Learning styles / different individual strategies are important  No ‘blanket tool’ but tool for specific individuals / purposes  Bookmarking has potential to enhance learning – but potential is not recognised by students (eg helping in searches etc.) DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • Conclusions  Acknowledge support from the CETL  Interesting area  Clearly more analysis  Further work needed  The Road to the future? DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35
    • QUESTIONS DEVELOPING THE REFLECTIVE PROFESSIONAL: MEDICAL STUDENTS’ USE OF RESOURCES AND LEARNING PATTERNS /35