Facilitating reflective learning

PhD ceremony: Ms. M.A. Schaub-de Jong, Academiegebouw, Broerstraat 5, Groningen

Dissertation: Facilitating reflective learning

Promotor(s): prof. M.A. Verkerk, prof. J. Cohen-Schotanus

Faculty: Medical Sciences

Professionalism has become an explicit objective in medical and health-sciences curricula. Reflective competences are considered essential in professional training. The aim of this thesis is to investigate conditions affecting students’ reflective learning, specifically in small groups and professional practice. Studies were carried out which focussed on the role of small-group settings, the teaching and learning methods used, and the teachers’ competences. We developed an instrument (STERLING) to assess teacher competences in teaching reflective skills to small groups. Furthermore, a study was carried out to gain understanding of the difficulties students experience in responding to unprofessional situations in practice.

An important finding was that students were positive about small-group settings (peer meetings) and participating in a professional development course, to foster the development of their reflective skills. Teaching students reflective skills, calls for specific teacher competences. The most difficult aspect for teachers was to instruct reflective learning and reflective skills in small groups. Teachers should be trained in these competences. Finally, students experience and recognize unprofessional situations during their clerkships, but they do not always react to such situations even though they know they should. They gave several excuses for not responding, but these excuses may not always be valid. To prepare students better to behave as reflective professionals, they must be taught to check and discuss the validity of their excuses. At the same time, supervisors have to be aware that their behaviour may evoke excuses from the students for not reacting to professional situations.