Exploring Students' Perceptions of Reflective Learning in General Practice
Author Information
Author(s): Grant Andrew J, Vermunt Jan D, Kinnersley Paul, Houston Helen
Primary Institution: Cardiff University
Hypothesis
Can significant event analysis in portfolio assessments enhance reflective learning among medical students?
Conclusion
The study found that while students thought more about their patients, the overall benefits of reflective learning were limited.
Supporting Evidence
- Students rated their mentoring relationship with their GP teacher highly.
- Moderate inter-rater reliability was found among markers.
- Students found the portfolio tasks time-consuming.
Takeaway
Students used a special tool to think about their learning, but it didn't help them as much as they hoped.
Methodology
81 final-year medical students completed reflective significant event analyses as part of a portfolio during a three-week attachment in general practice.
Potential Biases
Differences in preparation among raters may have influenced inter-rater reliability.
Limitations
The short time frame limited students' ability to adapt to reflective learning, potentially affecting their experience.
Participant Demographics
Final-year medical students from Imperial College Medical School.
Digital Object Identifier (DOI)
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