The Role of Peer Meetings for Professional Development in Health Science Education: A Qualitative Analysis of Reflective Essays

Autor/inn/en	Schaub-de Jong, Mirabelle A.; Cohen-Schotanus, Janke; Dekker, Hanke; Verkerk, Marian
Titel	The Role of Peer Meetings for Professional Development in Health Science Education: A Qualitative Analysis of Reflective Essays
Quelle	In: Advances in Health Sciences Education, 14 (2009) 4, S.503-513 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-008-9133-3
Schlagwörter	Portfolios (Background Materials); Cooperative Learning; Peer Relationship; Reflection; Essays; Meetings; Professional Development; Allied Health Occupations Education; Undergraduate Students; Learning Processes + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Peer-Beziehungen; Essay; Aufsatzunterricht; Meeting; Tagung; Learning process; Lernprozess
Abstract	Introduction: The development of professional behaviour is an important objective for students in Health Sciences, with reflective skills being a basic condition for this development. Literature describes a variety of methods giving students opportunities and encouragement for reflection. Although the literature states that learning and working together in peer meetings fosters reflection, these findings are based on experienced professionals. We do not know whether participation in peer meetings also makes a positive contribution to the learning experiences of undergraduate students in terms of reflection. Aim: The aim of this study is to gain an understanding of the role of peer meetings in students' learning experiences regarding reflection. Method: A phenomenographic qualitative study was undertaken. Students' learning experiences in peer meetings were analyzed by investigating the learning reports in students' portfolios. Data were coded using open coding. Results: The results indicate that peer meetings created an interactive learning environment in which students learned about themselves, their skills and their abilities as novice professionals. Students also mentioned conditions for a well-functioning group. Conclusion: The findings indicate that peer meetings foster the development of reflection skills as part of professional behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10