Educational Review Reflection and Analysis of Feedback on Own Teaching Introduction to Reflective Practice Reflective practice has been in use for a few decades for professional development. The concept was introduced in the early eighties and has since come a long way in its application and development The previous concepts of learning in class and applying theoretical knowledge are giving way to more dynamic methods of learning…
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The reflection on these actions allows the engaged individual to employ continuous learning methods (Schon, 1983). The individual tends to learn from his actions in order to continuously improve and the resulting improvements are then used as future learning material. This makes the reflective practice method both dynamic and continuous. This is not to indicate that professionals relying on reflective practice tend to use their own experiences to learn but it serves to indicate that the reliance on personal experiences for learning is greater. Though reflective practice has been around for a few decades now but its wide scale application to professional practice has emerged in the last few years. A number of different models have been brought forward to delineate reflective practice including (but not limited to) models by Argyris and Schon (1978), Kolb (1984), Gibbs (1988), Johns (1995) and Rolfe (2001). Among these models of reflective practice, the model presented by Kolb (1984) has gained widespread attention and acclaim. This paper will rely on the model presented by Kolb (1984) in order to advance arguments for reflective practice in a clinical setting aimed at learning. ...
One key aspect of the model is the transformation of information into knowledge after a particular situation has occurred.16* Figure 1 – Kolb’s Reflective Practice Model (1984) extracted from (Schugurensky, 2002) Reflection on the Subject Teaching Session A teaching session was held in order to disseminate information and knowledge gathered through a continual and dynamic reflective practice run. The attendants for the session ranged from registrars to senior health officers (SHOs) so a widely differing audience was worked with using the teaching session. A key assumption before the teaching session was that members of the audience would be able to assimilate the provided information at the same rates or nearly at the same rates (Boss & Krauss, 2007). However, the teaching session proved beyond doubt that personal learning issues were far overtaken by learning issues based on position in the organisation. The learning styles for registrars and SHOs tended to differ widely so that certain concepts had to be repeated in order to ensure that all members of the audience were on the same page. Based on this observation, it would be relevant to utilise different teaching sessions or a wide variety of different teaching techniques to capture the differences in knowledge of such an audience. One method employed to keep the attention of the audience was to utilise quizzes that were presented at intermittent intervals during the teaching session (Darzi, 2008). It could be noticed that the audience seemed more involved in solving the problems presented by the quizzes rather than concentrating on slides one after the other. This observation also had another significant undertone. The subject teaching session
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