Enhancing Reflective Practice Using Prompts in Online Submission of Case Reports (OSCAR): An Exploratory Study Among Medical Students in Rural Longitudinal Integrated Clerkships.
IF 4.8
2区 医学
Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Perspectives on Medical Education
Pub Date : 2024-12-26
eCollection Date: 2024-01-01
DOI:10.5334/pme.1416
引用次数: 0
Abstract
Introduction: Medical students learn to reflect to gain new insights into self and practice; however, allowing for reflection within a busy curriculum is challenging. In this study we embedded reflective writing prompts (RWP) into an existing assessment item, Online Submission of Case Reports (OSCAR), to investigate whether this minimalistic scaffolding intervention could develop students' reflective capacity and increase their exposure to rural social determinants of health.
Methods: This study is framed by ontological realism and informed by an interpretivist stance. Focus group transcripts (medical students and educators) were inductively analysed using thematic analysis. Written OSCAR reflections were analysed in a deductive top-down method to provide a contrasting perspective and triangulation.
Results: Focus groups included 27 students, 10 educators, and 52 OSCAR reflections. Inductive analysis generated three themes: Scaffolded Learning, Affording Diverse Responses, and Maximising Learning Opportunities. Deductive analysis indicated that most students (87%) demonstrated lower-order thinking.
Discussion: Most participants valued the impact of RWP on students' learning. Though the RWP did not assist students to demonstrate higher-order thinking, they did increase the breadth of rural social determinants of health topics reflected upon by students, thereby increasing student knowledge of the impact of rural context on patient care.
在农村纵向综合见习医学生中，运用案例在线提交提示加强反思性实践
导读：医学生学会反思，获得对自我和实践的新见解；然而，在繁忙的课程中进行反思是一项挑战。在这项研究中，我们将反思性写作提示（RWP）嵌入到现有的评估项目“在线提交病例报告”（OSCAR）中，以调查这种简约的脚手架干预是否能培养学生的反思能力，并增加他们对农村健康社会决定因素的了解。方法：本研究以本体论实在论为框架，以解释主义为立场。焦点小组记录（医学生和教育工作者）采用主题分析进行归纳分析。书面奥斯卡反思分析在演绎自上而下的方法，以提供一个对比的角度和三角。结果：焦点小组包括27名学生，10名教育工作者和52名OSCAR反思。归纳分析产生了三个主题：架式学习、提供多样化的反应和最大化学习机会。演绎分析表明，大多数学生（87%）表现出低阶思维。讨论：大多数参与者重视RWP对学生学习的影响。虽然RWP没有帮助学生展示高阶思维，但它们确实增加了学生反映的健康主题的农村社会决定因素的广度，从而增加了学生对农村环境对患者护理影响的了解。
本文章由计算机程序翻译，如有差异，请以英文原文为准。
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来源期刊
Perspectives on Medical Education
Multiple-
CiteScore
5.70
自引率
8.30%
发文量
31
审稿时长
28 weeks
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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