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|Title: ||The teaching and learning reflective practice in medicine, nursing and physiotherapy: a grounded theory study|
|Authors: ||Zarezadeh, Yadolah|
|Issue Date: ||2009 |
|Publisher: ||Newcastle University|
|Abstract: ||The purpose of this study is to develop a comparative understanding of the teaching
and learning of reflection in medical and healthcare education in two UK universities.
Reflection is claimed to fill the gap between theory and practice (Schon, 1987),
encourage a deeper level of learning (Entwistle, 1997), and promote lifelong learning
Using symbolic interactionism as an interpretivist theoretical perspective, this study
adopted the grounded theory methodology. A hermeneutic approach informed both
the theoretical perspective and the methodology of the study.
The methods of data collection used in the study included semi-structured interviews
(n=38), non-participant observation, students' reflective assignments, and students'
reflective diaries. Data were analysed by theoretical coding to identify concepts and
categories. A constant comparison method (Glaser, 2004) of data analysis enabled the
generation of theory. This was supported by the understanding and insight gained
through a movement between the parts and the whole of the data in a hermeneutic
This study revealed that teaching and learning reflection in different courses is based
on the perceived image of the reflective practitioner and the personal and professional
benefits of reflection. Different professions use reflection for different purposes. This
is influenced by their socio-political stance, social position, and ambitions of the
profession. These, in tum affect methods, strategies, and outcomes of reflection.
This research contributes to a growing recognition of the sensitivity of assessing
students' reflective works, supports the idea that it is problematic and suggests that
there are ethical and delicate educational issues to be considered in terms of assessing
students' reflective works.
This thesis concludes with an acknowledgement of the complexity of teaching and
learning reflection in medical and healthcare education. It calls for considering
teaching and learning reflection as a "whole" when dealing with its different features
(parts) in order to understand and work with the phenomenon. This study has some
implications for lecturers, students, and educationalists.|
|Description: ||PhD Thesis|
|Appears in Collections:||School of Medical Sciences Education Development|
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