{"title":"关于在兽医教育中使用反思和反思性组合学习的范围审查。","authors":"Andrea Jones, Kate Cobb, Gary England","doi":"10.1002/vro2.79","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>In veterinary education, reflection and reflective portfolio learning aim to enhance professional development. Although reflection and reflective portfolio learning are widely used in teaching and healthcare, their demonstrable impact on veterinary education is unclear. Although the benefits are uncertain, reflection may provide potential for self-development and help to prepare students for clinical practice. The aim of this work was to review research into reflective practice and reflective portfolio learning, to find evidence for its use in teaching, to confirm how it is best implemented to optimise professional development and to identify gaps for future research.</p><p><strong>Methods: </strong>This scoping review was conducted according to the Joanna Briggs Institute guidelines adhering to review methodology. Ten databases were searched and screened for reflection and portfolio learning as a primary source of data. Of 29,933 texts identified by title and/or abstract, 51 final works were screened in full. Of these, 16 papers that gathered evidence on reflection were included.</p><p><strong>Results: </strong>The results confirmed a growing evidence base for reflection in the veterinary field. In total, six works demonstrated a positive impact on professional development. Written reflective assignments were the most common methods of implementation, with 11 papers referencing their use. Other methods included group discussion and facilitated reflection.</p><p><strong>Conclusions: </strong>This review identified numerous gaps for research, including validating the methods of implementation, exploring the efficacy of methods other than written reflection, examining how reflection is used at different stages of the veterinary career and study of different models of reflection to identify which are most useful.</p>","PeriodicalId":23565,"journal":{"name":"Veterinary Record Open","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11075638/pdf/","citationCount":"0","resultStr":"{\"title\":\"A scoping review on the use of reflection and reflective portfolio learning in veterinary education.\",\"authors\":\"Andrea Jones, Kate Cobb, Gary England\",\"doi\":\"10.1002/vro2.79\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>In veterinary education, reflection and reflective portfolio learning aim to enhance professional development. Although reflection and reflective portfolio learning are widely used in teaching and healthcare, their demonstrable impact on veterinary education is unclear. Although the benefits are uncertain, reflection may provide potential for self-development and help to prepare students for clinical practice. The aim of this work was to review research into reflective practice and reflective portfolio learning, to find evidence for its use in teaching, to confirm how it is best implemented to optimise professional development and to identify gaps for future research.</p><p><strong>Methods: </strong>This scoping review was conducted according to the Joanna Briggs Institute guidelines adhering to review methodology. Ten databases were searched and screened for reflection and portfolio learning as a primary source of data. Of 29,933 texts identified by title and/or abstract, 51 final works were screened in full. Of these, 16 papers that gathered evidence on reflection were included.</p><p><strong>Results: </strong>The results confirmed a growing evidence base for reflection in the veterinary field. In total, six works demonstrated a positive impact on professional development. Written reflective assignments were the most common methods of implementation, with 11 papers referencing their use. Other methods included group discussion and facilitated reflection.</p><p><strong>Conclusions: </strong>This review identified numerous gaps for research, including validating the methods of implementation, exploring the efficacy of methods other than written reflection, examining how reflection is used at different stages of the veterinary career and study of different models of reflection to identify which are most useful.</p>\",\"PeriodicalId\":23565,\"journal\":{\"name\":\"Veterinary Record Open\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-05-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11075638/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Veterinary Record Open\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1002/vro2.79\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/6/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"VETERINARY SCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Veterinary Record Open","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/vro2.79","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/6/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"VETERINARY SCIENCES","Score":null,"Total":0}
A scoping review on the use of reflection and reflective portfolio learning in veterinary education.
Introduction: In veterinary education, reflection and reflective portfolio learning aim to enhance professional development. Although reflection and reflective portfolio learning are widely used in teaching and healthcare, their demonstrable impact on veterinary education is unclear. Although the benefits are uncertain, reflection may provide potential for self-development and help to prepare students for clinical practice. The aim of this work was to review research into reflective practice and reflective portfolio learning, to find evidence for its use in teaching, to confirm how it is best implemented to optimise professional development and to identify gaps for future research.
Methods: This scoping review was conducted according to the Joanna Briggs Institute guidelines adhering to review methodology. Ten databases were searched and screened for reflection and portfolio learning as a primary source of data. Of 29,933 texts identified by title and/or abstract, 51 final works were screened in full. Of these, 16 papers that gathered evidence on reflection were included.
Results: The results confirmed a growing evidence base for reflection in the veterinary field. In total, six works demonstrated a positive impact on professional development. Written reflective assignments were the most common methods of implementation, with 11 papers referencing their use. Other methods included group discussion and facilitated reflection.
Conclusions: This review identified numerous gaps for research, including validating the methods of implementation, exploring the efficacy of methods other than written reflection, examining how reflection is used at different stages of the veterinary career and study of different models of reflection to identify which are most useful.
期刊介绍:
Veterinary Record Open is a journal dedicated to publishing specialist veterinary research across a range of topic areas including those of a more niche and specialist nature to that considered in the weekly Vet Record. Research from all disciplines of veterinary interest will be considered. It is an Open Access journal of the British Veterinary Association.