Honesty in Critically Reflective Essays: An Analysis of Student Practice

Autor/inn/en	Maloney, Stephen; Tai, Joanna Hong-Meng; Lo, Kristin; Molloy, Elizabeth; Ilic, Dragan
Titel	Honesty in Critically Reflective Essays: An Analysis of Student Practice
Quelle	In: Advances in Health Sciences Education, 18 (2013) 4, S.617-626 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-012-9399-3
Schlagwörter	Health Personnel; Allied Health Personnel; Physical Therapy; Undergraduate Students; Essays; Reflection; Ethics; Barriers; Facilitators (Individuals); Online Surveys; Student Surveys; Student Attitudes; Mixed Methods Research; Knowledge Level; Competence; Evaluation Criteria + Suchen Sie Ihr Suchwort? Medizinisches Personal; Physiotherapie; Essay; Aufsatzunterricht; Ethik; Schülerbefragung; Schülerverhalten; Wissensbasis; Kompetenz
Abstract	In health professional education, reflective practice is seen as a potential means for self-improvement from everyday clinical encounters. This study aims to examine the level of student honesty in critical reflection, and barriers and facilitators for students engaging in honest reflection. Third year physiotherapy students, completing summative reflective essays on clinical encounters using the modified Gibbs cycle, were invited to participate in an anonymous online survey. Student knowledge and beliefs about reflective practice, and disclosure of the truthfulness of their reflections, were assessed using a mixed method approach. A total of 34 students, from a maximum possible of 48 (71%), participated in the study activities. A total of 68% stated that they were at least 80% truthful about their experiences. There was general student consensus that reflective practice was important for their growth as a clinician. Students questioned the belief that the reflection needed to be based on a factual experience. Reflective practice can be a valuable addition to the clinical education of health care professionals, although this value can be diminished through dishonest reflections if it is not carefully implemented. Student influences on honest reflection include; (1) the design of any assessment criteria, and (2) student knowledge and competency in applying critical reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10